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AAC > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

List and describe the 4 display types

A
  1. fixed- static; paper with pictures on it (doesn’t change)
  2. dynamic- screen changes; food screen, activity screen, etc.
  3. hybrid- combo; display can change but limited as to how
  4. visual scene- hot spots on screen; contextual pictures- 1 page with many pictures relating to a topic
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2
Q

What are the physical characteristics of selection of set displays?

A
  • number of items: how many items can they choose from? 4 pictures per field? 10? 30?
  • size: what size the icons need to be for them to see/use them
  • spacing/arrangement: aware of client’s field of vision so they can see all icons
  • orientation: in relation to the FLOOR; so if reclined wheelchair, need to tilt the screen
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3
Q

List the selection techniques

A
  • direct selection

- scanning

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4
Q

Name the 6 aspects of cognitive/communication relevant to AAC

A
  1. awareness
  2. communicative intent
  3. world knowledge
  4. memory
  5. symbolic representation
  6. metacognitive skills
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5
Q

4 purposes of communication (plus Beukelman’s 5th) are…

A
  1. expression of needs/wants
  2. information transfer
  3. social closeness
  4. social etiquette
  5. communicating with oneself/internal dialogue
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6
Q

List some opportunity barriers

A
  • policy barriers: legislative/regulatory decisions
  • practice barriers: procedures common in a family, school, workplace
  • knowledge barriers: lack of info (parents think AAC= no more talking)
  • skills barriers: facilitators have difficulty with actual implementation of AAC technique
  • attitude barriers
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7
Q

List some access barriers

A
  • lack of mobility
  • manipulation of objects
  • management of objects
  • cognitive functions
  • literacy problems
  • sensory-perceptual impairments
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8
Q

List the 6 principles of assessment for seating and positioning

A
  1. use yourself as a reference
  2. ensure stable base
  3. decrease influence of atypical muscle tone
  4. accommodate fixed deformities and correct flexible deformities
  5. provide the least amount of intervention needed to achieve the greatest level of function
  6. provide support for resting
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9
Q

What are the communicative competencies?

A
  • linguistic competence
  • operational competence
  • social competence
  • strategic competence
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10
Q

Define the following:

  • symbol
  • referent
  • iconicity
A
  • symbol: something that stands for/represents something else
  • referent: the something else (the item the picture is showing)
  • iconicity: any association an individual forms between a symbol and its referent
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11
Q

What are the 3 types of iconicity?

A
  • transparent
  • translucent
  • opaque
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12
Q

T/F translucent iconicity is depicted in such a way that meaning of symbol can be readily guessed in absence of referent

A

false; transparent

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13
Q

What is translucent iconicity? Opaque?

A
  • translucent: meaning of referent may or may not be obvious but relationship can be perceived between symbol and referent once meaning is provided
  • opaque: no relationship is perceived even when meaning of symbol is known
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14
Q

T/F aided symbols require assistance and are black and white drawings

A

true

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15
Q

What are unaided symbols?

A
  • do not require assistance

- facial expressions, manual signs, natural speech

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16
Q

What are combined sets?

A

incorporate use of aided and unaided elements

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17
Q

What is the speech rate for individuals without disabilities?

A

150-250 wpm

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18
Q

Communication rates for AAC users are ____ times slower than individuals without disabilities

A

15-25x slower

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19
Q

Describe the 4 phases of assessment

A
  1. referral for AAC assessment
  2. Initial assessment and intervention (today)- team assesses current communication interaction needs and other capabilities, gather sufficient info to match system with the individual
  3. detailed assessment (tomorrow)- development of robust communication system, for a variety of environments now and in the future
  4. follow-up assessment- maintaining comprehensive and adaptive AAC system
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20
Q

Describe linguistic competence

A

-receptive and expressive language skills of the individual’s L1

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21
Q

Describe operational competence

A

-technical skills needed to operate the AAC system accurately and efficiently

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22
Q

Describe social competence

A

-skills of social interaction such as initiating, maintaining, developing, and terminating communication interactions

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23
Q

Describe strategic competence

A

-use of compensatory strategies by AAC users to deal with functional limitations

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24
Q

List the different messages of conversation

A
  • greetings
  • small talk
  • narration
  • procedural descriptions
  • content specific conversations
  • wrap-up and farewell
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25
Q

Central goals of AAC: provide individuals with the opportunity and capability to…. (6)

A
  1. to communicate messages so they can interact in conversation
  2. to participate in communication at home, school, work and during recreational activities
  3. to learn their native language(s)
  4. to establish and maintain their social roles
  5. to meet their personal needs
  6. to communicate accurately to guide their personal and medical care
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26
Q

Differentiate core and fringe vocabulary

A
  • core vocab: words and messages that are commonly used by a variety of individuals and occur very frequently
  • fringe vocab: words and messages that are specific or unique to the individual (names of specific people, locations, activities, preferred expression etc.)
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27
Q

List unaided symbols

A
  • gestures
  • vocalizations (voluntary and involuntary
  • manual sign systems (sign language)
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28
Q

List aided symbols

A
  • tangible symbols (real objects, miniature objects, partial objects)
  • pictorial symbols (photos, line-drawing symbols)
  • orthography and orthographic symbols (braille, fingerspelling)
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29
Q

Besides assessing an individual’s current communication skills, what else will you be assessing?

A
  • cognitive/communication
  • symbol
  • language
  • literacy/spelling
  • sensory/perception
  • hearing
30
Q

Cerebral Palsy primary characteristic, most common type

A
  • primarily experience difficulty with motor skills, which vary depending on the location of the brain lesion
  • most common = spastic CP results in hypertonia
31
Q

What types of communication impairments to individuals with CP experience?

A
  • articulation disorders and impaired speech intelligibility (oral articulation difficulties that result from restricted movement in the oral-facial muscles)
  • language delays/disorders
  • poor respiratory control (as a result of muscle weakness)
  • laryngeal and velopharyngeal dysfunction
32
Q

CP visual problems?

A

eye muscle imbalances, visual field cuts, visual-perceptual problems, and/or loss of visual acuity (especially farsightedness)
-any of these can significantly affect educational and communication programming

33
Q

What should AAC professionals be familiar with when assessing someone with CP?

A
  • positioning and seating in order to ensure optimal stability
  • be familiar with a wide range of communication options since individuals with CP are so individualized
34
Q

What type of AAC decisions would be affected since visual acuity and visual-perception are impaired for persons with CP?

A

-size, spacing, and figure-ground contrast of the symbols chosen for communication

35
Q

Name the different types of CP

A
  • spastic
  • dyskinetic
  • ataxic
  • dystonic
  • mixed
36
Q

Define hypertonia, diplegia, hemiplegia, and quadriplegia

A
  • hypertonia: increased muscle tone
  • diplegia: legs are more affected then arms
  • hemiplegia: weakness on one side of the body
  • quadriplegia: all four limbs and trunk
37
Q

Dyskinetic CP characteristics

A
  • involuntary muscle movements

- changing patterns of muscle tone throughout the day

38
Q

Ataxic CP characteristics

A
  • increased/decreased muscle tone
  • balance and positioning of trunk and limbs
  • wide-based, unsteady gait
  • poor arm/head control
39
Q

Dystonic CP

A

rigid posturing of neck/trunk

40
Q

Mixed CP

A

multiple motor patterns

41
Q

Three issues require special attention from AAC teams that plan and implement AAC interventions for people with CP, what are they?

A
  1. use of team approach
  2. need for balanced interventions
  3. the need to plan ahead for adulthood
42
Q

Persons with ID were recognized as appropriate candidates for AAC in what year?

A

mid 1980s

43
Q

Three issues require special attention from AAC teams that plan and implement AAC interventions for people with ID, what are they?

A
  1. opportunity barriers
  2. relationship between communication and problem behavior
  3. diversity of needs with this population
44
Q

Three issues require special attention from AAC teams that plan and implement AAC interventions for people with ASD, what are they?

A
  1. early intervention
  2. social contexts
  3. use of speech generating devices (SGDs)
45
Q

What are the two classifications of deaf-blindness

A
  • congenitally deaf-blind: experienced onset of losses between birth and age 2
  • acquired deaf-blindness: loss occurs later in life
46
Q

Children with AOS often show signs of significant _____

A

language delays

47
Q

Describe the levels of the Multitier AAC Model for CAS

A
  1. Traditional AAC- unintelligible speech, one word utterances, unable to communicate effectively
  2. AAC for supplementation- produce single-word intelligibility but not multi-word phrases/sentences
  3. AAC for communication breakdowns- occasional communication breakdowns at the word or phrase level
  4. AAC for academics and literacy- phonological difficulties, fine motor planning problems
  5. AAC for practice- home speech practice
48
Q

Describe the type of scanning: circular

A

device speaks pictures in a circular pattern

49
Q

Describe the type of scanning: linear

A

device speaks in lines across field

50
Q

Describe the type of scanning: group-item

A

categories

51
Q

Describe the type of scanning: directed/inverse

A

hold button down then let go- selection is on RELEASE of button

52
Q

Describe the type of scanning: automatic/regular

A

scanning starts, when you see one you want, press button, selection is on DEPRESSION of button

53
Q

Describe the type of scanning: step

A

press button to scan everything, press 1, 2, 3, 4 times

54
Q

What type of differences may affect the topics and vocab words that an individual uses during interactions?

A

gender, age, cultural differences

55
Q

Vocabulary requirements of preliterate individuals can be divided into two categories, what are they?

A
  1. vocab that is needed to communicate essential messages

2. vocab that is needed to develop language skills

56
Q

What is coverage vocabulary?

A

vocab that is needed to communicate essential messages

57
Q

What is developmental vocabulary?

A

words the individual does no know yet that encourage language and vocab growth

58
Q

Messages selected for nonliterate individuals are nearly always chosen from a ____ rather than a _____ perspective

A

functional/developmental

59
Q

How do we accommodate messages that require careful timing in order to be appropriate?

A

usually store them in their entirety

Ex: please pick up my feet before you roll my wheelchair forward

60
Q

T/F AAC teams should consult multiple informants to obtain the best possible list of fringe words

A

true

61
Q

What are affect displays?

A

facial expressions or body movements that display emotional states

62
Q

Which aided pictorial symbol is the most widely used line drawing system for communication around the world?

A

Picture communication symbols (PCS)

63
Q

What is an example of a truncation code?

A

abbreviate words according to the first few letters only

hamb=hamburger, comm=communication

64
Q

What is an example of a contraction code?

A

include only the most salient letters

hmbgr=hamburger, cmunctn=communication

65
Q

Name that code: comm1 = communication, comm2 = communication, comm3 = community

A

alphanumeric word codes

66
Q

Name that code: 13 = yesterday, 24 = hello

A

numeric encoding

67
Q

Name that code: series of dots and dashes to represent letters, numbers, punctuation

A

Morse code

68
Q

Name that code: (F = fruit, D= drinks) FA= apple, FB= banana, DC = coffee, DM= milk

A

letter-category word codes

69
Q

Name that code: OD = please open the door for me

A

alpha (letter) encoding

70
Q

Name that code: an apple icon might be associated with food, fruit, snack, red, and round; a sun icon might be used to refer to weather, yellow, hot, summer, and noon; clock might represent time, numbers, and daily schedule

A

Iconic encoding

AAC (1 decks)

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