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AAC > Class 4 > Flashcards

Class 4 Flashcards

1
Q

If AAC is all about supporting an individual’s participation in everyday life, then vocabulary is ?

The AAC system is simply the ?

A

tool that makes participation possible

vocabulary delivery system

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2
Q

When a client is not fully literate they are constrained to ?

A

communicating with the words we select and nothing more

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3
Q

Vocabulary matters:

an individual can have the best ? but if the vocabulary that SHE wants is not there ?

A

technology

device is useless

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4
Q

what is vocab

words:

phrases/sentences

  • longer messages that communicate
  • necessary for ?
A

individual vocabulary concepts

  • communicate ideas
  • efficient communication. safety situations, frequently used messages and partners who have no AAC experiences
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5
Q

Why can’t everyone use the same vocabulary?

  • we are not
    we all have
    vocabulary must reflect
A

same
unique experiences
uniqueness

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6
Q 
How are messages composed? 
vary in?
-
-
-short 
-
A

length

-letter by letter
word by word
short phrases and sentences
paragraphs

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7
Q

What factors influence vocabulary and message selection:

A

C

s

c

P

A

age

capabilities: level of independence, amount of medical /personal care needs

social roles

cultural background/experiences
-language can be culture specific

personality: quiet/reserved vs gregarious/outgoing

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8
Q

what factors influence continued:

I

C

M

E

A

interests: words to unlock relevant topics of conversation

communication partners: greeting friends v. supervisors

medical conditions: vocabulary related to medical equipment, seating positioning

environment/contexts

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9
Q

Key principles of vocab selection:

vocabulary included in an AAC system should be: 
-
-..driven
-set to allow for 
-.... appropriate
-
-
A 
individualized 
client-driven 
generation of spontaneous, generative language
chronologically age appropriate 
varied 
dynamic
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10
Q

conversations: what is it that we say to each other

Conversational contour:

A

greetings
small talk
sharing info
wrap up/farewell

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11
Q 
Greetings: how we? 
-essential for ? 
typically 
must align with the ?
can be 
need more than ?
A

invite people into social interaction

generic

individuals culture, personality, social status, age

formal v. informal

just one way to greet people

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12
Q 
small talk: helps to ?
helps to ? 
can be the bridge between ?
important
type varies based on
A

initiate and maintain an interaction
saying hello and talking more in depth
across lifespan
age and gender

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13
Q

generic small talk:
does not refer to

versatile- can be used with a

critical for ?
-… of all utterances for preschoolers
… of utterances for young adults

A

shared info

variety of comm. partners and settings

interacting socially - we use it a lot

  • 50%
  • 39%
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14
Q 
sharing information: 
-
-stories ?
-being able to ? 
-individuals who use AAC must have the vocabulary and messages available to be able to ? 
stories may be captured as a ? 
-.. descriptions 
.... conversations
A

storytelling
-entertain, teach, and establish social closeness with peers
-tell our story so others can be a core part of our experience in the world
-share their stories too
procedural descriptions
content-specific conversations

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15
Q

procedures: vocabulary that related to ?
often includes ?
-vs. ?

A

personal or medical needs
pre-programmed phrases for efficiency
— word by word or letter by letter

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16
Q

content-specific information:
sharing info
-not ? so to be? need to be able to ?
typically constructed ?

A

back and forth
scripted/successful/formulate novel messages on the fly
word by word or letter by letter

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17
Q

wrap-up farewell:
the way we
influenced by our
vocabulary and messages we select need to ?

A

wrap up a conversation
age, personality , communication, culture, context

reflect these variables

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18
Q

digital messaging:
communicating via texting, social media, tweeting puts unique?

message ?
messages often include ?
messages are often ?

individuals who use AAC should have access to ?

A

demands on vocabulary and message selection

length is reduced
photo or video
brief, may be ungrammatical and contain words represented by single letter or number

vocab and messages that support participation in across digital platforms

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19
Q

content words:
carry the ?
-include ?

personal - they match
used by ?

adults with acquired conditions who have significant language limitations may also rely on ?

A

main meaning of messages
-people, objects, activities, places, questions

our individual worlds
children early stages of language development
-function words come later with acquisition of syntax

content words to comm.

20
Q 
function words: 
provide the structure for more ?
examples:

used frequently by individuals without ? and by individuals who have?

individuals who rely on AAC should have access to ?

difficult to ? must be ?

A

complex messages
-it, that, the, a, is, can

disabilities/acquired syntax

function words to support syntax development when they are ready

symbolize/explicitly taught

21
Q

personalized “fringe” vocab:

words and messages that are?
-
-favorite 
-...
-.. vocab 
helps to meet the individuals
establish
communicate about 
often 
allow expression of ?
A

specific/unique to the individual

  • family members, friends, other people
  • TV shows/movies, vehicles
  • academic vocabulary
individual communication needs 
establish identity 
special interests
highly motivating 
of ideas and messages that do not appear on standard/generic vocabulary lists
22
Q 
core vocabulary:
... words, not ? used ?
based on research that suggests ... words comprise about ? 
-include many ? 
-fewer but frequently used ? 
-idea: can be?
BUT: should not be ? 
-vocabulary should be ?
A 
common words/unique/frequently by a variety of individuals across different situations
-250-500/80% of what we say 
-function words 
-content words ( like go, want) 
-combined to create novel utterances 
sole focus of intervention 
-tailored to individual client
23
Q

vocabulary to support safety:
nearly 50% of individuals who rely on AAC experience ?

a majority of people surveyed experience ? and do not have ?

vocabulary for social context: 
-
-
-
-
-
-
A

crime

abuse/ vocab and/or other resources to support comm. about these experiences

-college life
-sexuality
-crime reporting
-management of personal assistants
health care
transportation

24
Q 
Profile 1: preliterate: 
individuals who have not yet 
developed ?
often?
older individuals or adults who never received ?
AAC systems primarily consist of ?
A

reading and writing skills (typically have DD)

  • young children who have not yet learned to read or write
  • appropriate instruction needed to acquire literacy skills
  • manual gestures/signs and or photos/drawings or videos to represent vocab concepts
25
Q

vocabulary needs for preliterate:
vocabulary to communicate
-the ?
-changes across

vocabulary to support ?
-the … and … that help an individual ?

A

essential messages

  • words, phrases, and sentences that help an individual comm. their wants and needs
  • settings

language development
-words and morphological markers/learn language

26
Q

Profile 2: literate
able to ?
can communicate

A

read and spell

any concept they want via spelling

27
Q

vocabulary needs:
access to the
-for ?
-… for quick retrieval

A

alphabet
-letter by letter or word by word message construction

pre-stored/pre-programmed messages

28
Q

why use phrases/longer messages if an individual can spell?

A

timing enhancement, message acceleration, fatigue reduction

29
Q 
profile 3: non literate 
characteristics: 
unable to use ? 
not expected to ?
older individuals with significant 
adults who have lost their

may have memorized ?
not able to rely on ?

A

letter by letter spelling to formulate a message

  • develop or regain this ability
  • cognitive and linguistic limitations who may not be able to read or write
  • reading and writing abilities because of acquired impairments

sight words but / spelling not comm.

30
Q

vocabulary needs:
support for ?
-vocabulary typically is selected from ?
single words and whole messages should be
VSDs can be ?

A

functional communication and participation in everyday contexts

  • functional standpoint
  • age-appropriate
  • especially useful
31
Q

vocabulary in 7 steps:

  1. pick
  2. decide on
  3. involve
  4. select and ?
    - validate
  5. teach
  6. update
A
  1. an approach
  2. tools and or techniques to use
  3. communication partners
  4. customize messages
  5. the messages
  6. new vocab
  7. the vocab
32
Q
  1. pick an approach
    theoretical: select vocab based on ?

functional:
identify a.) and b.)

A

chronological age language norms available for phonology, morphology, syntax , pragmatics and semantics

a. ) environments and communicative contexts relevant to the client
b. ) vocabulary needs within these contexts

33
Q

2.decide which tools techniques to use:

theoretical:

  • vocab
  • categorical
functional: 
... technique 
-.. technique 
-.. inventory 
-.. checklist 
- communication?
-... materials
A
  • checklists
  • framework technique
  • blank sheet technique
  • direct observation tech.
  • environmental/ecological inventory
  • likes/dislikes checklist
  • communication breakdown diary
  • autobiographical materials
34
Q
  1. involve communication partners:
    why ?
    who are the likely informants for?
A

we don’t know enough about our clients

-different people (non literate teenager, male adult with ALS etc

35
Q 
select and customize messages: 
vocabulary that is used?
-.. and ...
-.. vocab 
... vocab

messages that ?

A

content and function words
core vocab
personalized (fringe) vocab

accelerate a convo

36
Q
  1. validate the messages:
    -review vocab with
    identify areas that need

strategies:
- allow clients to
- review ?
- get feedback through

only the client knows ?

A

client and other stakeholders
-to be further developed/changed

test drive their systems in real-life contexts

  • vocab and system organization with client and other key stakeholders
  • frank discussions

what they want/need to comm.

37
Q

Strategies for involving the individual who uses AAC

give people the ?
-go through ?
go through ?
-

give the client a way to tell us ?
-include a message in the system that says?

A

right of refusal

  • each message and ask for a yes/no
  • new messages with client and sort them into piles

they need a new word/new message
-i need a new word

38
Q
  1. teach new vocab
    design systems to encourage ?
    -don’t rely on ?
    vocab and language development ?
A

language development
core vocab as a one size fits all approach
-continues and evolves as we age

39
Q
  1. update the vocab:
    - add?”
    - especially critical with individuals who are
    - adults experience
delete phrases and longer messages when 
-allow the client control over
-they should decide what to ?
-specific ?
-
-
A

words, phrases, and longer messages as required

  • are language learners
  • changing needs and situations
they are no longer required 
vocabulary acquisition and retention 
-add,keep, and delete as it relates to 
-specific vocab items 
-representations
-wording
40
Q 
Blank sheet technique: 
take out blank sheet of paper 
ask yourself ?
key advantage: 
key disadvantage
A

what would client X say if she could speak in Y situation

salient things about the person can emerge

no structure - can miss whole categories of messages

41
Q

direct observation:
make frequent?
teach an assistant or family member to
help team make ?

A

short observations over several weeks

  • observe and record
  • observations as part of everyday interactions/work with the individual
42
Q 
environmental/ecological inventory: 
ask: 
select 
observe: 
-list 
-list 
review 
determine which words and skills ?
helpful for selecting ?
A

where does individual spend time

  • activity
  • vocabulary used in activity
  • expressive and receptive vocab
  • listed words
  • individual knows vs .needs to be taught
  • essential functional vocabulary
43
Q

likes/dislikes checklist: useful to generate ?
can be used to interview ?
checklist arranges items by ?

A

list of object, actions, activities that an individual may wish to request or reject

  • familiar communication partners
  • modality
44
Q 
communication breakdown diary: 
-useful to document ? 
keep notes when comm. is?
-in real time any time a?
-on a break record ? 
-at the end of the day jot down

analyze what you ? look for classes of words that could have ?

A

needed words throughout day

  • problematic
  • breakdown occurs
  • your notes in writing or audio
  • whatever you remember

-see/prevented a breakdown

45
Q 
autobiographical materials: 
favorite ?
can find vocab on: 
.. and ... to do 
vocabulary reflects ?
A

expressions and messages that convey our personality
-digital media, journals, blogs, etc

fast and easy to do
-unique personality of the individual

46
Q 
vocabulary checklists: 
using ?
-circled items= vocabulary that must be 
=crossed off: 
unmarked: consider for ?   but prob not?
don't?
ask the individual who uses AAC for their?
vocabulary ?
A

existing checklists, individual own comm. boards/books

-available at least part of the time
-important to consider at this time
-inclusion/high priority
eliminate emergency messages
-opinion
questionnaire for preschoolers who use AAC

47
Q

pre-programmed page sets:
available in ?
ready-made ?
many

A

many high tech, dynamic display AAC devices
-comm. software comprised of pre-programmed page sets, pre installed in system

many options

AAC (6 decks)

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