Chapter 2 - Message Management Flashcards
The main goal of AAC (5):
- to give persons who cannot communicate normally the opportunity and capability to do the following:
1. To communicate messages so they can interact in conversations.
2. To be able to participate at home, in school, at work and in recreational activities
3. To learn their native language
4. To establish and maintain social roles, such as parent, spouse, friend, etc.
5. To meet personal needs.
Factors influencing AAC message selection (7):
1) Experience of the SLP
2) Differences in age, gender and social roles
3) Individual preferences
4) Environment where person /spends times - home, school, hospital
5) Individual family specifics
6) AAC technology itself – no tech, low tech, high tech
7) Individual abilities
Messages of Conversation (Types - 6):
1) Greeting (age and socially appropriate)
2) Small Talk
3) Storytelling
4) Procedural Description
5) Content specific information
6) Wrap-up and farewell statements
Vocabulary Selection
Spoken communication versus written communication. For spoken communication there are (6):
1) More personal references
2) More first and second person pronouns
3) Shorter thought units
4) More monosyllabic and familiar words
5) Less lexical diversity
6) We repeat ourselves more often.
Vocabulary Selection
School versus home vocabulary. School vocabulary has the following (4):
1) Subject changes frequently - different topics mentioned
2) Less social and used with more unfamiliar adults, teachers, principles, etc.
3) Language used is basically to gain information - student is trying to learn - asks questions, etc.
4) Less slang is used - though on the playground more might be used, but the slang might be different on the playground from that at home and that in the classroom
Vocabulary Selection
Age variables must be considered. As we age, according to research we:
1) Use fewer proper nouns
2) Use more general nouns
3) Make more ambiguous references
4) Show a decrease in lexical variety
5) Expressive vocabulary decreases by the 7th decade - necessary to keep in mind for picking vocabulary for elderly people.
Vocabulary Selection
Gender variables:
Men use –> (5)
1) Fewer pronouns
2) More adjectives
3) More unusual adverbs
4) More unusual prepositions
5) More words relating to time, space, quality and destruction actions.
Vocabulary Selection
Gender variables:
Women use —> (4)
1) More auxiliary words - (verbs used to form different tenses, such as shall, will, must)
2) More flowery language.
3) More negations - more negative words
4) Talk more about feelings, emotions and themselves.
To select vocabulary, classify the client into one of three categories: (3)
(1) Preliterate - not yet learned to read or write. prob can become literate
(2) Non-literate - didn’t acquire these skills prior to insult. prob not going to be literate
(3) Literate - can read and write prior to deficit
Preliterate individuals- You will use two types of vocabulary with these individuals:
1) Coverage vocabulary
2) Developmental vocabulary
Coverage vocabulary
- covers basic communication needs and wants. It is very individualized and depends on the needs of the person.
Needs and wants e.g. drink
Developmental vocabulary
- should encourage vocabulary growth. It should encourage word combination to increase vocabulary growth.
descriptors/adjectives e.g. BIG drink
Non-literate individuals (4):
- If can’t spell, read, or write. Focus on functional vocabulary.
1. Use symbols - pic syms, PCS, etc.
2. Include symbols to increase communication possibilities.
3. Whole messages are best to use - example, glass of water is the symbol and message says “I want a glass of water please”.
4. Vocabulary must be age and gender appropriate
Literate individuals
- usually TBI or CVA or former preliterate AAC user. They have many more message options. Can spell letter by letter or word by word.
For literate individuals, there are 3 types of messages that may be prepared for quick retrieval:
- Those related to timing enhancement - these are messages that need to be communicated quickly - they usually are stored as whole messages (“I need to go to the bathroom”).
- Those related to message acceleration - for messages that are lengthy and occur frequently, such as “I need to be suctioned please”.
- Those related to fatigue reduction - you need to identify when fatigue occurs.
There are 2 types of vocabulary needs:
1) Core vocabulary
2) Fringe vocabulary
Core vocabulary
- words commonly used by most people in public situations, such as “how are you, I am fine”.
Fringe vocabulary
– personalized vocabulary used by an individual in particular situations
- Need to know the person’s:
- interests
- job
- family, etc.
- Slang phrases for teens would be different than slang phrases for an adult
Core vocabulary - sources/word lists to draw from (3):
1) Other AAC users - what they say about what works for them
2) Determine what vocabulary the specific individual was using prior to the onset. Ask family, friends, etc. what words they used.
3) Look at natural speakers in similar situations, use their peers. Look at, for example, what the nursing home peers talk about, or what school age kids talk about
Fringe vocabulary - must select those words unique to the needs of that individual. Always consider (5):
1) Age - kids use very different vocabulary than adults do - just listen to any teenager.
2) Cognitive ability - higher cognition requires more sophisticated vocabulary.
3) Language ability - complex syntax or simple syntax.
4) Facilitator ability - who is interacting with the user.
5) Gender - men prefer more sports vocabulary, etc.
Always consult (6):
1) Family
2) Teacher
3) Co-workers
4) Friends
5) Anyone involved intimately with the user
6) Client
To ensure appropriate vocabulary, fringe vocabulary should be (4):
1) Interesting or why would you want to use it.
2) Frequently used - over and over
3) Relevant words that are needed
4) Easily interpreted.
How to Conduct an environmental (or ecological) inventory (2):
- take stock of special equipment or people the user deals with.
- Follow him/her around for a day and see what he uses - walker, suction, etc.
Vocabulary Maintenance (3):
1) Follow up and throw out unneeded words or add needed words.
2) Change vocabulary for seasons, holiday, etc.
3) Normal speakers can pull out and access any and all vocabulary we need - AAC user relies on us to give them what they need.
Vocabulary Diary
Have parents/family do a diary of words/phrases needed by the AAC user.
