Class 2 Flashcards
who are we assessing:
have no ? be at risk for ? have ? but not sufficient to have speech that is functional in most contexts but not? have speech that is temporarily
access to natural speech developing intelligible speech some speech/meet all needs functional in some specific contexts inadequate to meet communication needs but is expected to improve or recover
What role will AAC fulfill for the individual?
- establish a basic means of
- improve
- alleviate
- equalize
- promote
- clarify
- facilitate
- enhance
- increase
- reduce ?
communication functional communication frustration comprehension and production -language development -educational/vocational opportunities -participation in society -challenging behaviors
How do we assess communication in individuals with CCN?
- there are very few ?
- assessment tools will need to be ? of an individuals true capabilities
commercially available or standardized assessment tools designed specifically for use with individuals who have CCN
adapted if we wish to obtain valid representation
The goal of an AAC assessment is to elicit .. and … behaviors that accurately demonstrate the AAC user’s
valid and representative
communication potential
AAC assessment is an ? what and what are required? even after an AAC system has been selected
ongoing process / ongoing evaluation and decision making
AAC assessment is ? it requires a team of individuals including ?
individuals with CCN are ? assessment tools need to be adapted to obtain a?
participation in real life ?
complex/ the individual who relied on AAC remember: nothing about us without us
complex/valid rep. of an individual’s true capabilities
matters
major transition in AAC testing from the Candidacy model to the ?
1970s, 1980s to participation model (1998)
Candidacy or readiness model:
historically significant - used in ? NOT
approach: evaluate individuals readiness for AAC based on?
individuals were often perceived as ? therefore,
result: individuals were
BUT we know that communication is a basic ? and no one is ?
1970s and 1980s / best practice and should not be used
formal testing, medical diagnosis or previous intervention performance
“too” something/ not a good candidate for AAC
excluded from AAC support
human right/too anything to be given access and support to communication
Participation model:
a systemic process for implementing AAC through ?
based on the ? who are the same ?
focuses on the need to design intervention based on ?
.. and… by ASHA
ongoing assessment and intervention
functional participation requirements of peers without disabilities / chronological age as the individual with CCN
what is needed for functional participation in real life
evidence-based and endorsed
The participation model 3 components:
- participation?
- … and ….
- the individual’s
patterns and communication needs
environmental supports and opportunity barriers
- policy
- practice
- attitude
- knowledge
- skill
capabilities -hearing/vision -motor -natural speech -language symbols -literacy -cognition
participation patterns:
activities in which the individual?
communication partners in each of these ?
step required to
level of
participates across different contexts
settings
complete a given activity
independence/support required to participate fully
step 1: assessment tools: - - - -
interviews
social networks inventory
communication needs survey
participation inventory
Interviews:
interview the ?
ask questions/gather data about: -the individuals - - - -current
individual, family, and current communication partners about their priorities for communication
- life experiences
- dreams or goals
- fears or worries
- strengths and unique gifts
- current unmet needs
Social network inventory:
what is a social network?
- the communication partners with whom
- critical to making an AAC system or support strategy ?
- provides the ? with his/her current and potential
- conduct structured ?
individual communicates
individualized for an individual’s specific needs
big picture/communication partners
interview with person in family or in social networks
Communication needs assessment or survey:
addresses ?
what is important to know
- a list of
- a list of
- a check next to ?
unmet needs an individual with CCN faces (can then be used for intervention planning)
- daily weekly monthly activities
- whom,when,why,how and about the individual. needs to communicate effectively
- needs that are met vs. unmet
AAC intervention will only be effective if the individual has the ?
opportunity and supports required to communicate and participate
step 2 goal:
identify the ?
requires us to ?
not assessing the ? examining the ?
supports available and any barriers that might limit opportunities to communicate
-take a close look at the individual’s environment
individual/environments in which the individual participates
Supports:
partner supports:
actions or strategies that allow an individual using AAC to?
example:
environmental supports: strategic arrangements of environments that allow and individual using AAC too ?
example:
communicate or participate at a desired or required level
- a parent uses extended conversational pause time to ensure that a child has an opportunity to take a turn to reinforce functional AAC use
communicate or participate at a desired or required level
-picture symbols are made available throughout preschool classroom
Barriers:
actors that may be ?
imposed by people other than ?
barriers can be related to: 1 2 3 4 5 6
barriers likely not ? but?
preventing the client from communicating or participating at a desired or required level
- policy
- practice
- attitude
- knowledge
- skill
intentional/need to be addressed for AAC to be successful
policy:
policies=
as future SLPs, it is critical to know which? to ?
often we are called on to be?
understanding the policies that support their rights helps us to become ?
legislated or regulated procedures
policies exist in our practice settings/support communication and participation rights of individuals with CCN
advocates for our clients, patients, and their families
supportive advocates and reduce barriers these individuals face
Practice barriers: practice= often driven by the? classic example of practice barrier for individuals who rely on AAC: -school districts may ?
the tension between policy vs. practice reflects the tension between ?
changing practice barriers requires ? and sometimes?
what is conventional or typically done in a given context
culture of a specific setting and not by written policies or legislation
- restrict the use of district funded AAC equipment outside of the school setting
what is written and what is done
advocacy/legal action
Attitudes:
how we ? and what we? determines how we act towards individuals with disabilities and/or CCN
think/believe/
attitudes can be ? but they are often?
how do we change attitudes?
-direct
-exposure to messages that ?
active ?
implicit or explicit/malleable
- experiences with people who have disabilities
- highlight how people without disabilities are similar
- role play to experience what it might be like to have a disability
Knowledge and skills:
KNOWLEDGE: WHAT WE ? HOW MUCH INFO WE HAVE ABOUT ? AAC?
skill: the strategies necessary to
understand/individuals with CCN/intervention options/technologies and instructional strategies
interact effectively
