Exam 3 Flashcards
Advantages of visual signs? (3)
- Portable
- Iconic
- Visual
What is the goal of enhanced input?
for the partner to model the use of the device
Limitations of manual signs? (3)
- Partner must know sign language
- most research is on vocabulary growth, not functional communication
- may be limited by motor control
Computerized devices with graphic symbols that produce synthetic or digitized speech
Speech generating devices
Advantages of speech generating devices (SGDs) (3)
- “Portable”
- Understood by communication partners
- Visual
Limitations of speech generating devices? (1)
expensive
“Aided picture based augmentative system designed for individuals who are nonverbal or have limited verbal abilities”
Systematically implemented intervention to increase requests, initiations, and comments
Who: Individuals who have limited functional communication and/or expressive language
Picture exchange communication system (PECs)
Administrator of PECs
clinician, teacher, or parent
environment for PECs
school, clinic, home
Phase 1 of PECS
teaching student to request a desired object. Requires two teachers. Done at a table
Phase 2 of PECS
student required to request desired objects from a distance with multiple communication partners
Phase 3 of PECs
student learns to request desired object by selecting picture from an array of pictures
PECS stage 4
Student learns to request desired objects using complete sentences
PECS stage 5
Student learns to answer questions using PECS icons, pictures, and words
PECS stage 6
Students learn to use PECS system to make comments
Strengths of graphic communication systems
- visual
- static symbols
Examples of expressive graphic communication systems (4)
- communication book
- communication cards
- communication wallet
- communication board
4 different types of communicative competencies
- linguistic
- operational
- social
- strategic
4 Reasons for communicating
- Express wants and needs
- Information transfer
- social closeness
- social etiquette
Communication rate can depend on what four things
- access method
- prediction
- coding
- communicative competence
symbols used on boardmaker
PCS (Picture communication symbols)
- used on iPad tap to talk
- some dynavox
Widget symbols
- created as an international symbol system
- black background white symbols to decrease figure foreground discrimination
Pictograms
- developed as an international symbol system
- not widely used
- 100-200 symbols combined to form words
- has syntax
Blissymbols
used on Proloquo2go
symbolstix
Developmental populations who use AAC (4)
- severe intellectual disability
- cerebral palsy
- ASD
- developmental apraxia of speech
Aquired populations using AAC (6)
- Amyotrophic Lateral Sclerosis (ALS)
- Multiple Sclerosis (MS)
- Guillian-Barre Syndrome
- Parkinson’s Disease
- TBI
- Stroke
True or False
Almost all strokes that occur in the brainstem require AAC
True
AAC Assessment must determine (5)
- Current communication abilities
- Current and future communication needs
- Most appropriate AAC techniques
- Most appropriate interventions
- How long to evaluate outcomes
Phase 1 of AAC assessment
Referral for AAC assessment
Phase 2 of AAC Assessment (7)
- Initial assessment and intervention for today by evaluating
- current communication needs
- current physical abilities
- cognitive capabilities
- language skills
- sensory abilities
- Goal: appropriate support and itnervention begin as soon as possible after evaluation
Tools to assess current communication in adults (2)
- functional assessment of communication skills (ASHA FACS)
- Quality of Communication Life Scale (ASHA QCL)
Tools to assess current communication skills in children (2)
- Communication Matrix
- SCERTS model, assessment forms
Phase 3 of AAC Assessment (4)
- detailed assessment for tomorrow
- goal: develop a communication system that will support the individual in a variety of environments beyond those that are familiar
- involve current and future communication partners
- assess current participation patterns
barriers that limit participation that are official rules- written down
policy barriers
Barriers to participation that are assumed to be rules but aren’t actually official policies, just the way things have been done
Practice barriers
barriers to participation due to a lack of information/awareness about AAC
Knowledge barriers
barriers in participation due to a lack of confidence/ability in implementing the possessed AAC knowledge
skill barriers
barrier to participation due to not wanting to work with individuals with disabilities
attitude barriers
Phase 4 of AAC Assessment (5)
- follow-up
- evaluate
- the function of the communication system
- needs of new communication partners
- individual’s capabilities
Assessment Domains in AAC (5)
- Motor capabilities
- Cognitive/Linguistic capabilities
- Literacy skills
- Sensory/perceputal skills
- Positioning and Seating
- Person who relies on non-symbolic communication
- learning symbols
- simple communication systems
Beginning Communicators
- Goals:
- create communication opportunities
- establish cause-effect relationship
- teach attention teaching signals
- teach accept/reject signals
- Strategies:
- adapted toys
- talking switches
- scripted/predictable routines
Beginning Communicators
organizing symbols according to spoken word order
semantic-syntactic grid
organize symbols by categories, at least 6-7 year age level
Taxonomic grid
organize by activities, routines, events, etc.
activity grid
uses both activity and taxonomic organization, one vocabulary word may be in several places
PODD
modeling strategy: point to the vocabulary during conversation; provide speech combined with symbol
aided language stimulation
modeling strategy: aided language stimulation with an SGD
system for augmenting language (SAL)
modeling strategy: point to referent, then combine symbol and speech
aided language modeling
3 AAC intervention strategies
- explicit instruction
- incidental teaching
- conversational coaching
Intervention for Acquired Physical Conditions: ALS, MS, Parkinson’s
Early Phase (2)
- monitor natural speech
- gather current vocabulary, communication environment
Acquired Physical Conditions: ALS, MS, Parkinson’s
Middle Phase (2)
- assess participation restrictions and communication needs
- recommend and implement AAC if necessary
Acquired Physical Conditions: ALS, MS, Parkinson’s
Late Phase (2)
- Continued use of AAC systems
- continual evaluation of changing abilities
Acquired Physical Conditions: Stroke (not Aphasia) and Guillian-Barre
early phase (2)
- Evaluate communication abilities
- implement low-tech AAC and partner assisted AAC
Acquired Physical Conditions: stroke (not aphasia), Guillian-Barre
Middle Phase (2)
- evaluate need for continual AAC use
- If needed, implement high-tech AAC
Acquired Physical Conditions: Storke (not aphasia), Guillian Barre
Late Phase (1)
- focus goals on social and strategic competence
TBI
Early stage (2)
- Increase consistent responses
- shape responses to meaningful communication
TBI
Middle Stage (2)
- Speech users: support memory and attention
- Non-speech users: messages for wants, needs, information sharing
TBI
Late Stage (2)
- Assess need for continued AAC support
- most retain the ability to read and write
