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ASD/AAC > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Advantages of visual signs? (3)

A
  • Portable
  • Iconic
  • Visual
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2
Q

What is the goal of enhanced input?

A

for the partner to model the use of the device

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3
Q

Limitations of manual signs? (3)

A
  • Partner must know sign language
  • most research is on vocabulary growth, not functional communication
  • may be limited by motor control
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4
Q

Computerized devices with graphic symbols that produce synthetic or digitized speech

A

Speech generating devices

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5
Q

Advantages of speech generating devices (SGDs) (3)

A
  • “Portable”
  • Understood by communication partners
  • Visual
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6
Q

Limitations of speech generating devices? (1)

A

expensive

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7
Q

“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

A

Picture exchange communication system (PECs)

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8
Q

Administrator of PECs

A

clinician, teacher, or parent

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9
Q

environment for PECs

A

school, clinic, home

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10
Q

Phase 1 of PECS

A

teaching student to request a desired object. Requires two teachers. Done at a table

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11
Q

Phase 2 of PECS

A

student required to request desired objects from a distance with multiple communication partners

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12
Q

Phase 3 of PECs

A

student learns to request desired object by selecting picture from an array of pictures

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13
Q

PECS stage 4

A

Student learns to request desired objects using complete sentences

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14
Q

PECS stage 5

A

Student learns to answer questions using PECS icons, pictures, and words

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15
Q

PECS stage 6

A

Students learn to use PECS system to make comments

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16
Q

Strengths of graphic communication systems

A
  • visual
  • static symbols
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17
Q

Examples of expressive graphic communication systems (4)

A
  • communication book
  • communication cards
  • communication wallet
  • communication board
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18
Q

4 different types of communicative competencies

A
  • linguistic
  • operational
  • social
  • strategic
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19
Q

4 Reasons for communicating

A
  • Express wants and needs
  • Information transfer
  • social closeness
  • social etiquette
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20
Q

Communication rate can depend on what four things

A
  • access method
  • prediction
  • coding
  • communicative competence
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21
Q

symbols used on boardmaker

A

PCS (Picture communication symbols)

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22
Q
  • used on iPad tap to talk
  • some dynavox
A

Widget symbols

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23
Q
  • created as an international symbol system
  • black background white symbols to decrease figure foreground discrimination
A

Pictograms

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24
Q
  • developed as an international symbol system
  • not widely used
  • 100-200 symbols combined to form words
  • has syntax
A

Blissymbols

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25
Q

used on Proloquo2go

A

symbolstix

26
Q

Developmental populations who use AAC (4)

A
  • severe intellectual disability
  • cerebral palsy
  • ASD
  • developmental apraxia of speech
27
Q

Aquired populations using AAC (6)

A
  • Amyotrophic Lateral Sclerosis (ALS)
  • Multiple Sclerosis (MS)
  • Guillian-Barre Syndrome
  • Parkinson’s Disease
  • TBI
  • Stroke
28
Q

True or False

Almost all strokes that occur in the brainstem require AAC

A

True

29
Q

AAC Assessment must determine (5)

A
  1. Current communication abilities
  2. Current and future communication needs
  3. Most appropriate AAC techniques
  4. Most appropriate interventions
  5. How long to evaluate outcomes
30
Q

Phase 1 of AAC assessment

A

Referral for AAC assessment

31
Q

Phase 2 of AAC Assessment (7)

A
  • 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
32
Q

Tools to assess current communication in adults (2)

A
  • functional assessment of communication skills (ASHA FACS)
  • Quality of Communication Life Scale (ASHA QCL)
33
Q

Tools to assess current communication skills in children (2)

A
  • Communication Matrix
  • SCERTS model, assessment forms
34
Q

Phase 3 of AAC Assessment (4)

A
  • 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
35
Q

barriers that limit participation that are official rules- written down

A

policy barriers

36
Q

Barriers to participation that are assumed to be rules but aren’t actually official policies, just the way things have been done

A

Practice barriers

37
Q

barriers to participation due to a lack of information/awareness about AAC

A

Knowledge barriers

38
Q

barriers in participation due to a lack of confidence/ability in implementing the possessed AAC knowledge

A

skill barriers

39
Q

barrier to participation due to not wanting to work with individuals with disabilities

A

attitude barriers

40
Q

Phase 4 of AAC Assessment (5)

A
  • follow-up
  • evaluate
    • the function of the communication system
    • needs of new communication partners
    • individual’s capabilities
41
Q

Assessment Domains in AAC (5)

A
  • Motor capabilities
  • Cognitive/Linguistic capabilities
  • Literacy skills
  • Sensory/perceputal skills
  • Positioning and Seating
42
Q
  • Person who relies on non-symbolic communication
  • learning symbols
  • simple communication systems
A

Beginning Communicators

43
Q
  • Goals:
    • create communication opportunities
    • establish cause-effect relationship
    • teach attention teaching signals
    • teach accept/reject signals
  • Strategies:
    • adapted toys
    • talking switches
    • scripted/predictable routines
A

Beginning Communicators

44
Q

organizing symbols according to spoken word order

A

semantic-syntactic grid

45
Q

organize symbols by categories, at least 6-7 year age level

A

Taxonomic grid

46
Q

organize by activities, routines, events, etc.

A

activity grid

47
Q

uses both activity and taxonomic organization, one vocabulary word may be in several places

A

PODD

48
Q

modeling strategy: point to the vocabulary during conversation; provide speech combined with symbol

A

aided language stimulation

49
Q

modeling strategy: aided language stimulation with an SGD

A

system for augmenting language (SAL)

50
Q

modeling strategy: point to referent, then combine symbol and speech

A

aided language modeling

51
Q

3 AAC intervention strategies

A
  • explicit instruction
  • incidental teaching
  • conversational coaching
52
Q

Intervention for Acquired Physical Conditions: ALS, MS, Parkinson’s

Early Phase (2)

A
  • monitor natural speech
  • gather current vocabulary, communication environment
53
Q

Acquired Physical Conditions: ALS, MS, Parkinson’s

Middle Phase (2)

A
  • assess participation restrictions and communication needs
  • recommend and implement AAC if necessary
54
Q

Acquired Physical Conditions: ALS, MS, Parkinson’s

Late Phase (2)

A
  • Continued use of AAC systems
  • continual evaluation of changing abilities
55
Q

Acquired Physical Conditions: Stroke (not Aphasia) and Guillian-Barre

early phase (2)

A
  • Evaluate communication abilities
  • implement low-tech AAC and partner assisted AAC
56
Q

Acquired Physical Conditions: stroke (not aphasia), Guillian-Barre

Middle Phase (2)

A
  • evaluate need for continual AAC use
  • If needed, implement high-tech AAC
57
Q

Acquired Physical Conditions: Storke (not aphasia), Guillian Barre

Late Phase (1)

A
  • focus goals on social and strategic competence
58
Q

TBI

Early stage (2)

A
  • Increase consistent responses
  • shape responses to meaningful communication
59
Q

TBI

Middle Stage (2)

A
  • Speech users: support memory and attention
  • Non-speech users: messages for wants, needs, information sharing
60
Q

TBI

Late Stage (2)

A
  • Assess need for continued AAC support
  • most retain the ability to read and write

ASD/AAC (3 decks)

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