Class 5 Flashcards
- representation
what kind of symbols do individuals need, to say the things they want to say
what is symbol:
a thing that ?
-eahc word, concept, phrase in/on a person’s AAC system must have a ?
symbols can be
takes the place or represents something else
symbol to represent it
unaided or aided
unaided AAC symbols
vocalizations/natural speech
gestures
tactile signs
unaided symbols: vocalizations
-can be useful with ?
different communication partners across different contexts
unaided symbols: gestures
- motor behaviors involving the ?
- produced with intent to
different types:
contact:
distal: do not require
- can include ?
representationaL : gestures that
fingers/hands/arms, facial features/facial expressions, body movements/postures and or eye movements
-communicate
-touch object - earliest to emerge in typical dev.
- contact with referent
- pointing with eyes (triadic gaze: look at partner, then to object then back to partner)
-look like object they represent
Key word signing: natural speech + NOT main components: -sign the ? but say the -use -use some -signs come from ?
sign, natural gestures and facial expressions most important for key words
- main words/whole sentence
- natural gesture and facial expression
- finger spelling
- official sign language of the region
tactile sign: used by some individuals with?
individual with hearing + vision impairment
communication occurs via
many variations ?
deaf blindness
puts hand over person who is signing
touch and movement
hand over hand, tracking, tactile fingerspelling
aided AAC symbols: real .... objects .. an d.. ... drawings ...
real objects partial/associated object photos and logos line drawings orthography
real objects: 3 types - - - useful for : - -older individuals with -individuals who rely on
identical
similar
mini
very young children just beginning to learn symbolic rep.
- DO
- touch to identify objects
partial: a portion of object that is
associated: real objects that are? but not?
example:
useful when ?
identical to referent
- associated with referent but not part of it
- key for car
- real object not available or feasible to use
tangible symbols:
.. or.. that can be easily understood by ?? can be ? can be ?
when these real, partial or associated objects are used for comm. we call them ?
can be easily understood by ?
unique considerations:
- how easy is it to
- are materials
- will symbol ?
2 or 3d symbols/feeling alone/real or partial/concrete or artificially assoc.
tangible symbols
feeling alone for individuals with multi sensory impairments
- identify by touch alone
- available
- survive frequency handling
2D symbols: photos
often represent concepts in a way that is ?
can be obtained from ?
may be more clearly linked to the ? therefore?
familiar/personally relevant
online searches, catalogs, magazines, coupons, etc
referent/easy to learn/use
line drawings:
very common way to ?
variety of types available:
research tells us that both children and adults can learn to use ? BUT
the important thing to remember is that many line drawings need to be
represent vocab on AAC system
-boardmaker, PCS, lessonPix, symbolstix
line drawings to comm., which symbol is best is unknown
explicitly taught
orthography: if you can read and write you can say
- .. you want to say
- …. you want to say it
- … to
everything
when
however you want to say it
whomever you want to say it
it is not until age 3 that children begin to fully understand
1. pictures are more than just ?
- objects in the real world can be represented by
objects to hold and manipulate - represent something else in real world
different kinds of pictures
II. organization how should
those symbols be organized
Grid vs. visual scene display: grid display: -vocab organized on a ? - -arranged in - - various ?
Visual scene display:
vocab embedded into
….. within which they ?
.. embedded with pre-programmed messages
grid (boxes with symbols)
- rows/columns
- small (4-8 symbols)
- large (up to 84 symbols)
- cognitive linguistic organizations
scene
-events, people, actions, ob sects and activities / natural happen
hot spots
key considerations: VSD should use ? should include ? hot spots should represent important ? may be especially suited for ?
grid: organization should reflect the ? we can't see that internal organization so must assess it: -number of -... of symbols -.. between symbols -arrangement of -.. of symbols
personalized photo of meaningful/motivating events in individuals life
- human figures
- actions that can be otherwise difficult to convey with traditional symbols
- young children with emerging language
- internal language organization of the indiv.
- symbols
- size
- spacing
- symbols on the board
- color coding
color coding: -... +.... - -.. bar -background but not
background+symbol
- border
- title bar
- symbol
Schematic/activity based boards: -boards that include vocab related to ? benefits: may help children acquire the ? because they are connected to a specific activity adult doesn't need to ? drawbacks: creating a page for every activity is ? -words will be?
one specific activity or topic
- symbols and meaning easily
- navigate across pages to get to desired word
time consuming
duplicated
Taxonomic: organized in ? can require moving through -may require more -useful for individuals. with strong -may be difficult for ?
hierarchal or superordinate categories
many levels of subcategorization
navigation
strong categorical knowledge
young children or for those whom categorization is not a strength
Semantic syntactic: displays organized via -symbols are ? two main approaches: - - which approach is adopted is up to the ? but should be ?
part of speech and spoken word order
-color-coded by part of speech or grammatical categories
- modified fitzgerald key
- system developed by goossens crain, & elder
individual/consistent across ALL systems
Alphabetic: vocabulary words are organized ? require significant ? useful for individuals with ?CCn who are better suited for ?
alphabetically
navigation to compose whole message
literate
clarifying, establishing topic of conversation than as the primary AAC system for all messages
chronological: vocab organized by
useful for individuals with acquired conditions who want to ?
sequence of events
organize vocab related to life events in chronological order
