Final Exam Flashcards
SLP: What is augmentative early communication?
When you use/provide different types of assistive tech
- iPad
- eye gaze systems (for when they cant move their body)
SLP: What types of people (?) would an SLP work with?
- ASD
- cerebral palsy
- other genetic conditions
SLP: Why is there now an ACC program for teachers?
Because many of them are afraid of pushing buttons on kids augmented communication devices bc they don’t know how they work so this shows them how
- also because kids usually dont always work with the same teacher/helper every time, so this way they all know how to use it and you dont have to teach over and over
SLP: What can lack of language lead to?
- very complex behaviours, bc they have difficulty communicating
- behaviours increase as language decreases (running away, screaming, pulling hair often bc disregulated)
- also have their own gestures to communicate things that maybe wouldn’t be what everyone else would use
SLP: What can they do to make the augmented communication devices more interesting for the user?
- pictures of family, friends, interests
- like the boy that liked one direction hehe
SLP: What are some of the steps for assessment?
- talk with the school team
- maybe formal or standardized testing, or even check lists
- see how student is doing against their own ability
- communication matrix (qs for fam to answer to create a language profile for kid/ see where theyre at)
SLP: What do you want to use lots of to help kids learn communication?
Reinforcement ( probably positive)
ex: when they sign for something, always acknowledge it and then also press iPad button to reinforce them using it
SLP: what is standard practice when communicating with students?
Using “total communication”, no matter their language ability
- sign, verbal, and expand
SLP: What can you do to help everyone understand a kids unique communication style?
Create a “dictionary” of what all their special gestures mean
- they all have unique forms of communication/various gestures/sounds
- work with what they know!
- dictionary should be kept easily accessible in the classroom
* also write what staff’s response should be
SLP: What can you do to gauge what words to try with a kid?
Listen to the sounds they make, sounds you hear and pick words that use those sounds and model them intensively
- helps with success bc you know you’re capable of the sound
SLP: Why is turn taking so important when communicating with non-verbal kids?
- its important for learning how to converse
- non-verbal kids don’t get to participate in this bc they cant always verbally respond
- usually ppl talk to the student rather than with the student
- need to practice turn taking with them and be patient and give them a chance to respond
SLP: What are some things you should be doing when interacting with a non-verbal kid to foster two way communication?
- ask open ended questions, and no yes or no questions
- use an interested/excited voice
- interpret and repeat what they say without adding to what they say
- make more comments in response, and ask one question
- give lots of time to respond on their own
*rule: say 2 things, wait 10 seconds - count them to know how long is needed for them to respond
SLP: What are the benefits of a visual schedule/ why would you use one?
- Helps the kid know what’s happening
- Once words are said, they’re gone. This way they can look at the schedule and process it at their own speed and refer back to it
SLP: What is a communication board?
A board with certain pictures/ words to help non-verbal/semi-verbal kids communicate
- use for visually modelling language
- colour coded for types of words like core fringe words
- touch picture when saying word
- can be used by anyone
- should have one on every playground, in the halls, personal ones, even ones you can bring in the pool
SLP: What is one reason that communication boards a re so important?
Bc you dont want them relying only on their iPad/tech for communication bc tech can die
SLP: What is a go board?
- like a communication board, but specifically placed near the door of a classroom
- every student can use them
- when someone goes somewhere they would say “okay I am going to the library” and they would touch the library picture
- helps increase frequency of modelling throughout the kids day
SLP: What is the minimum number of times you would want to model a word you’re working on per day?
200
- you can actually model a word 200 times in the span of 15 minutes without rushing
- ideally you would model the word more than 200 times a day
