Final Exam: Part 2

Question 1

What is PECS

Answer 1

Used to teach functional communication skills with initial focus on initiation and spontaneous communication

Question 2

Who uses PECS**

Answer 2

Children with autism or those with developmental disabilities
Those who dont have vocal speech or limited vocal speech. Its also for those who dont really want to communicate

Question 3

PECS Phase 1

Answer 3

“How to communicate”

Students learn to exchange a single picture for an item or activity they really want

Question 4

PECS Phase 2

Answer 4

“Distance and persistence”

Still using single pictures, students learn to generalize this new skill by using it in different places, with different people and across distances. They are also taught to be more persistent communicators.

Question 5

PECS Phase 3 ***

Answer 5

“Discrimination”
PRT 1: Students learn to select from two pictures to ask for their favorite things. These are placed in a communication book—a ring binder with Velcro® strips where pictures are stored and easily removed for communication
PRT2: Student learns to select from more than two pictures ???

Question 6

PECS Phase 4

Answer 6

“Sentence Structure”

Students learn to construct simple sentences on a detachable sentence strip using an “I want” picture followed by a picture of the item being requested.

Question 7

PECS Phase 5

Answer 7

“Responding to What do you want?”

Students learn to use PECS to answer the question, “What do you want?”.

Question 8

PECS Phase 6

Answer 8

“Responding to questions and commenting”

Now students are taught to comment in response to questions such as, “What do you see?”, “What do you hear?” and “What is it?”. They learn to make up sentences starting with “I see”, “I hear”, “I feel”, “It is a”, etc.

Question 9

Advantages to PECS

Answer 9

1. Can lead to speech
2. Teaches initiation - requesting
3. Gaining immediate access to preferred items is rewarding and increase motivation for social interaction and communication
4. Reduces frustration: Gives the child a reliable way to communicate
5. Is not complicated to learn and child can learn quickly
6. Its personally rewarding
7. Teaches power of communication

Question 10

Disadvantages to PECS

Answer 10

1. Portability is limited
2. A lost picture is a lost word
3. Amount of preparation
4. Response effort to communicate may be greater than the payoff
5. Phase 1 requires two trainers
6. Strongly recommended to complete basic level PECS training
7. Pictures become increasingly abstract
8. PECS does not represent complete language system
9. Response is slow compared to signing

Question 11

Explicit Instruction

Answer 11

• Based on ABA
• Discrete teaching trials: stimulus-response-reinforcement
• Use of prompts, which are faded ASAP
• Error-correction procedure
• Prompts can be full physical, partial, gestural, verbal recasts

Question 12

Incidental Teaching

Answer 12

• Often combined with explicit instruction
• Occurs in context of everyday activities/routines
• Facilitator arranges environment to create communicative opportunities
• Provide instruction: gestures, modeling, verbal cues, physical prompts

Question 13

Incidental teaching

Answer 13

• Mand model
• Expectant time delay
• Missing/out of reach item
• Incomplete presentation
• Interrupted behaviour chain
• Wrong item format

Question 14

Conversational Coaching

Answer 14

• Facilitator provides prompts: gestural, physical, indirect verbal and direct verbal
• Usually least to most prompt hierarchy
• Focus is on teaching conversation: commenting, answering questions, asking questions, taking non-obligatory turns

Question 15

Aided Language Stimulation

Answer 15

• Facilitator points to symbols on the individuals display while talking
• May use pointers, light pointers, squeaky to draw attention to the pointing
• The idea is to provide speech and symbol input during interactions
• Based on the developmental viewpoint

Question 16

System for Augmenting Language

Answer 16

Similar to Aided language stimulation but uses SGD

Simpler instructional technique as not every word is pointed to

Question 17

Aided Language Modeling

Answer 17

• Facilitator provides models in highly motivating interactive play or book reading
• Facilitator points to an object related to the activity, then points to the symbol for it along with saying the word

Question 18

AAC for individuals with some speech: Intelligibility vs. Comprehension

Answer 18

If there is some speech and they want to use speech some AAC devices arent relevant (like ipad). If they know the language system but the listener is having the issues use a topic board so the child can set the context, then they may be comprehensible

Question 19

AAC Clinic types

Answer 19

Writing clinics, face to face clinics, expanded level advanced clinic

Question 20

Writing clinics

Answer 20

OTs

Various eligibility criteria, most require diagnosis of physical disability that impedes handwriting

Question 21

Face to face clinics

Answer 21

SLPS
Various eligibility criteria, typically anyone whose vocal speech does not meet daily comm needs
Collaborates with OT for individual with physical disabilities for access to communication aid

Question 22

Expanded level clinics

Answer 22

SLP, OT, Technician, CDA

Has the capacity to seek those with complex needs

Question 23

List eligibility for face to face communication AAC

Answer 23

• Understand cause and effect
• Desire to communicate
• Intentionally uses signs, gestures, vocalizations to get attention, request or refuse items
  -Able to make choice between tow items
  able to discriminate familiar symbols
  has some familiarity with using pictures, signs, symbols to communicate

Question 24

AAC Service Providers

Answer 24

Individual authorizers and registered authorizers

Question 25

Individual authorizers

Answer 25

any SLP or OT can take this training
Allows them to prescribe some equipment even if not employed in AAC clinic
Can give to those waiting to be seen

Question 26

Registered authorizers

Answer 26

For those employed in AAC clinics

Question 27

Devices funded by government funding

Answer 27

• electrolarynges
• communication boards
• mounting systems for communication aids
• teletypewriters
• voice amplifiers
• voice output communicators
• Voice prostheses
• Writing aids

Question 28

ADP

Answer 28

Assisted Devices Program

Covers 75% of cost

Question 29

Methods of funding

Answer 29

Purchase: family purchases device with funding
Lease: family leases for six weeks then a year

Question 30

AAC Clinic responsibilities

Answer 30

Assessment
Prescription of device
Set up of lease/purchase
Device set up for client based on clinician recommendations 
Establishment of goals in collaboration with client/caregivers
device delivered to client 
Training provided to client/caregiver
Follow up

Question 31

SETT Framework

Answer 31

Student
Environment
Tasks
Tools

Question 32

SETT Framework: Student

Answer 32

Most focused on
Student abilities:
- Strengths
-Needs: limitations to achieve expectations
-Preferences

Question 33

SETT Framework: Environment

Answer 33

Where is the person during daily routines
What aspects of the environment are barriers, supports
Materials, equipment available
Access issues
Attitudes, expectations, supports available to student and to people supporting students

Question 34

SETT Framework: Tasks

Answer 34

What the person needs to do
All the things the person may want to do to be actively involved
- Communication
- Environmental control
- participation in educational activities

Question 35

SETT Framework: Tools

Answer 35

What is needed to help the person complete the tasks
Includes things the student needs
- accommodations 
- modifications
- low/high tech technology 
-special instructional strategies
Includes things the communication partners need
- Staff, parent support and training
- Admin support