Chapter 10 Flashcards
Language
It’s what allows us to talk, read, write, understand what others say, and learn about the world.
Semantics
~\_\_\_\_\_\_
~Children who are talked to more by adults…\_\_\_\_
-Adults talk less
frequently with/to
children with CCN
~Individual with CCN’s external lexicon may not \_\_\_\_
-Others choose
vocabulary on \_\_\_
Meanings/understanding words and how they relate to one another
develop larger vocabularies
reflect internal lexicon
displays
Semantics
~Individuals with CCN rarely receive ____
~Less “convergence” between _____ in some graphic symbols sets/systems than others (explained more later)
~Individuals with CCN have ability to ____
symbol feedback from partners
semantic and conceptual organization
fast map (acquire new vocabulary words rapidly)
Syntax
~\_\_\_\_\_\_ ~Most common syntactic characteristics of individuals with CCN: -Predominance of\_\_\_\_ -Prevalence of \_\_\_ -Constituent word orders that differ from \_\_\_\_\_\_\_ -\_\_\_\_ of words (verbs and articles) -Extensive use of \_\_\_\_\_\_\_\_\_\_\_\_
~Sentence structure/rules for putting words into sentences
one- or two-word messages
simple clauses
individual’s spoken language background
Omission
multimodal combinations,
word overextensions,
other metalinguistic
strategies that
compensate
for lack of needed
symbols
Morphology
Research shows that…
Rules for building and changing words
individuals with CCN have difficulties with both receptive and expressive morphology
4 Explanations
- Symbols needed to indicate plural, possessive, etc. may not be available
- Individuals choose efficiency over accuracy for enhancing speed
- Individuals are not taught the morphological rules
- The AAC modality itself influences output and precludes the need for conventional English morphemes (Example. Girl sitting in the chair.)
Pragmatics
~_______
~Include
-______
~Individuals who use AAC tend to be restricted primarily to ______. Are often respondents, seldom ____, have utterances only as long as necessary to convey message
Use/Rules of language
Include
Request, comment,
repair/clarify,
reject/protest, solicit
information
responses and requests
initiate
Reasons for Those Characteristics
Conversational asymmetry
–
Imbalance of conversational “power”
Summary
Language-learning experiences are different from ______
“How can we know…?”
those individuals who can speak
Symbols and Language
~Certain symbol approaches facilitate ____:
-Proponents of
Blissymbolics
~Some individuals who rely on AAC symbols, regardless of the type, develop ______
language development
complex, generative language whereas others do not.
Symbols and Language
Find ways to integrate _____ into AAC systems that are highly motivating, interactive, individualized, and designed to support ___ and ___
manual signs, photos, pictures, digital images, and formal symbol sets
language and literacy.
Organizational Strategies
2 Main Types:
1.
2.
Grid Displays
Visual Scene Displays
~Grid Displays-
~Visual scene displays-
~individual symbols, words, and/or phrases are arranged in a grid pattern based on an organizational scheme
~events, people, objects, and related actions are in a contextual scene with hotspots embedded with vocabulary
Grid Displays
______– organized according to the parts of speech and their ____ within the syntactic framework (evidence does not show this type supports language learning)
______ – grouping according to ______ such as people, places, feelings, foods, drinks, and action words (maybe for children 6-7 and older)
~Semantic-Syntactic
relationships
~Taxonomic
superordinate categories
Grid Displays
____ – organized according to _______ aka schematic grid layouts (Wouldn’t we need to use the same words within different activities?)
_____ – Pragmatic Organization Dynamic Display combines a number of vocab organization strategies to support _____
Activity
event schemes, routines, or
activities
PODD
communication for different
functions
VSDs
Contain symbols that are associated with ___(Research shows VSDs are easier for _____to learn and use than activity and taxonomic grid displays. Research also shows that children with developmental disabilities and adults with moderate-to-severe aphasia benefit from this type of display.)
specific activities or routines
young, typically developing children
Hybrid Displays
Combine both VSD and grid layouts
Message Units
- ____ (DynaVox)
- ____ (PRC)
And anywhere in between (Proloquo2Go)
One symbol equals one paragraph
One symbol equals one morpheme marker
How does use of different message lengths affect language development?
~Almost no research has examined this issue to date.
~Make decisions on ____
~Use both ___ (Page 268)
individual basis.
long and short
Explicit Instruction
~Small teaching units (trials) \_\_\_\_ \_\_\_\_ \_\_\_\_ \_\_\_\_ ~Model on device ~Recast – more complete/correct form
Stimulus
Prompt
Correct response by learner
Reinforcer
complete/correct form
Incidental Teaching
\_\_\_\_ Expectant \_\_\_\_\_\_ \_\_\_\_\_\_\_ item \_\_\_\_\_\_ presentation \_\_\_\_\_\_\_\_ chain \_\_\_\_\_\_\_ format
Mand-model Expectant time delay Missing/out-of-reach item Incomplete presentation Interrupted behavior chain Wrong-item format
Conversational Coaching
~Person with CCN is prompted to _____
~Conversational partner __.
~Partner prompts person with CCN to _____
~_____ over time
~Research says use with school-age children and adolescents with developmental disabilities to teach _____
~initiate a conversation by pointing to picture, remnant, or symbol to ask a question or comment.
responds to the question or comment, adds a comment, and asks another question
answer question, comment as desired and ask another question.
Fade prompts
initiation and maintenance of conversations
Conversational Coaching
~May teach family members and peers –_____
~Sometimes more ____
generalization to other environments
receptive to family/peers than clinician
Strategy Instruction
8 steps
- Define goal to be taught
- Explain skill and its importance
- Demonstrate how to use skill, have person observe skill with narration
- Have person/family member think of when they’d use the skill
- Create situations for person to use skill
- Provide guided practice
- Evaluate progress
- Conduct probes in novel settings to evaluate generalization
Language Modeling
~Aided___
~System for ____
~Aided ____
Language Stimulation
Augmenting Language
Language Modeling
Aided Language Stimulation
Facilitator highlights _____ while _____ (Research shows users can learn and recognize new vocab…Page 274)
symbols on display
communicating verbally
System for Augmenting Language
~Similar to ALgS
~2 notable differences:
-Use of an \_\_\_\_
-Instructional techniques
are much \_\_\_\_
~Facilitator models use of the symbols at the \_\_\_\_\_
~SGD is critical
~simpler than the elaborate procedures for elicitation used in ALgS
same time they are being said aloud
Aided Language Modeling
~Facilitator provides ____
-Point to object, point to
symbol, say it aloud
models that combine symbols and speech
