Class 3 Flashcards
Area assessed:
participation patterns and unmet communication needs;
what it tells us:
the individuals
communication needs that are
unmet participation needs
priorities now and in the future
environmental supports and opportunity barriers:
what it tells us:
supports that ? to ensure that the individual has meaningful ?
exist in environment / opportunities to communicate and the support necessary to be successful
individual’s capabilities:
a profile of strengths that can be?
leveraged and challenges that must be addressed
Basic principles of AAC intervention:
1
2
3
team based
evidence based
adaptable
team based - as the acronym implies, individuals with CCN have ? treatment i most effective when it adopts a?
integrating the skills and expertise from all of the relevant stakeholders including:
the
their
?
complex needs / team based approach
individual who uses AAC
communication partners
practitioners from multiple disciplines
evidence-based: as is true for any specialty area within our discipline, the intervention plan should be made based on the integration of ? - -perspectives and opinions of -the best ?
clinical expertise
individuals with CCN and their families
-available evidence both external and internal
Adaptable: the needs and capabilities of individuals within each group ? and AAC supports must adapt to the changing needs and capabilities:
-children?
adults with degenerative conditions may?
individuals with acquired conditions may ?
change over time
grow, develop, acquire new skills, interact with new people/environments
lose function over time
recover capabilities during recovery
3 components of intervention plan for individuals with CCN;
1. adapt the ?
- adapting ?
- ensuring the environment can ?
- engineering the ?
- ….. the individual to take advantage of ?
adapting?
- adding
- … doorways
- adding
environment
- spaces
- accommodate a person’s AAC equipment so it doesn’t get left behind
- classroom or workspace to accommodate AAC needs of individual
- repositioning/resources in the environment
structures
- mounting equipment
- widening
- ramps
- support ?
some individuals with CCN may use speech as a ? AAC may just be the ? intervention for individuals who rely on AAC is NOT ?
primary means of comm.
AAC or…. it must be AAC and
- treat for ?
for individuals with CCN who cannot use speech to effectively comm. there is an immediacy that needs to be addressed:
what does this person need ?
what can this person ?
AAC for tomorrow:
once those immediate needs are met the team needs to plan for the future:
-.. /…. do we build ?
what does this individual need to
today and tomorrow
- right now to be able to comm. important and immediate goals
- use right now with minimal amount of instruction and practice
- what/how/ skills and abilities that will prepare this individual for even more executive and efficient comm. in the future
- participate fully in their life
ASHA defines communicative competence as: an individual’s ability to ? to a variety of ?
freely express ideas thoughts and feelings/ listeners across contexts
individual competencies: becoming a competent communicator using AAC systems depends on knowledge, judgment and skills in four different domains
linguistic
operational
social
strategic domains
- linguistic competence:
-knowledge of and ability t use ?
-
-
judgment about ?
expressive and receptive language skills in native languages spoken and written by family and community AND language code of AAC system
- orthography
- photos, line drawings, graphic symbols
when, where, and with whom to use each language
picture sets are not ? they do not have ? picture sets are ? which rely on the indivi. ?
language systems/syntax or morphology/symbols/native or primary spoken language
- operational competence: strategies and skills in the ?
- having the ?
- using different ?
- navigating in and between?
- turning ?
we want to support individuals who use AAC to achieve ?
ideally the individual. will spend as little ?
ultimately little ?
technical operation of AAC
- motor movements needed for unaided approaches
- access and selection techniques for aided approaches
- systems to locate specific vocab
- device on and off
-automaticity and fluency
energy/effort/resources as possible operating AAC
conscious thought
- social competence:
using ?
expressing range of ?
interpersonal skills that make the individual ?
we cannot neglect the importance of ? in effective communication
pragmatic skills that support turn taking, initiating, maintaining topics
communicative intents
a valued comm. partner
interpersonal skills
4. strategic competence: the ability to use ? strategies that can be used to overcome -asking for -using ? -using ?
individuals who use AAC may require ? one of our jobs is to determine which strategies will help individuals ? and overcome ?
available skills and strategies to convey messages efficiently an effectively
- linguistic, operational, social limitations
- support in generating message to repair comm. breakdown
- word/phrase prediction to increase efficiency
- pre-recorded messages to explain AAC strategy to unfamiliar person
- different strategies based on their own skills, abilities, age, nature of disability and other factors
- maximize abiltiies/their unique challenges related to comm.
for individuals with CCN, communicative competence is not ?
innate it is learned
Goals:
5 steps for determining goals:
- identify the ?
- decide what ?
- compare what the individual ?
- identify
- set
contexts that are important
skills the individual needs to be effective in those contexts
can do vs. what they need to do
gaps
goal
operationalizing goals: each goal should include - -means of -.. for comm. -criterion for
target skill/strategy
-comm.
context for
-performance
goal 1: .. ,…. and … new AAC strategies and skills
how to measure: take data on> to document tat over time a new skill or strategy is ? , ?, and ?
acquire, generalize and maintain
performance/ acquired, maintained, and generalized
goal 2: improve:
how to measure:
evaluate if there is a noticeable ?
3 forms?
functional communication and increase participation
improvement in individual’s real life during valued activities
Goal attainment scaling
functional communication measures
participation inventories
goal 3: ensure AAC intervention meets the ?
how to measure: use ? if the intervention made a ? if the individual was?. which parts were ? and what could be done too ?
values and preferences of the individual
-consumer satisfaction surveys, questionnaires, or interviews to address opinions of individuals. who received intervention
satisfied overall, liked/not liked, improve outcomes
the importance of communication partners:
to be effective AAC must consider not only the ? but also ?
individual with complex needs but also relevant family members
family systems:
families are important in
family members are
families ?
the success or failure of an intervention will depend on ?
to make sure our intervention is effective we must ?
lives of individuals with CCN
interdependent
function and interact with other systems
fit with the entire family
listen to and understand family’s priorities and concerns
family centered services:
providing family centered services means placing emphasis on the ?
this approach to intervention means the treatment: is ? includes? places value on the ? provides resources and supports for ?
partnership between families and providers to solve problems and make decisions
individualized, flexible, and responsive to what the family needs in the moment and in the future
openness - info shared with family and individuals with CCN so they can make informed decisions
individual with CCN and family in making intervention decisions based on their own priorities, needs, abilities
individuals and families to maximize outcomes
two types of strategies for working with communication partners:
- active
- demonstrating
- maintaining
- holding
- actively
- utilizing
- developing
relational practices
- listening
- compassion, empathy, respect
- effective communication
- positive beliefs and attitudes about family strengths and capabilities
participatory practices
- involving family members in decision making
- family strengths
- family capabilities to be actively involved
