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Spring '15-217 (Exam 1) > Exam 1 study guide AAC > Flashcards

Exam 1 study guide AAC Flashcards

1
Q

What are the 4 types of displays?

A
  • fixed displays
  • dynamic displays
  • hybrid displays
  • visual scene displays
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2
Q

Describe Fixed displays

A

not changing, think just a sheet of paper with pictures on it

Yes/No buttons

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3
Q

Describe dynamic displays

A

the screen changes (e.g., food icon takes you to a screen of food choices)

ipads, dynavox, etc..

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4
Q

Describe Hybrid Displays

A

-a combo–e.g., a step sequencer, the message can change, but it’s a set message.

you can’t pick beyond what is sequenced into the device

e.g., go talk–the static screen doesn’t change, but you can change out the vocabulary sets

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5
Q

Describe Visual Scene Displays

A
  • e.g., a picture at a birthday party–and on that page there are hot zones –like the food @ your party, guests, cats, playground, etc…
  • you have a contextualized picture–(e.g,. thanksgiving dinner, christmas) you’d have all the vocal you need for that one event/pic on the page.
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6
Q

What are the 5 purposes of communication?

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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7
Q

Describe expression of needs and wants

A

regulate the behavior of the listener toward action-oriented responses

expressing your needs and wants

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8
Q

Describe Information Transfer

A

more complex & difficult messages; novel content

e.g., giving directions

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9
Q

describe social closeness

A

establishing, maintaining, developing social engagement

not easy on an AAC device… we’re social, most often it’s the hardest to teach

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10
Q

Describe social etiquette

A

conform to social conventions of politeness through brief interactions

please, thank you, hi, how are you? quick response

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11
Q

Describe internal dialogue

A

remain organized daily

calendars, daily activity schedules, diaries, journals, lists of future plans, records of personal reflections, etc…

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12
Q

What are the communicative competencies?

A
  • linguistic competence
  • operational competence
  • social competence
  • strategic competence
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13
Q

What is linguistic competence?

A

receptive and expressive language skills of the individual’s L1
-knowledge of linguistic code unique to one’s AAC system (words, signs, etc.)

language of communication partners to receive messages

parents, communication specialists, friends, and other facilitators play a major role.

Facilitators offer ongoing communicative opportunities

provide augmented input models in the language of the community/family and symbols/codes in AAC display

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14
Q

What is operational competence?

A
  • technical skills needed to operate the AAC system accurately & efficiently
  • most important first skill to learn
  • important needs:
  • keep vocabulary in technology up to date
  • construct overlays or other displays as needed
  • protect the technology against breakage, damage, or other problems
  • secure necessary repairs
  • modify the system for future needs
  • generally ensure day-to-day availability and operations of the technology
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15
Q

What is social competence?

A
  • this is where we lack in teaching kids w/ AAC
  • Skills of social interaction such as initiating, maintaining, developing, and terminating communication interactions
  • focus of most of the research in the AAC field
  • knowledge, judgment, & skills in the sociolinguistic and sociorelational aspects of communication
  • when to and not to speak, what to talk about–with whom, when, where, and in what manner.
  • communicate in a variety of functions (e.g., requesting, rejecting)
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16
Q

What should sociolinguistic skills include?

A

the ability to initiate, maintain, and terminate conversations

give and take turns

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17
Q

What does it mean to communicate in a variety of functions?

A

engage in a variety of coherent/cohesive interactions

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18
Q

Sociorelational skills/attributes for AAC users should include:

A

-positive self image

interest in others & and desire to communicate

ability to participate actively in conversation

responsiveness to partners

ability to put partners at ease

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19
Q

What has been developed that is indicative the importance of providing extensive training in social competence skills?

A

multiple training manuals and approaches have been developed.

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20
Q

Who are considered “communication partners” when we include them in training?

A

-friends and peers (training in use of a low tech display)

in service to entire classroom

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21
Q

What is strategic competence?

A

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

  • interacting with unfamiliar communication partners
  • resolving communication breakdowns
  • compensating for a slow speaking rate
  • Goal: “communicate effectively within restrictions”
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22
Q

What are the physical characteristics of selection set displays?

A
  • # of items (e.g., f/2, 4, 24, 64, etc.)
  • Size (icon size–1/2 in, 1 in, 3 in, How big does it need to be for the client to be able to see it well)
  • Spacing and arrangement of items (need to be aware of visual neglect, hemiparesis, etc.)
  • Orientation of the display ** IN RELATION TO THE FLOOR NOT THE CLIENT
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23
Q

What test is helpful in determining what physical characteristics for selection set displays?

A

TASP

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24
Q

What are the different types of selection techniques?

A
  1. direct selection

2. scanning

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25
Q

What are the different types of DIRECT selection techniques?

A
  1. physical contact (touch-e.g., iPad, does not mean putting pressure on it, just touch)
  2. Physical pressure or depression (must exert pressure on a selected key, think keyboard)
  3. Pointing (no contact)
  4. speech recognition ( programs that learn impaired speech..think apraxia.. new research)
  5. Timed activation (needs to be held down a certain length of time, for people who don’t have the quick reflexes/press and release. for somebody who drags their hand)
  6. Release activation (only activated on the release)
  7. Filtered or averaged activation (when the person is accessing the set, will select the one they’ve had the MOST CONTACT With) e.g., for somebody with a tremor where they have their hand on it repeatedly.
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26
Q

What is the description/definition of scanning?

A

when a person cannot select directly, so a system is set up with a lot of options.

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27
Q

What are the different types of scanning?

A
  1. circular scanning (scans in a circular pattern)
  2. linear scanning (scans in lines)
  3. Group-item scanning (categories, good for alphabet boards)
  4. scanning timing and speed Important one may need more time because of motor or cognitive limitations
  5. Directed (inverse) scanning: hold button down first, and when you get to the one you want you let it go. Selection is on the release not on the depression
  6. Automatic (regular or interrupted) scanning: scanning starts, when you see the one you want, you press and release. Selection is done on the depress of the switch.
  7. Step scanning: press until you get to the one you want (e.g., if you want the 3rd one you press the button 3x)
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28
Q

What are the different types of feedback?

A

activation feedback

message feedback

message output and input–this is the actual message

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29
Q

What is activation feedback?

A

-sensory feedback that lets you know you’ve made a selection.

E.g., when you shut off your phone and you hear a click/swoosh that says you’ve turned it off

can also be a vibration, or some tactile feeling

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30
Q

What is message feedback?

A
  • more of an auditory or visual feedback
  • message is not important here–it’s just to say that they’ve successfully selected the communication set
  • communication partners should be aware of message feedback.
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31
Q

What is synthesized speech?

A

text to speech (type, then a voice to speak it)

digitized speech (natural speech that has been put into a recorder, to make it as natural as possible)

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32
Q

What are the pros to synthesized speech?

A
  1. provides mode of communication that is relatively easy to understand
  2. non threatening to listeners
  3. allows you to communicate with non literate partners
  4. allows AAC user to communicate without first gaining attention
  5. communication can be done at a distance, so you can have long distance conversations
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33
Q

What are the disadvantages to synthesized speech?

A

choosing a voice can be hard

i remember her saying deaf people don’t like it b/c they can’t hear it

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34
Q

What is visual output?

A

a supportive output method in AAC. It serves to clarify messages when the listener does not understand synthetic or natural speech. When an AAC device has a computer output screen, the listener may request clarification or message reformulation less frequently. This is important for communication partners who have hearing impairments, unfamiliar with the person using AAC and his or her system, or who communication in noisy environments in which synthetic speech may not be intelligible.

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35
Q

What are the different types of visual output?

A

hard copy

computer screen messages

unaided symbols

aided symbol displays

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36
Q

What is a “hard copy” for visual output?

A

a printer that may be part of a communication device or an adjunct to it produces permanent, “hard copy” output on paper

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37
Q

What are computer screen messages for visual output?

A

these are widely used in AAC technology as feedback and output. This technology can manage both orthographic and specialized symbols.

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38
Q

What are unaided symbols as a method of visual output?

A

non-electronic forms of output such as gestures or manual signs impose memory requirements on both of the participants in the communicative exchange

No permanent display is available, all of the gestures or manual signs must be produced by memory by the sender and processed in memory by the receiver

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39
Q

What are the difficulties with unaided symbols as a visual output?

A

-difficult for people with who have memory impairments (TBI) or who have difficulty processing transitory information (autism). Add symbol displays might be better for these individuals

Another issue with unaided symbols is relatively few people without disabilities are likely to understand it. If an individual produces unaided symbols as the sole output to unfamiliar partners, he or she will almost always require a translator.

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40
Q

Describe non-electronic aided symbol displays for visual output.

A

communication partners interact directly with the symbol set itself. As the person who uses AAC identifies the symbols of choice, the partner formulates the message, often speaking it aloud as feedback

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41
Q

What are the difficulties with a non-electronic aided symbol display for visual output?

A

Whenever unfamiliar symbols are used to form messages., constraints may be placed on the range of communication partners who will comprehend the message. Potentially problematic aided symbols include: textured symbols, blissymbols, orthographic symbols, abstract lexigrams, braille, and Morse code.

Partner attention to the display. When people communicate with books, boards, or other low-tech displays, they must first get their partner’s attention. Then the partner must be able to turn or move toward the individual using AAC in order to see the board, book, or device that displays the message symbols.

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42
Q

What is visual input?

A

The availability of visual input appears to facilitate receptive language comprehension for some individuals. People with ASD have been found to process concrete visuospatial information more readily than temporal or visuotemporal information such as speech or manuals signs. Providing visual input models also appears to enhance their communication and language abilities or literacy skills.

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43
Q

What are unaided symbols for visual input?

A

Gestures and signs

44
Q

Describe Gestures & signs for unaided symbols of visual input

A

These are convenient types of input because they require no additional paraphernalia (books, boards, computers) and are always available for use because they do not have to be switched on as electronic devices do. Communication partners accompany spoken words with their corresponding signs.

45
Q

What are aided symbols as a mean of visual input?

A

Communication partners can also provide input to people who rely on AAC by using aided symbols of many types. A facilitator may draw simple pictures or write letters and words while speaking to a person with receptive aphasia to help him or her to comprehend messages. The two most prevalent input methods that utilize aided symbols are aided language stimulation and the System of Augmenting Language. In both methods, a facilitator points to key symbols while speaking, in a manner parallel to that used in total communication. Facilitators must have the necessary symbols available for transmission and must organize the environment in order to apply the symbols appropriately. Facilitators must prepare activity boards with the necessary symbols in advance and have them available when needed. The logistical demands of aided symbol input often prevent facilitators from using the technique extensively.

46
Q

What is Awareness?

A

involves a number of increasingly sophisticated understandings:

  1. that one is separate and different from one’s surroundings
  2. that specific behaviors on performs (kicking, smiling a familiar face, etc.) have specific consequences (a mobile moves, a person smiles and vocalizes back, etc.)
  3. That other people have thoughts, desires, and perceptions that may differ from one’s own (theory of mind)
47
Q

What is communicative intent?

A

an extension of social contingency awareness, involves behavior that is “purposefully directed toward another person with intended meaning… and that requires dual orientation–orientation to both the communication partner and the topic or referent.

Does not happen overnight, rather it develops as caregivers respond positively to pre-intentional behaviors that become increasingly purposeful over time as a result

48
Q

What is world knowledge?

A

includes general experience in the world that results in:

a. expectations about how both people and inanimate objects should work
b. the motivation to repeat pleasant experiences and avoid unpleasant ones

motivation may be comprised in individuals who have repeatedly experienced unsuccessful attempts to communicate using conventional non symbolic modes; this effect has been referred to as “learned helplessness”

49
Q

Describe memory

A

involves a complex set of skills that are needed for all learning and that have profound implications for a person’s ability to attend to, categorize, retrieve, select, and sequence messages that are represented through both unaided and aided symbols or codes

memory is also an important factor to consider when making decisions about many electronic communication devices, especially those that utilize dynamic displays or auditory scanning

50
Q

What is symbolic representation?

A

involves an understanding of the relationship between symbols (manual signs, photographs, line drawings etc.) and their referents

51
Q

What are meta-cognitive skills?

A

allow people to consider their own cognitive experiences with regard to language use and learning (metalinguistics), memory strategies (metamemory), and self-regulation (executive functions). These more advanced cognitive skills are especially important for individuals who use electronic scanning as a selection technique and/or who use either low- or high-technology AAC devices with large vocabulary capacities organized in levels or categories

52
Q

What’s the difference between treating different disorders?

A

Depending on the condition, treatment may focus on habilitation (severe ASD or ID), or rehabilitation (conditions with sudden onset or degenerative diseases). This is going to shape the structure of treatment and education.

A student-with-CP’s assessment will look closer at motor skills and access due to the physical impairments. A person-with-autism’s assessment won’t look so much at access, but more so at social language and intent to communicate. Know what specific areas you would want to look for their assessment based on their diagnosis. This will require that we have knowledge of the area affected in conditions talked about in class.

53
Q

When we assess for future needs, what do we take into consideration?

A

current communication

potential to use/increase natural speech

potential to use environmental adaptations

assess potential for AAC devices

54
Q

What is the goal of a symbol assessment?

A

symbols or codes represent a majority of the messages included AAC systems

goal of assessment is to select the types of symbols that will meet the individual’s current communication needs and match his or her current abilities, as well as to identify symbol options that might be used in the future.

55
Q

What should a person do before starting an assessment?

A
  1. Before starting, team members should identify approximately 10 functional items with which the individual is familiar, basing their selections on the recommendations of the individual’s family members, teachers, or frequent communication partners.
  2. Next, team members should reach a consensus about the individual’s familiarity with the selected items
  3. Then they should compile symbols that represent each of them.
56
Q

What are the different assessment formats?

A
  1. functional use format: determine understanding of item’s use in play
  2. receptive labeling and yes/no formats: direct assessment of label understandings (e.g., is this a ___? or—which one is the ____?)
  3. alternative visual matching format: single objects with 2 or more symbols (matching)
  4. Question and answer format: Use symbols to answer verbal questions
  5. Requesting format: in natural setting, can individual use symbols to request?
57
Q

Describe “analysis of assessment” of symbol assessment… not sure how to formulate the question…

A

analyzing results of symbol assessment in Q & A and requesting formats–provides basic information, some individuals may need instruction in functional contexts for success

advanced symbol use–if skilled with single-symbol use, may use more than nouns and/or chain two+ symbols together

Symbol categorization assessments: may use communication system that is organized categorically.

58
Q

What should a language assessment include?

A

should include an evaluation of the individual’s single-word vocal capabilities as well as his or her use of common language structures (morphemes, syntactic structures, etc.)

59
Q

What do we assess in a language assessment?

A
  1. Single word vocabulary (measure vocab comprehension in relation to individual’s overall level of functioning, assess action words and relational words)
  2. Morphosyntactic and grammatical knowledge (most individuals have not mastered these skills)
60
Q

What do we assess in terms of literacy skills?

A

Person’s ability to read, spell, and write

development of literacy is an important goal!

61
Q

What is part of a literacy assessment?

A
  1. letter sound correspondence (association of letters with sounds, present letter sounds in random order, incorrectly identified–administer twice, incorrect should be targeted for instruction)
  2. sound-blending skills (most important components of phonological processing, assessed in a variety of ways)
  3. phoneme segmentation (begin with initial phoneme identification)
  4. word decoding (less than 80% accuracy across all target suggest that decoding instructions will be required)
  5. sight word recognition (often emerges spontaneously)
  6. reading comprehension ( read a passage of a text and answer explicit questions)
62
Q

What are opportunity barriers?

A

imposed by others and are not eliminated by an AAC system ( a lot of this is willingness–is this set up well for them?)

63
Q

What are the types of opportunity barriers?

A
  1. policy barriers
  2. practice barriers
  3. knowledge barriers
  4. skills barriers
  5. attitude barriers
64
Q

What are policy barriers?

A

legislative or regulatory decisions

65
Q

What are practice barriers?

A

procedures/conventions common in a family, school, workplace (not policies)

66
Q

what are knowledge barriers?

A

lack of information of a facilitator or another person

67
Q

What are skills barriers?

A

facilitators have difficult with actual implementation of an AAC technique/strategy

68
Q

What are attitude barriers?

A

attitudes and beliefs held by an individual who creates a barrier to participation

69
Q

What are access barriers?

A

capabilities, attitudes, and resource limitations; limitations in current communication capabilities of the AAC user

70
Q

What are examples of access barriers?

A
  • lack of mobility
  • manipulation of objects
  • management of objects
  • cognitive functions
  • language/literacy skills
  • sensory-perceptual impairments
  • social skills
71
Q

What are things we look at in terms of seating and positions?

A
  1. use yourself as a reference point to get a baseline of what a typical seating position is.
  2. ensure stable base of support for your student
  3. decrease the influence of atypical muscle tone
  4. accommodate fixed deformities and correct flexible deformities
  5. provide least amount of intervention needed to achieve the greatest level of function
72
Q

When using ourself as a reference (for seating/positioning), what should we be aware of?

A
  1. how are you sitting?
  2. notice where your arms are when you sit
  3. how you rest your elbows when you work with a computer
  4. how you cross your legs?
  5. do you slouch?
  6. do you cross your legs?
73
Q

How do you ensure a stable base of support for your student?

A

flat on their sit bone and their side

adjust to the most stable base taking into consideration any physical disabilities and limitations

74
Q

How do you decrease the influence of atypical muscle tone?

A

if they have low muscle tone and they can’t support their own head, we would support by using head restraints or neck measure. That way they don’t need to rely on their low muscle tone and we are decreasing that influence.

75
Q

How do you accommodate fixed deformities and correct flexible deformities

A
  1. fixed=cannot adjust (i.e.: sclerosis–we ill adjust our seating and the device to accommodate their fixed deformity)
  2. flexible=we would support them with something like towels to get them upright. How can we support them to access the devices.
  3. fix what you can, adjust what you can’t
76
Q

How do we provide the least amount of intervention needed to achieve the greatest level of function?

A

comfort level is extremely important to consider

77
Q

What are the procedures in assisting someone for seating and positioning?

A

observe client when they are in their wheelchair (how do they fit in their day to day lives)

provide assistance if they can’t do it independently

we might physically move them to a seating position if we can’t o it for them

78
Q

What is the order in which we need to provide assistance?

A
  1. lower extremities first (stable base)
  2. trunk
  3. Upper extremities
  4. head and neck
79
Q

Read about policy & position..

A

ASHA’s communication bill of rights

national joint commission position statement with respect to people with severe disabilities & EBP

ASHA’s position on our roles and responsibilities for AAC

80
Q

What is the point of feature matching?

A

to identify the most appropriate AAC selection technique

81
Q

Describe the process of feature matching

A

A feature matching assessment stars with identifying the news of the individual and matching the needs with the features of a communication device or system.

For example, in order to identify the most appropriate AAC selection technique one f the first questions often asked is, “can this individual access the device in a direct selection mode?” if the answer is no, then a number of scanning options are usually explored. If the answer is yes, scanning options are eliminated from consideration.

82
Q

What are the parts of the conversation?

A
  1. greetings
  2. small talk
  3. narration: storytelling & public speaking
  4. Procedural descriptions
  5. content-specific conversations
  6. wrap up remarks and farewell statements
83
Q

Describe greetings

A

essential to social interaction

generic

do not convey information

serve to signal awareness

impacted by culture, social status, and ages of the individuals

84
Q

Describe small Talk

A

conversational exchange used for initiating and maintaining conversational interactions

provides for social engagement and disengagement messages

may never progress past the small-talk stage

often used as a transition between the greeting and the information-sharing stage, especially when the communication partners are unfamiliar with each other

generic small talk can be used with many different communication partners; does not include specific shared information

85
Q

Who is most often uses storytelling as a common communication form?

A

adults esp. older adults

86
Q

What does storytelling do?

A

entertains, teaches, and creates social closeness

87
Q

Who is story telling particularly important for?

A

older adults with acquaintances and friends

88
Q

What are the different types of stories per Schank (1990)?

A
  • first-person stories (you are the character in the story)
  • second person stories (your telling a story about someone else)
  • official stories (history lessons–schools, workplaces)
  • fantasy stories (made-up stories)
89
Q

How does the AAC facilitator play a big role with storytelling/narration?

A
  • understand the story that is to be programmed into the AAC system
  • program the story into the device

provide opportunities to tell the story

90
Q

What are procedural descriptions?

A

detailed information about processes or procedures

detail rich

sequential information

timely and efficient communication

(ex: driving directions, recipe)

91
Q

Who are procedural descriptions important for?

A

people with complex medical needs

people who are cared for by others

92
Q

What are content specific conversations?

A

information give and take

not scripted

wide vocabulary range

for successful communication interactions AAC users need to create novel messages letter by letter or word by word

93
Q

What are wrap up remarks & farewell statements?

A

signal desire/intent to end a communicative interaction

e.g., gotta go..

farewell statements: terminate the conversation

bye!

94
Q

What can symbols represent?

A

time (clock)

Ideas (thought bubble)

objects (drawing of something)

actions (walk signal)

emotions (happy face)

directives (arrow)

95
Q

What does AAC use symbols to represent?

A

messages and concepts in alternative ways to communicate with others

96
Q

What is the definition for symbol?

A

something that stands for/represents something else

97
Q

What is the definition for referent?

A

the something else (the item the picture is showing)

98
Q

What is the definition for iconicity?

A

any association an individual forms between a symbol and its referent

99
Q

What are the different types of iconicity’s?

A

transparent

translucent

opaque

100
Q

What is transparent?

A

referent is depicted in such a way that meaning of symbol can be readily guesses in absence of referent

101
Q

What is translucent?

A

meaning of referent may or may not be obvious but relationship can be perceived between symbol and referent once meaning is provided

102
Q

What is opaque?

A

no relationship is perceived even when meaning of symbol is known

103
Q

Describe Rate enhancement techniques

A

speech rates for individuals without disabilities are 150-250 words per minute–communication rates for AAC users 15-25x slower

There are different encoding techniques that provides multiple signals that TOGETHER specify a desired message

104
Q

What are different rate enhancement encoding techniques based on?

A

memory based (must have good recall skills)

display based (good visual skills/good auditory comp skills)

display based numeric encoding via eye pointing

105
Q

Describe word codes being used to represent single words

A
  1. Alpha (letter)
    • trunkation: first few letters (hamb=hamburger)
    • contraction: most salient letters (hmbgr)
  2. Alphaneumeric: letters and numbers
  3. letter category (initial letter is superordinate category, second letter is first letter of target word) –e.g., FB=banana F=food B=banana
  4. numeric encoding (numbers represent words/messages)
106
Q

Describe the four phases of assessment

A

phase 1: referral for AAC assessment (potential AAC user initiates referral)

Phase 2: initial assessment and intervention-today. Team assesses current communication interaction needs and other capabilities. Gather sufficient information to match a system with the individual.

Phase 3. detailed assessment–Tomorrow. Development of robust communication system, for a variety of environments now and in the future.

Phase 4: Follow-up assessment (maintaining comprehensive and adaptive AAC system)

Spring '15-217 (Exam 1) (1 decks)

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