Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Autism7717 > Communication Disorders 10/2 > Flashcards

Communication Disorders 10/2 Flashcards

1
Q

Language Development Starts with what

A

Social play and exchange, then goes to nonverbal communication then to conversation language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Where does social language come from?

A

Social interactions, frequent and regular communication in social routines and activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Operationalized Definitions: The verbal modality thru which language is expressed is called…

A

Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Sound production

A

Articulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Vocal fold vibration and breathing

A

Voice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Rhythm of speech

A

Fluency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Prosody

A

Melody

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Level 1 Pre-Intentional Behavior (Perlocutionary) Social Communication

A

0-3 months
behavior reflects GENERAL STATE (happy, sad, hungry)

Caregiver interpretation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Level 2 Intentional Behavior (Illocutionary)

A

3-8 months

Behavior under control, but NOT used for intentionality.

Caregiver interprets

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Level 3 Unconventional Communication

A

6-12 months
Child speaks “Jane”

More intentional
PRE-SYMBOLIC, no symbol use.

Why unconventional- not socially accepted das we grow older (ex: tugging on people)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Level 4, Conventional Communication (Locutionary)

A

12-18 months

INENTIONAL COMMUNICATION WITHOUT SYMBOLS

Socially acceptable

Gestures- pointing, nodding, shaking head

Vocal intonations at this stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Level 5: Concrete Symbols

A

12-24 months

SYMBOLIC COMMUNICATION.

Concrete symbols look like what they represent.

Iconic gestures: pat chair to say sit down, buzz for a bee.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Level 6: Abstract Symbols

A

Also 12-24 months

Abstract symbols such as speech/manual signs, braille or print words.

NOT physically similar to what they represent.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Level 7: Language

A

Around 24 months of age.

Symbols (concrete or abstract) are combined to 2-3 word combos “Want juice” “Me go out” according to grammatical rules.

meaning of symbols differs depending on ORDER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The SYMBOLIC system of communication to transfer information/the social shared rules of understanding and expression.

A

Language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Meanings of words (ex: “star” = literal star or celebrity)

A

Semantics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

The smallest unit of meaning (Ex: friend, friendly, unfriendly)

A

Morphology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Sound system

A

Phonology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Grammar (ex: Peg walked to the new store vs. Peg walk store new)

A

Syntax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Social Context (“Please move” vs. “MOVE NOW!”)

A

Pragmatics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Name some symbol systems

A

Speech, sign, AAC, Combinations, Morse code, braille

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Goal is to teach what kind of communication?

A

Functional and Effective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Historically, intervention focus was focused on teaching ___________, but moved to teaching people ____________. Currently focused on helping develop ______.

A

People to speak.

Language

socially effective (functional) communication interactions. (Participation in life activities and communities)

Not just language, communication that allows for more language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Communication Bill of Rights

A

Communication is a basic need and right.

Services based on individual communication needs rather than arbitrary criteria (too young, old, too disabled)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Every individual is capable of achieving _____ level of communication.

A

Some

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

True or false: All behavior communicates?

A

TRUE! any action can communication. Our responses determine the communicative potential of an action or vocalization.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

4 things communication supports do?

A
  1. COACH COMMUNICAITON PARTNERS to facilitate communication and language
  2. design systems around meaningful routine DAILY ACTIVITIES
  3. CHANGE CONTEXT to promote success (increase practice opportunities)
  4. look at performance with DIFFERENT TYPES AND LEVELS OF SUPPORTS
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What 5 developmental considerations are important for speech?

A
  1. Nonverbal cognitive abilities
  2. Receptive language
  3. Expressive language
  4. Speech motor skills
  5. Motor skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

How could you have better expressive than receptive language?

A

Echolalia, scripting, copying, long sentence back, don’t understand meaning. Not functional.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Lanauge Disorder is defined as

A

Difficulty processing and/or expressing information

Attention, discrimination, organization, memory or retrieval

ASD,ID,FASD,SLI,TBI, Environment

31
Q

Are children with developmental language and speech disorders are similar or dissimilar?

A

Dissimilar than similar.

Speech/language fall on continuum. Individual assessment of strengths and needs.

32
Q

What’s wrong with discrepancy formulas?

A

IQ does not equal achievement (RTI)

33
Q

Oral and written language develop _____ in literate culture

A

Concurrently

34
Q

Emergent Language

A

No prerequistes

Story book interactions (book handling, directed gaze, pointing and naming)

Story book reading, interactive literacy activities, awareness of environmental print (ex: knowing to grab favorite cereal)

35
Q

Do communication and communicative literacy develop before or after speech?

A

BEFORE

36
Q

How does communicative literacy and communication develop?

A

Playful social learning relationships

Fun interactions with books, toys, people, environment

Follow child’s interest

37
Q

How can I increase child’s communication? (or more on how communicative literacy develops)?

A

Meaning in daily routines (joint interactions)

Show child next communication/language steps (zone of proximal development, coach parents on how to do this).

38
Q

What does the ALTERNATIVE in AAC mean?

A

For fully non-oral speakers

39
Q

What does the AUGMENTATIVE in AAC mean?

A

to augment to or add to communicators with some speech

40
Q

ACC is used to ________ communication and speech

A

Supplement or complement

41
Q

unaided systems

A

does not require any equipment external to the body (signs, pantomimes, gestures)

GESTURES AND MANUAL SIGNS

Can’t leave at home. total communication sign/verbal. Portable, need find motor skills, steep learning curve,

Most people don’t understand signs.

42
Q

aided systems

A

use of electronic or non-electronic equipment to assist communication. Incorporates devises that are external to an individual and involves the use of symbols (photos, letters, words)

PICTURE OR ALPHABET SYMBOL BOARDS and VOICE OUTPUT

Easier for unfamiliar listeners

43
Q

Aided system examples: Low tech aid vs. high tech aid

A

Low: a picture communication board or book

High: voice-output devices

44
Q

TC (not sure what it stands for)

What advantages does it have to speech or signing alone?

A

Faster
More complete receptive/expressive vocab acquisition

Manual sign learning related to fine motor ability

45
Q

When is the right time to start AAC?

A

Never too early for exposure and to teach positive behaviors

Developmentally individuals needs to understand picture represents something else.

46
Q

Pros AAC (later more for MOBILE devices)

A
  1. Multi purpose advantages- learning tool beyond AAC
  2. Ease of demonstration for professionals- can hold multiple AAC apps, making demonstrating a range of options portable and efficient.
  3. Affordable accessible AAC (Schools)
  4. Customizable apps
  5. Cool factor, better social integration
47
Q

Cons of AAC (there is a LOT)

A
  1. Training and Support
  2. Time-limit trials for apps
  3. Durability and adequate volume for all environments (ex: requiring accessories)
  4. Options for alternative access (switch/scan, yes) infra red ECU functions
  5. Touch screen sensitivity doesn’t work for all
  6. Hardware support warranty
  7. Research on apps (evidence of effectiveness)
  8. Support for langue development or solid AAC practice (no growth potential for spontaneous convos)
  9. Language Activity monitoring- nothing to track usage and progress to engage and learn AAC method
48
Q

Dedicated communication devices

A

Used as AAC, screens with pictures
Approved more easily for funding by medicare, etc.
Expensive
Issue if device not used due to repairs or if not working for the child

49
Q

Access: Direct selection

A

Touch the screen somehow to activate the device

50
Q

Access: Scanning

A

Use a single switch to start the device to SCAN across pictures, words, or letters to find the one I want

51
Q

Display Type: Static/Fixed

A

Symbols in fixed location

52
Q

Display Type: Dynamic

A

Selection of one symbol activates change in symbol set

53
Q

Display type: hybrid

A

Fixed display with dynamic component (word prediction)

54
Q

AAC involves the combo of many communication modes. Name some.

A

Speech or speech approximations, vocalizations, word approximations, and spoken words, gestures and/or sign language, boards with pictures , SGD (speech generating devices/computer)

55
Q

3 ways AAC works

A
  1. slows down auditory processing and combines visual cues
  2. Allow individuals to bypass motor and cognitive demands of speech and focus on building communication
  3. Reinforcement for requests
56
Q

What are the uses of AAC?

A
  1. Improve child’s ability to express themself
  2. Reduce frustration
  3. Support language learning
  4. Enhance conceptual/cognitive development
57
Q

How is AAC integrated with speech?

A

Encourage children to use speech approximations, introduce children to AAC to enhance communicative effectiveness

58
Q

Which is better: unaided or aided systems?

A

Not either or question. Matter of emphasis: multimodal approach

59
Q

Is there a large difference between Acquistion unaided vs. aided?

A

No

60
Q

What are the 4 areas of competence for effective use of AAC?

A

LOSS
Linguistic Competence
Operational Competence
Social Competence
Strategic Competence

61
Q

Linguistic competence

A

Iconic symbols (board marker) Alphabet

62
Q

Operational Competence

A

skills required to use the device

63
Q

Social Competence

A

social skills used in socio-culturally appropriate manner

64
Q

Strategic Competence

A

specific AAC based communication skills ( gain attention, adjust rate of symbol selection, repair communication break downs

65
Q

The best current evidence suggests that AAC use UNAIDED ____________.

A

DOES NOT hinder speech production development and often has facilitative effect

Latency effect, delayed results.

Modest gains. Some use AAC until intelligibility improve others enhance language

66
Q

AAC Evidence Based Practice: How we know it works?

A

Not a lot of RCT. Single case and meta-analyses

Benefits communicative competence

67
Q

History, AAC only when other efforts fail. What about today?

A

Best practice use AAC early to serve as bridge for future spoken language development

68
Q

What model, similar to reading readiness, should be avoided when discussing AAC?

A

candidacy model – to be considered a candidate for intervention a person had to have certain prerequisite skills

69
Q

AAC intervention: commences at current language level or when reaches certain skill level?

A

Current language level

70
Q

*________ is the most important predictor of speech outcomes with TC!

A

Verbal Imitation

71
Q

Appropriateness of AAC based on

A

Functional ability, motivation and motor ability, family acceptance

72
Q

ACC trends

A

development and refinement of interventions

Advocacy and social policy

Specific behaviors ex: requesting and enhancement of rate and quality of interaction

73
Q

Communicating with someone with complex needs

A

Determine how the person communicates

Communicate directly to the person with disability

Communicate through a support person

Multimodal communication

74
Q

What are communication concerns of teens and adults?

A

Advocacy and quality of life. -direct actions of support personnel.

Participation in major life activities

Autism7717 (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions