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AAC > Beginning Communicators and Intervention > Flashcards

Beginning Communicators and Intervention Flashcards

1
Q

6 Characteristics of Beginning Communicators (Beukelman & Mirenda, 1998)

A
  1. Varied ages. Children to elderly
  2. Dx varies. Developmental, physical, or sensory disabilities (Deaf/blindness, Autism, MR/CI, CP)
  3. Rely on prelinguistic or nonsymbolic forms of communication
  4. Unclear if acts are intentional
  5. Learning to use aided or unaided symbols
  6. Use nonelectric displays or simple technology
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2
Q

Idiosyncratic behaviors are ___ to the client.

A

specific

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3
Q

[t/f] Beginning communicators must demonstrate the following characteristics before AAC can be implemented:
⋆Ability to visually track a moving object
⋆Match pictures to objects
⋆Object permanence
⋆Means-ends
⋆Cause-effect
⋆Communication intentionality

A

False.
Studies have shown little evidence to support the idea that beginning communicators without prerequisites would not benefit from AAC (Reichle & Karlan, 1985).

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4
Q

The only prerequisite for AAC is:

A

Natural speech is not meeting the speaker’s needs

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5
Q

Benefits of using AAC with beginning communicators: (3)

A
  1. Facilitates development of language prerequisite skills
  2. Enhances comprehension
  3. Builds vocab
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6
Q 
Which of the following AAC modes is more beneficial for beginning communicators? 
⋆Natural gestures
⋆Manual signs
⋆Photos
⋆Black and white line drawings
⋆Tangible object symbols
⋆SGD’s
A

One mode is not better than another

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7
Q

Describe the pros (2) and cons (1) of manual sign:

A

PRO:

  1. Easier acquisition
  2. Highly portable

CON:
1. Communicative partners may not understand

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8
Q

Advantages of teaching two modes? (2)

A
  1. Person may grow to be successful using both modes

2. Will help to make the best mode evident

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9
Q

Considerations when determining “best mode”: (5)

A
  1. Cost
  2. Acquisition
  3. Generalization
  4. Maintenance
  5. Personal preference
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10
Q

Examples of initial goals (4)

A
  1. Focus on functional communication skills (ex. requesting, rejecting, commending, directing attention, greetings, imitation, symbolic play)
  2. Increase independence
  3. Increase communication with a variety of partners
  4. Increase communication across multiple settings (generalization)
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11
Q

Communication Opportunities - Analysis (2)

A
  1. Tx Settings: Inclusion w/ peers vs. Pull-out/Dedicated Tx

2. Participation Analysis: Compare to peers, record, comm. breakdowns, expectations

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12
Q

Adaptive Play: Pros (4)

A
  1. Context provided
  2. Predictable routines
  3. Increases quantity and quality of communicative opportunities
  4. Toys used as reinforcers
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13
Q

Adaptive Play: Considerations (3)

A
  1. Attractivity
  2. Reactivity
  3. Manipulation ability
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14
Q

When beginning AAC tx, teach the following: (3)

A
  1. Teach AAC forms that match existing linguistic communicative function
  2. If prelinguistic, teach responsiveness, object permanence, initiating communication
  3. Replace old prelinguistic gestures and replace it with something reliable as an alternative; Teach more symbolic form to use for the old function
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15
Q

PECS: Pros (5) and Cons (2)

A

PRO:

  1. Effective for teaching requesting, maybe commenting
  2. Combining symbols
  3. Teach response to open-ended questions
  4. Good for beginning communicators - use hand over hand
  5. Can use symbols, graphics, photo; boardmaker recommended

CON:

  1. Communicative functions targeted can be taught through other modes
  2. Focuses on requesting
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16
Q

What should you teach first? (2)

A
  1. Teach new AAC forms (point to symbol) for old / pre-existing functions (idiosyncratic signs)
  2. Move to increasingly difficulty vocabulary when all the learner’s pre-existing functions are matched with new AAC forms
17
Q

How do I teach requesting? (2)

A
  1. When they use new form, reinforce immediately and consistently every single time; decrease once skill is cemented
  2. By providing the desired object, action, etc.
18
Q

5 Strategies to increase the number of instructional opportunities

A
  1. Withhold a desired object
  2. Blocking access to a desired activity
  3. Providing incomplete reinforcement
  4. Delayed assistance
  5. Interrupting an activity

Ex: Bubbles, mystery box, mr. potato, wind-up toys, missing object from activity

19
Q

Facilitator Training includes: (2)

A
  1. Contingent responding

2. Distinguishing btwn intentional and unintentional communication

20
Q

DEF: Contingent responding

A

Response from facilitator secondary to AAC user behavior

21
Q

Why use contingent responding? (2)

A
  1. Teaches that movement, vocalization, and speech has power to regulate other’s behavior
  2. Decrease problematic behaviors
22
Q

How do we differentiate between the two with someone who has a non-reliable form of symbolic communication? (5)

A
  1. Pause after a signal is produced
  2. Facilitator responds and signal terminates
  3. Emotional response from AAC user post facilitator response
  4. Persistence of AAC user
  5. Ritualized signal or more conventional signal
  6. Alternating gaze
  7. Body orientation
23
Q

Even individuals with severe to profound disabilities can be taught ___, ___, and ___.

A

attention
acceptance
rejection

24
Q

Prereqs to teach attention, acceptance, and rejection behaviors: (2)

A
  1. Attending to symbols

2. Symbolic representations

25
Q

Strategies for teaching attention and accepting (or replacing the old form with the a more effective form): (5)

A

Step 1: Find an interruptible routine
Step 2: Start the routine
Step 3: Stop in the middle of the routine
Step 4: Prompt for new attention getting form (e.g., bell, switch)
Step 5: Continue routine after client correctly sought attention or hand over hand
***Acknowledges old form while implementing new form until it is completely replaced

26
Q

Strategies for teaching rejection (5)

A
  1. Make it measurable
  2. Choose new form that is more efficient
  3. Always end with use of the desired form - increases client’s independence
  4. Provide negative reinforcement
    Ex. Teacher talks over AAC client
    Behavior: Use of symbol (any modality) “No, + my turn.”
  5. Escape an undesirable task
27
Q

Facilitator Training: 8 steps to teach facilitators to respond and expand communication (Kent-Walsh & McNaughton (2005)

A
  1. Introduce the target strategy
  2. Describe the strategy
  3. Demonstrate the strategy/watch videos of it in action
  4. Verbal practice
  5. Controlled practice with feedback
  6. Advanced practice and feedback
  7. Reassess use of strategy
  8. Generalization

AAC (2 decks)

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