Communication Disorders 10/2 Flashcards
Language Development Starts with what
Social play and exchange, then goes to nonverbal communication then to conversation language
Where does social language come from?
Social interactions, frequent and regular communication in social routines and activities
Operationalized Definitions: The verbal modality thru which language is expressed is called…
Speech
Sound production
Articulation
Vocal fold vibration and breathing
Voice
Rhythm of speech
Fluency
Prosody
Melody
Level 1 Pre-Intentional Behavior (Perlocutionary) Social Communication
0-3 months
behavior reflects GENERAL STATE (happy, sad, hungry)
Caregiver interpretation
Level 2 Intentional Behavior (Illocutionary)
3-8 months
Behavior under control, but NOT used for intentionality.
Caregiver interprets
Level 3 Unconventional Communication
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)
Level 4, Conventional Communication (Locutionary)
12-18 months
INENTIONAL COMMUNICATION WITHOUT SYMBOLS
Socially acceptable
Gestures- pointing, nodding, shaking head
Vocal intonations at this stage
Level 5: Concrete Symbols
12-24 months
SYMBOLIC COMMUNICATION.
Concrete symbols look like what they represent.
Iconic gestures: pat chair to say sit down, buzz for a bee.
Level 6: Abstract Symbols
Also 12-24 months
Abstract symbols such as speech/manual signs, braille or print words.
NOT physically similar to what they represent.
Level 7: Language
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
The SYMBOLIC system of communication to transfer information/the social shared rules of understanding and expression.
Language
Meanings of words (ex: “star” = literal star or celebrity)
Semantics
The smallest unit of meaning (Ex: friend, friendly, unfriendly)
Morphology
Sound system
Phonology
Grammar (ex: Peg walked to the new store vs. Peg walk store new)
Syntax
Social Context (“Please move” vs. “MOVE NOW!”)
Pragmatics
Name some symbol systems
Speech, sign, AAC, Combinations, Morse code, braille
Goal is to teach what kind of communication?
Functional and Effective
Historically, intervention focus was focused on teaching ___________, but moved to teaching people ____________. Currently focused on helping develop ______.
People to speak.
Language
socially effective (functional) communication interactions. (Participation in life activities and communities)
Not just language, communication that allows for more language
Communication Bill of Rights
Communication is a basic need and right.
Services based on individual communication needs rather than arbitrary criteria (too young, old, too disabled)
Every individual is capable of achieving _____ level of communication.
Some
True or false: All behavior communicates?
TRUE! any action can communication. Our responses determine the communicative potential of an action or vocalization.
4 things communication supports do?
- COACH COMMUNICAITON PARTNERS to facilitate communication and language
- design systems around meaningful routine DAILY ACTIVITIES
- CHANGE CONTEXT to promote success (increase practice opportunities)
- look at performance with DIFFERENT TYPES AND LEVELS OF SUPPORTS
What 5 developmental considerations are important for speech?
- Nonverbal cognitive abilities
- Receptive language
- Expressive language
- Speech motor skills
- Motor skills
How could you have better expressive than receptive language?
Echolalia, scripting, copying, long sentence back, don’t understand meaning. Not functional.
Lanauge Disorder is defined as
Difficulty processing and/or expressing information
Attention, discrimination, organization, memory or retrieval
ASD,ID,FASD,SLI,TBI, Environment
Are children with developmental language and speech disorders are similar or dissimilar?
Dissimilar than similar.
Speech/language fall on continuum. Individual assessment of strengths and needs.
What’s wrong with discrepancy formulas?
IQ does not equal achievement (RTI)
Oral and written language develop _____ in literate culture
Concurrently
Emergent Language
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)
Do communication and communicative literacy develop before or after speech?
BEFORE
How does communicative literacy and communication develop?
Playful social learning relationships
Fun interactions with books, toys, people, environment
Follow child’s interest
How can I increase child’s communication? (or more on how communicative literacy develops)?
Meaning in daily routines (joint interactions)
Show child next communication/language steps (zone of proximal development, coach parents on how to do this).
What does the ALTERNATIVE in AAC mean?
For fully non-oral speakers
What does the AUGMENTATIVE in AAC mean?
to augment to or add to communicators with some speech
ACC is used to ________ communication and speech
Supplement or complement
unaided systems
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.
aided systems
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
Aided system examples: Low tech aid vs. high tech aid
Low: a picture communication board or book
High: voice-output devices
TC (not sure what it stands for)
What advantages does it have to speech or signing alone?
Faster
More complete receptive/expressive vocab acquisition
Manual sign learning related to fine motor ability
When is the right time to start AAC?
Never too early for exposure and to teach positive behaviors
Developmentally individuals needs to understand picture represents something else.
Pros AAC (later more for MOBILE devices)
- Multi purpose advantages- learning tool beyond AAC
- Ease of demonstration for professionals- can hold multiple AAC apps, making demonstrating a range of options portable and efficient.
- Affordable accessible AAC (Schools)
- Customizable apps
- Cool factor, better social integration
Cons of AAC (there is a LOT)
- Training and Support
- Time-limit trials for apps
- Durability and adequate volume for all environments (ex: requiring accessories)
- Options for alternative access (switch/scan, yes) infra red ECU functions
- Touch screen sensitivity doesn’t work for all
- Hardware support warranty
- Research on apps (evidence of effectiveness)
- Support for langue development or solid AAC practice (no growth potential for spontaneous convos)
- Language Activity monitoring- nothing to track usage and progress to engage and learn AAC method
Dedicated communication devices
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
Access: Direct selection
Touch the screen somehow to activate the device
Access: Scanning
Use a single switch to start the device to SCAN across pictures, words, or letters to find the one I want
Display Type: Static/Fixed
Symbols in fixed location
Display Type: Dynamic
Selection of one symbol activates change in symbol set
Display type: hybrid
Fixed display with dynamic component (word prediction)
AAC involves the combo of many communication modes. Name some.
Speech or speech approximations, vocalizations, word approximations, and spoken words, gestures and/or sign language, boards with pictures , SGD (speech generating devices/computer)
3 ways AAC works
- slows down auditory processing and combines visual cues
- Allow individuals to bypass motor and cognitive demands of speech and focus on building communication
- Reinforcement for requests
What are the uses of AAC?
- Improve child’s ability to express themself
- Reduce frustration
- Support language learning
- Enhance conceptual/cognitive development
How is AAC integrated with speech?
Encourage children to use speech approximations, introduce children to AAC to enhance communicative effectiveness
Which is better: unaided or aided systems?
Not either or question. Matter of emphasis: multimodal approach
Is there a large difference between Acquistion unaided vs. aided?
No
What are the 4 areas of competence for effective use of AAC?
LOSS
Linguistic Competence
Operational Competence
Social Competence
Strategic Competence
Linguistic competence
Iconic symbols (board marker) Alphabet
Operational Competence
skills required to use the device
Social Competence
social skills used in socio-culturally appropriate manner
Strategic Competence
specific AAC based communication skills ( gain attention, adjust rate of symbol selection, repair communication break downs
The best current evidence suggests that AAC use UNAIDED ____________.
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
AAC Evidence Based Practice: How we know it works?
Not a lot of RCT. Single case and meta-analyses
Benefits communicative competence
History, AAC only when other efforts fail. What about today?
Best practice use AAC early to serve as bridge for future spoken language development
What model, similar to reading readiness, should be avoided when discussing AAC?
candidacy model – to be considered a candidate for intervention a person had to have certain prerequisite skills
AAC intervention: commences at current language level or when reaches certain skill level?
Current language level
*________ is the most important predictor of speech outcomes with TC!
Verbal Imitation
Appropriateness of AAC based on
Functional ability, motivation and motor ability, family acceptance
ACC trends
development and refinement of interventions
Advocacy and social policy
Specific behaviors ex: requesting and enhancement of rate and quality of interaction
Communicating with someone with complex needs
Determine how the person communicates
Communicate directly to the person with disability
Communicate through a support person
Multimodal communication
What are communication concerns of teens and adults?
Advocacy and quality of life. -direct actions of support personnel.
Participation in major life activities
