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AAC exam > FREAK OUT > Flashcards

FREAK OUT Flashcards

1
Q

What 3 things does every AAC system need?

A
  1. Sufficient vocabulary to interact (for a full range of communication functions, to combine symbols into sentences and in a range of activities)
  2. Vocabulary and features for the future
  3. Selection techniques which are not too physically taxing or limiting to promote meaningful communication
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2
Q

List the 5 aims of AAC interventions.

A

For the person to communicate

  1. Intelligibly
  2. Specifically
  3. Efficiently
  4. Independently
  5. Value (socially valued a manner as possible)
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3
Q

list the 5 psychosocial factors influencing competence.

A
  1. Motivation to communicate
  2. Attitude towards AAC
  3. Communication confidence
  4. Resilience
  5. Environmental Supports and Barriers.
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4
Q

What are 5 AAC Assessment Tools?

A 
Social Networks tool 
AAC Profile 
Pragmatics Profile for AAC
Mosaic Assessment tool 
the SETT Framework
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5
Q

what is Linguistic competence?

A

is learning the linguistic code of the AAC system. mastery of the native language spoken by the community in which the AAC user participates. learning the symbols used to represent vocabulary and language.

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6
Q

What does the linguistic area of learning consider?

A

So, can the AAC user: combine words, use appropriate syntax and morphology and communicate with specific meaning.

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7
Q

what is operational competence?

A

learning to use the necessary motor, cognitive, visual and auditory skills needed to operate the AAC system. an ability to use the system “features” and mastery of effective rate‐enhancement strategies

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8
Q

What does the operational area of learning consider?

A

So, can the AAC user: access the device effectively and efficiently, navigate through the system appropriately and program the system as required

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9
Q

what is social competence?

A

conversational skills e.g. topic initiation, maintenance, asking questions, making comments, choice‐making, rejecting. an interest in others and a desire to communicate. active participation in conversation and responsiveness to communication partner.

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10
Q

What does the social area of learning consider?

A

So, can the AAC user: initiate, maintain, terminate interactions, engage in coherent and cohesive interactions and give and take turns 


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11
Q

what is strategic competence?

A

making the best of what the AAC user does know and can do 
development of compensatory strategies by the AAC user to allow effective communication given any system or user limitations 


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12
Q

what does the strategic area of learning consider?

A

So the AAC user can: use the preprogramed messages available on a device, find a different way to say something that’s not easily represented on their AAC system and select and generate appropriate messages 


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13
Q

What are some other features to consider in the primary component of AAC selection?

A
  1. Vocabulary: Core Vs. Fringe
  2. language representation methods
  3. The method of utterance generation.
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14
Q

List 3 things to consider when choosing vocabulary targets.

A

Individualise fringe vocabulary and 
use core word lists

Choose words relate to meaningful activities 
Consider vocabulary needs

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15
Q

Single meaning pictures 3 factors

A

One picture/symbol represents one word or phrase

  1. Does not require literacy 

  2. Requires explicit teaching 
of pictures that are abstract
  3. May require large number of pictures to represent a large vocabulary
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16
Q

semantic compaction 5 factors.

A

Pictures take on multiple meanings, which when sequenced together, create words, phrases and sentences

  1. Does not require literacy 

  2. Vocabulary is rule driven to 
support language 
development 

  3. Small set of symbols/icons 
required for a large 
vocabulary
  4. 
Requires training and 
practise to learn system 

  5. Potential for development 
of motor programs for practiced access patterns 

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17
Q

alphabet based 5 factors.

A

Words are spelt using letters

  1. Requires literacy 

  2. Vocabulary is not limited by 
program’s software 

  3. May require larger amount 
of input (i.e. multiple key strokes for one word to be produced) 

  4. Small symbol set (i.e. 26 letter symbols) 

  5. Rate enhancement features may be available
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18
Q

Methods of Utterance generation.

A

Spontaneous Novel Utterance Generation (SNUG) and Pre stored sentences

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19
Q

What are the Secondary Components

A

user interface (symbols)
navigation
icon sequencing
automaticity

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20
Q

What are the different types of symbols?

A
  • PCS
  • Soft pics
  • Symbol stix
  • Pixons
  • Compic
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21
Q

what is page navigation

A

vocabulary is organised in a page “tree” structure 
and main page leads to various other pages or “popups” 
user navigates to and from pages to locate individual words, phrases or sentences 

• single meaning pictures used to represent each word
• text support can help with learning 


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22
Q

What are the 5 types of page navigation?

A
  • Activity
  • Grammatical
  • Semantic category
  • Pragmatic
  • Visual Scene Displays
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23
Q

What is icon sequencing?

A

Selecting 2 or more icons to produce one word or phrase. gives predictable access to a large vocabulary with a limited number of pictures. All core vocabulary is found on the main page. facilitates the learning of sequences automatically (similar to touch typing). gives tangible access to non “picture-producing” words. Semantic compaction – Minspeak 


24
Q

What are the different types of selection methods?

A
  • Direct (hand, stylus, keyboard, head pointer, mouse, keyguard)
  • Scanning via switches:
  • Eye Gaze (i.e. megabee, tobii)
  • Other (morse code)
25
Q

Rate Enhancements techniques

A

Word Prediction
Abbreviation Expansion (Stored Phrases) Selection set layout corresponds to access technique
Key guards.

26
Q

What are the methods AAC devices use to utilise speech?

A

Voice Amplification
Voice Banking
Voice recognition:

27
Q

ACCESS METHODS

A 
Mouse Alternatives
Head/Chin/Mouth Controlled Mouse: 
Scanning: 
Switches: 
Eye Gaze Systems:
28
Q

what is the first language stage?

A

pre-intentional

  • person does not deliberately communicate with others through planned actions.
  • others may assign meaning to facial expression, eye gaze, body movement and vocalisations.
29
Q

what are the focuses of intervention in the pre-intentional stage

A
  • Support understanding of environment. 

  • Help others to understand how to communicate with the individual. 

  • Develop foundation skills (attention, cause effect, imitation, social, visual etc.)
30
Q

what is the second language stage?

A

intentional - behaviours are intentional and directed towards another person.
- can make someone in their environment do something through behaviours such as pointing, looking and reaching.

31
Q

what are the focuses of intervention in the intentional stage

A
  • support understanding of environment.
  • help others to understand how to communicate with the individual.
  • model use of AAC system to shape communication behaviours and support progress towards symbolic communication.
32
Q

what is the third language stage?

A
  • symbolic communication (usually spoken language) emerges following a period of language modelling.
33
Q

what are the focuses of intervention in the symbolic stage

A
  • support emerging use of sign or AAC as alternative or additional form of symbolic communication.
34
Q

what are 4 types of high tech devices?

A

Single/ Sequenced Message Devices
Static Display Devices
Dynamic Display Page Navigation
Text to Speech Devices

35
Q

high tech pros

A
  • majority of AAC partners require no training.
  • communications can be stored and recalled.
  • Long detailed messages created independently (Privacy),
36
Q

high tech cons

A
  • Can be complex to setup when required
  • Power requirements and “Start-up” times
  • Can be time consuming to program/configure
  • Detailed training for AAC User & carer
  • Purchase / Maintenance costs
  • not reliable in all environments?
37
Q

what are 5 types of low tech devices?

A 
Remnant Books (BRAG BOOKS)
Communication Boards
Activity based boards( AKA aided language display)
Alphabet Boards 
Communication books
38
Q

low tech pros

A
  • Simple; Quick to implement
  • Minimal Training for all parties (Often Intuitive)
  • Often Low cost
  • Reliable in all environments
39
Q

low tech cons

A
  • Ongoing reliance on AAC Partner whilst communicating
  • Patience required by AAC Partner
  • AAC Partner to be familiar with strategy
  • Privacy/Independence Issues
  • Restricted to shorter limited messages
40
Q

Aided Language Stimulation.

A
  • Input before Output 

  • The communication partner uses the symbols to 

  • Vocabulary is first introduced receptively through symbols to facilitate comprehension, interaction and participation
  • Communication is embedded into everyday activities 

  • Repetitive modeling in a wide variety of communication functions; contexts supports learning
41
Q

strategies

A

Imitate, Expand, Extend, Correct… Respond

42
Q

AAC and literacy skills inhibiting factors

A

Inhibiting factors for literacy learning can be:

  • associated difficulties (eg. vision, cognitive, language impairments)
  • possible effects of developing language using “non- speech” communication modes and AAC symbol systems
  • limited opportunities for learning literacy skill
43
Q

importance of AAC and literacy

A

In general a child who uses AAC will benefit from the same types of literacy-related activities as all children, although adaptations may be required.
• If we are able to develop literacy skills an AAC user can say anything they want to say, when they want to say it and are not limited by their device’s vocabulary.

44
Q

Outcome measures in AAC

A
  • use of AAC system (linguistic, operational, strategic and social competencies)
  • functional communication 

  • self-determination 

  • quality of life 

  • consumer satisfaction 

  • academic/vocational achievement 

  • participation in activities 

  • Augmentative and Alternative Communication Profile
  • The Canadian Occupational Performance Measure -
  • Goal Attainment Scaling – GAS
S
45
Q

Key word sign principles

A
  1. Always use speech together with the sign
  2. Speak in normal, grammatical sentences
  3. Sign only the key words in the sentence
  4. Use facial expression and body language
  5. Use directionality and placement
  6. Teach signs that are relevant.
46
Q

Clinical Bottom Line KWS

A

Best available evidence suggest AAC interventions benefit development of:

  • Communicative Competence
  • Language Skills
  • Speech Production
47
Q

common AAC considerations!

A
  • Cognition (memory, attention, perceptual processing)
    Language (symbols, text, pictures)
  • Motor capabilities/ Mobility (Access Method)
    Insight/motivation
  • Receptive/ expressive language
48
Q

Importance of low or no-tech in AAC

A
  • Reduces cognitive and linguistic demand.
  • Provides an ideal situation to assess scanning, vision, comprehension, semantics and literacy to determine impact on AAC makeup and layout
  • Allows time to learn target vocab and organize symbols
49
Q

AAC intervention stages

A
  • Stage 1 Stimulation Level
  • Stage 2 Structured Level
  • Stage 3 Compensation Level
50
Q

Stage 1 Stimulation Level behaviours

A

“inconsistent levels of arousal. may start to respond to one step directions or recognise family members”

51
Q

Stage 1 Stimulation Level recommendations

A

Aim: To stimulate a consistent response and to shape this response into meaningful communication.

  • Elicit and track responses to stimuli
  • Identify various response modes, and maximise consistency of responses to specific stimuli.
  • Shape responses into meaningful communication opportunities
  • Include family in assessment and intervention
52
Q

Stage 2 Structured Level behaviours

A

Able to perform previously learned tasks with structure, may still be confused or agitated and distractible. New learning very difficult. Some speech may emerge.

53
Q

Stage 2 Structured Level recommendation

A

Aim : To assist patient to convey wants and needs and increase participation during familiar routines
Assess:
- specific communication needs
- capabilities that affect AAC
- visual/perceptual abilities and physical access
- message representation and symbol use
Provide: Considerations for recommending a speech generating device

54
Q

Stage 3 Compensation Level behaviours

A

Usually behaves in socially appropriate ways and often goal oriented. Able to communicate needs and ideas about familiar topics in non stressful settings.

55
Q

Stage 3 Compensation Level recommendations

A

Aim: Assist patient to communicate needs and ideas across partners and settings and use strategies to increase communication participation and efficiency at work, home and the community.
Reassess:
- communication needs and methods
- visual acuity, perception, and motor access
- message generation Vs symbol use
Provide: trials with Speech Generating Devices

56
Q

what are the 4 main areas in the participation model

A

opportunity
natural abilities
environmental adaptions
utilise AAC systems/devices

AAC exam (8 decks)

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