Module 13 Flashcards
What is AAC
AAC may be a ?
temporary support system or strategy
Unaided AAC:
Aided AAC:
vocalizations, word approximations, and spoken words gestures or signs
comm. boards with picture symbols, PECS, SGD
When should AAC Intervention start:
When introduced early AAC can:
enhance ?
provide a means for?
support ? with parents and other cargivers
Increase
learning, lang. dev., and concept development
functional comm.
social interactions
speech production
Myth 1 AAC is a last resort in early comm.
Fact: AAC can be a first
-provides an alternative ?
-provides input via ?
augments existing ? that are ?
replaces ? in children with ASD or DD who don’t have other strategies to comm. frustration
line of defense
output mode when speech unavailable
language modeling for language learning
speech/ unintelligible or developing
challenging behaviors
Children must be a certain age to benefit from AAC
FACT: there is no evidence to support ? aka?
research to support the benefits of prviding AAC to infant and toddlers with a variety of disabilities?
this assertion(candidacy model)
exists
Children must have a certain set of prereq. skills to benefit from AAC:
there are no ?
there is a continuum of AAC services that can be used to develop?
Access to AAC is critical if we want to see infants and toddlers make?
early preintentional comm. behaviors support the development of later ?
prerequisite skills for AAC
language skills, beginning with preintentional comm
developmental gains
symbolic skills
AAC stops further speech development:
AAC actually may improve ? and provides greater gains in speech development than ? alone
evidence: children 2-3 years of age with <10 words and significant DD from a range of etiologies were randomized into three groups
those who received AAC produced… times the amount of spoken words than in children with speech tx alone
speech skills/spoken comm. alone
4x more
High-techSGDs are only appropriate for children with intact cognition
there are a broad range of SGDs available for use with ?
SGDs exist along a ?
children with DD as young as 2 years of age have been taught to use
AAC intervention for infants and toddlers need not focus solely on ? or ?
children with a range of developmental profiles
continuum of comm. development
basic SGDs for comm.
unaided approaches or low-tech aided approaches
AAC devices are so expensive that no family could afford or get fundign
FACT: while it may take some work to obtain funding it is not impossible an may actually be ?
today many families alreayd own ? that can be used as SGDs when the appropriate software is identified to meet the needs of the child with the support of an ? knowledgable about AAC and EI
feasible
tablets/smartphones SLP
Strategies to fight common misconceptions:
provide examples of ?
use .. studies for support
cite // that support the goal
change ?
be an advocate for children and families who may
success
data and research
laws
pre-professional training programs
benefit from AAC
it is our job as EI SLPs to empower families by building their… and… at being agents of change in their child’s language development, regardless of ?
confidence and competence
modality used
There’s no way we can use AAC as part of our normal routines
-research has shown that parents can learn to use AAC strategies with their children and that learning these strategies is no more difficult than learning ?
when AAC intervention is used young children who are minimally verbal have made significant ?
an intervention that focuses on spoken language alone
increases in expressive comm.
Ok so maybe we can use AAC at home but it sounds like just another added stress:
data suggests that parents who participated in a parent-coaching language intervention that used AAC systems did NOT report increase in ?
stress related to learning the intervention
High-tech AAC devices look complicated and too difficult to learn how to use
with adequate and individualized support from a knowledgable SLP families can,
be an integral part of the decision making process about what type of AAC technology is best for ? and therefore feel less ?
receive the training necessary to make use of the device worth ?
their child and therefore feel less intimated by available options and more likely to implement device
effort it takes to learn
We don’t need it for our everyday interactions among family
SO much language learning happens within the family - it is our responsibility to understand the impact they can have in ?
research has documented that parents who do use AAC within everyday interactions with their children, perceptions about their ? … and … with their children improve
successful use of AAC starts with ? this lays foundation for greater ? in the child later on
growing child’s language through AAC modeling
relationships and communication
familiar partners / indepdnence autonomy and confidence
we are not focused on comm. right now and we do not want to give up on the possibiltiy of speech development later o
a family’s priorities for early intervention intially may focus on
it is our job to emphasized the importance of developing ? and the powerful role AAC can play in ?
there is a ROBUST body of literature that documents that AAC does not ? and in some cases may in fact support the child’s use of
physical dev., feeding, oral motor skills
building blocks of later language development/ building this foundation
impede speech/ natural speech
WHO
the evidenced based intervention described by Dr. Janice Light and her team focuses on ? including children with
-
-
-
-
-
these children may have a range of ? including children who:
have no
may be slow in ?
talk but are ?
at risk for significant ?
young children with special needs
ASD
CP
DS
DD
multiple disabilities
comm. abilities
-functional speech
slow in learning to talk
unintelligible
comm. difficulties
WHAT:
the overall goal of this intervention is to support young children with special needs in learning to comm?
early intervention goals using AAC:
increase children’s… in social interactions
-increase?
learn to comm. for a ?
communicate not just to express ? but also to interact ? and share ?
learn a wide range of ?
-acquire a broad
learn to ? to communicate more complex messages
build the foundations for ?
-develop the foundations for learning to ?
successfully with others in social interactions
active participation
-turn taking skills
wide range of reaosns
-needs and wants/ socially and share their experiences
new concepts
-broad range of vocab
combine concepts
later literacy development
-read and write/type
HOW
steps to accomplish these goals:
step 1: identify meaningful
step 2: provide effective
step 3: select
step 4: set up the environment to
step 5: use appropriate ?
contexts for comm.
means to comm.
appropriate vocab
support comm.
strategies to support comm.
It has been successful with infants as young as
6 months
