Beginning Communicators and Intervention Flashcards
6 Characteristics of Beginning Communicators (Beukelman & Mirenda, 1998)
- Varied ages. Children to elderly
- Dx varies. Developmental, physical, or sensory disabilities (Deaf/blindness, Autism, MR/CI, CP)
- Rely on prelinguistic or nonsymbolic forms of communication
- Unclear if acts are intentional
- Learning to use aided or unaided symbols
- Use nonelectric displays or simple technology
Idiosyncratic behaviors are ___ to the client.
specific
[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
False.
Studies have shown little evidence to support the idea that beginning communicators without prerequisites would not benefit from AAC (Reichle & Karlan, 1985).
The only prerequisite for AAC is:
Natural speech is not meeting the speaker’s needs
Benefits of using AAC with beginning communicators: (3)
- Facilitates development of language prerequisite skills
- Enhances comprehension
- Builds vocab
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
One mode is not better than another
Describe the pros (2) and cons (1) of manual sign:
PRO:
- Easier acquisition
- Highly portable
CON:
1. Communicative partners may not understand
Advantages of teaching two modes? (2)
- Person may grow to be successful using both modes
2. Will help to make the best mode evident
Considerations when determining “best mode”: (5)
- Cost
- Acquisition
- Generalization
- Maintenance
- Personal preference
Examples of initial goals (4)
- Focus on functional communication skills (ex. requesting, rejecting, commending, directing attention, greetings, imitation, symbolic play)
- Increase independence
- Increase communication with a variety of partners
- Increase communication across multiple settings (generalization)
Communication Opportunities - Analysis (2)
- Tx Settings: Inclusion w/ peers vs. Pull-out/Dedicated Tx
2. Participation Analysis: Compare to peers, record, comm. breakdowns, expectations
Adaptive Play: Pros (4)
- Context provided
- Predictable routines
- Increases quantity and quality of communicative opportunities
- Toys used as reinforcers
Adaptive Play: Considerations (3)
- Attractivity
- Reactivity
- Manipulation ability
When beginning AAC tx, teach the following: (3)
- Teach AAC forms that match existing linguistic communicative function
- If prelinguistic, teach responsiveness, object permanence, initiating communication
- Replace old prelinguistic gestures and replace it with something reliable as an alternative; Teach more symbolic form to use for the old function
PECS: Pros (5) and Cons (2)
PRO:
- Effective for teaching requesting, maybe commenting
- Combining symbols
- Teach response to open-ended questions
- Good for beginning communicators - use hand over hand
- Can use symbols, graphics, photo; boardmaker recommended
CON:
- Communicative functions targeted can be taught through other modes
- Focuses on requesting
What should you teach first? (2)
- Teach new AAC forms (point to symbol) for old / pre-existing functions (idiosyncratic signs)
- Move to increasingly difficulty vocabulary when all the learner’s pre-existing functions are matched with new AAC forms
How do I teach requesting? (2)
- When they use new form, reinforce immediately and consistently every single time; decrease once skill is cemented
- By providing the desired object, action, etc.
5 Strategies to increase the number of instructional opportunities
- Withhold a desired object
- Blocking access to a desired activity
- Providing incomplete reinforcement
- Delayed assistance
- Interrupting an activity
Ex: Bubbles, mystery box, mr. potato, wind-up toys, missing object from activity
Facilitator Training includes: (2)
- Contingent responding
2. Distinguishing btwn intentional and unintentional communication
DEF: Contingent responding
Response from facilitator secondary to AAC user behavior
Why use contingent responding? (2)
- Teaches that movement, vocalization, and speech has power to regulate other’s behavior
- Decrease problematic behaviors
How do we differentiate between the two with someone who has a non-reliable form of symbolic communication? (5)
- Pause after a signal is produced
- Facilitator responds and signal terminates
- Emotional response from AAC user post facilitator response
- Persistence of AAC user
- Ritualized signal or more conventional signal
- Alternating gaze
- Body orientation
Even individuals with severe to profound disabilities can be taught ___, ___, and ___.
attention
acceptance
rejection
Prereqs to teach attention, acceptance, and rejection behaviors: (2)
- Attending to symbols
2. Symbolic representations
Strategies for teaching attention and accepting (or replacing the old form with the a more effective form): (5)
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
Strategies for teaching rejection (5)
- Make it measurable
- Choose new form that is more efficient
- Always end with use of the desired form - increases client’s independence
- Provide negative reinforcement
Ex. Teacher talks over AAC client
Behavior: Use of symbol (any modality) “No, + my turn.” - Escape an undesirable task
Facilitator Training: 8 steps to teach facilitators to respond and expand communication (Kent-Walsh & McNaughton (2005)
- Introduce the target strategy
- Describe the strategy
- Demonstrate the strategy/watch videos of it in action
- Verbal practice
- Controlled practice with feedback
- Advanced practice and feedback
- Reassess use of strategy
- Generalization
