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AAC > Class 5 > Flashcards

Class 5 Flashcards

1
Q
  1. representation
A

what kind of symbols do individuals need, to say the things they want to say

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2
Q

what is symbol:
a thing that ?
-eahc word, concept, phrase in/on a person’s AAC system must have a ?

symbols can be

A

takes the place or represents something else

symbol to represent it

unaided or aided

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3
Q

unaided AAC symbols

A

vocalizations/natural speech
gestures
tactile signs

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4
Q

unaided symbols: vocalizations

-can be useful with ?

A

different communication partners across different contexts

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5
Q

unaided symbols: gestures

  • motor behaviors involving the ?
  • produced with intent to

different types:
contact:

distal: do not require
- can include ?

representationaL : gestures that

A

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

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6
Q 
Key word signing: 
natural speech + 
NOT 
main components: 
-sign the ? but say the 
-use 
-use some 
-signs come from ?
A

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
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7
Q

tactile sign: used by some individuals with?

individual with hearing + vision impairment

communication occurs via

many variations ?

A

deaf blindness

puts hand over person who is signing

touch and movement

hand over hand, tracking, tactile fingerspelling

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8
Q 
aided AAC symbols: 
real 
.... objects 
.. an d..
... drawings 
...
A 
real objects 
partial/associated object 
photos and logos 
line drawings 
orthography
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9
Q 
real objects: 3 types 
-
-
-
useful for : 
-
-older individuals with 
-individuals who rely on
A

identical
similar
mini

very young children just beginning to learn symbolic rep.

  • DO
  • touch to identify objects
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10
Q

partial: a portion of object that is

associated: real objects that are? but not?
example:
useful when ?

A

identical to referent

  • associated with referent but not part of it
  • key for car
  • real object not available or feasible to use
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11
Q

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 ?
A

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
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12
Q

2D symbols: photos
often represent concepts in a way that is ?
can be obtained from ?
may be more clearly linked to the ? therefore?

A

familiar/personally relevant

online searches, catalogs, magazines, coupons, etc

referent/easy to learn/use

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13
Q

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

A

represent vocab on AAC system
-boardmaker, PCS, lessonPix, symbolstix

line drawings to comm., which symbol is best is unknown

explicitly taught

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14
Q

orthography: if you can read and write you can say
- .. you want to say
- …. you want to say it
- … to

A

everything
when
however you want to say it
whomever you want to say it

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15
Q

it is not until age 3 that children begin to fully understand
1. pictures are more than just ?

  1. objects in the real world can be represented by
A

objects to hold and manipulate - represent something else in real world

different kinds of pictures

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16
Q

II. organization how should

A

those symbols be organized

17
Q 
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

A

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

18
Q 
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
A

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
19
Q 
color coding: 
-... +....
-
-.. bar 
-background but not
A

background+symbol

  • border
  • title bar
  • symbol
20
Q 
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?
A

one specific activity or topic

  • symbols and meaning easily
  • navigate across pages to get to desired word

time consuming
duplicated

21
Q 
Taxonomic: 
organized in ? 
can require moving through 
-may require more 
-useful for individuals. with strong 
-may be difficult for ?
A

hierarchal or superordinate categories

many levels of subcategorization

navigation

strong categorical knowledge

young children or for those whom categorization is not a strength

22
Q 
Semantic syntactic: 
displays organized via 
-symbols are ? 
two main approaches: 
-
-
which approach is adopted is up to the ? but should be ?
A

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

23
Q 
Alphabetic: 
vocabulary words are organized ? 
require significant ? 
useful for individuals with ?CCn who are 
better suited for ?
A

alphabetically
navigation to compose whole message
literate
clarifying, establishing topic of conversation than as the primary AAC system for all messages

24
Q

chronological: vocab organized by

useful for individuals with acquired conditions who want to ?

A

sequence of events

organize vocab related to life events in chronological order

25
Q

keyboard based

keyboards are ?
layout: standard ?

-

spatial arrangement of letters:
-… or …

A

grid displays
-keyboard layout, symmetrical rows and columns

  • alphabetical, QWERTY, freq. of use
  • color cues

-evenly spaced or grouped

26
Q

III. navigation

how will client

A

access vocab

27
Q

Navigation: the process whereby individuals who use AAC ?

many high tech AAC systems have ?
-start on a ?
select one of the symbols to navigate too ?

A

navigate through different displays

  • grids organized into hierarchal or superordinate categories
  • home, main menu
  • page with that vocab
28
Q

navigation challenges:
beginning communicates or adults with cog. difficulties may struggle with
-display options ?
may not yet understand

A

navigating independently

  • not clear
  • categories in a taxonomical org.
29
Q 
encoding:
a.... technique 
device is programmed too ? 
increases rate of comm. by ?
words, phrases, sentences stored in system too ? 
individual uses code to ? 
-
-
A

rate enhancement

speak full words when abbreviated code is selected

decreasing number of required selections

assigned a code

retrieve entire message/word
-alphabetic and alphanumeric
iconic

30
Q 
alphabetic encoding: 
truncation codes: 
contraction code include only the most ? 
salient letter encoding: 
letter-category encoding: 
alpha-numeric encoding 
numeric encoding 
arbitrary encoding
A 
HAMB=Hamburger 
salient letters HMBGR= hamburger 
HH: hello, how are you 
GH = hello, how are you 
G1= hello, how are you 
51= hello, how are you 
A1= hello, how are you
31
Q 
iconic encoding:
sequences of icons are used to ? 
aka?
icons= 
individual learns a small set 
icons remain in a ? 
individual learns the patterns for ?
A

encode words, phrase, or sentence messages

misspeak or semantic compaction

word families or semantic associations

40-80 multiple meaning icons

fixed location on display

combining icons into short sequences

32
Q

prediction: does not require the ?
individuals offered options based on the ?
an individual selects a few letters or words and the comm. partner predicts ?

A

memorization of codes

  • portion of a word or message that has already been formulated
  • entire word or message
33
Q

prediction benefits:
decreased number of

many systems will learn the

can assist individuals who require ?
-morphosyntactic elements of message ?

A

selection can decrease effort, reduce fatigue, and increase efficiency

phrases and words that an individual uses

spelling or grammar support
-predicted to generate sentences with correct grammar/syntax

34
Q

prediction challenges:
requires ongoing:
difficult for individuals with

A

attention visual monitoring and cognitive processing of options presented

cognitive or attentional difficulties

AAC (6 decks)

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