Linguistic and Social Competence

Question 1

Syntactic Development: AAC difficulties (3)

Answer 1

1. Using more than one symbol messages
2. Teaching compound sentences
3. Teaching word order

Question 2

When should you teach multi-symbol messages?

Answer 2

~ 40 to 60 words

Question 3

Syntactic Development: Intervention targets (5)

Answer 3

1. SV, Action/object, Action/agent
2. Action/locative (e.g., in bath)
3. SVO, Entity/attribute (water hot)
4. Independent clauses
5. Simple Compound sentences

Question 4

Syntactic Development: Grammar intervention activities (4)

Answer 4

1. Cloze procedure/sentence completion
2. Sentence imitation task
3. Live action description for activity
4. Picture description

Question 5

Decreased use of bound morphemes may be the result of: (4)

Answer 5

1. Few language models
2. Access - not incorporated into device
3. Possible cognitive-linguistic factors
4. Lowered expectations

Question 6

Morphological development: Intervention targets (2)

Answer 6

1. Long-term - support literacy and writing development
2. Short-term - age-appropriate language, see Brown’s Stages
   (Most common: -ed, plural –s, third person singular –s, possessive -‘s, -ing)

Question 7

Morphological intervention activities

4

Answer 7

1. Cloze procedure/sentence completion
2. Sentence imitation task
3. Live action description for activity (ex. book reading, toys)
4. Picture description

Question 8

Tx approaches to suppor morphological development: (3)

Answer 8

1. Explicit instruction
2. Incidental teaching
3. Aided Language Stimulation

Question 9

Choice making intervention: Intervention Protocols (4)

Answer 9

1. Natural Consequences
2. Symbols and gestures
3. Video modeling
4. Errorless learning paradigm

Question 10

Choice making intervention: Making Activity Arrays (Hierarchy; 5)

Answer 10

1. Highly preferred items, binary choice
2. Move to preferred + nonpreferred
3. Pref, nonpref, nothing/distractor
4. Move to 4 item arrays
5. Daily choices based on ADLs

Question 11

Choice making intervention teaches the client to make ___ and ___ requests.

Answer 11

elicited, usually in response to an open-ended question (ex. what do you want to do next on the playground?)

self-initiated, making a choice

Question 12

3 Types of choices:

Answer 12

1. Simple choice (y/n) - w/ visuals or gestures
2. Elicited binary choice - visual scan or given choice
3. Self-initiated

Question 13

4 stages to repair conversations:

Answer 13

1. Identify current and future scenarios where breakdowns occur
2. Select a two or three repair strategies to gain attention, initiate, or fix communication (e.g., repetition, additions) - teach to all
3. Teach strategies within natural environments
4. Teach partners to immediately praise and respond to appropriate repair

Question 14

DEF + 4 ex: Regulatory phrases and nonobligatory turns

Answer 14

Preprogrammed or stored message in a book that control other’s behavior

Includes:
➼ Directions for a partner
➼ Getting a turn
➼ Breakdown (e.g., wait a second, I’ll say that differently)
➼ Nonobligatory turns (ex. No way, yeah, etc.)

Question 15

DEF: Dual Comm Boards

Answer 15

AAC user and partner has the same comm board

Question 16

Topic Setting (for increased opportunities) - examples

Answer 16

1. Visual supports- photographs
2. Collections - cards, books, HP
3. Visual joke books

Question 17

Introduction/Device Disclosure: 3 Components

Answer 17

1. Basic info, maybe disability info
2. AAC system info, request for additional speaking/phrase production time
3. Info about how communication partner can help

Question 18

Introduction/Device Disclosure: Benefits

Answer 18

1. Decreased anxiety in comm partner, more willing to engage

2. Longer length of discussion w/ comm partners

Question 19

Comm Partner Strategies: (5)

Answer 19

1. Wait time
2. Verbalizing selections
3. Eye contact
4. Asking AAC user to repeat or say something differently to address communication breakdowns
5. Avoid speaking for AAC user