Module 4

Question 1

What five developmental disabilities in particular may, at times, benefit from a communication device?

Answer 1

Cerebral Palsy (CP), Intellectual Disabilities(ID), Autism Spectrum Disorder (ASD), Deaf-Blind (dual sensory impaired), Developmental Apraxia of Speech

Question 2

Which one has the strongest motor disability component?

Answer 2

CP

Question 3

Which one is a motor speech problem mainly?

Answer 3

apraxia

Question 4

Which one is mainly an interaction/communication disorder?

Answer 4

Autism

Question 5

Which one is mainly a cognitive disorder?

Answer 5

Intellectual Disability

Question 6

Which one is a sensory impairment, and what senses does it affect?

Answer 6

Dual sensory impairment (blind, deaf)

Question 7

What barriers exist when considering AAC interventions with intellectual disabilities?

Answer 7

Cognitive functioning, academics, language function, opportunity factors, problem behaviors, symbolic vs non-symbolic communicator

Question 8

What levels of support may be needed for people with intellectual disabilities?

Answer 8

Intermittent (as needed), limited (time periods), extensive (regularly), pervasive (almost all opportunities)

Question 9

What are the six skill areas related to autism that can be enhanced with AAC.

Answer 9

functional communication, develop appropriate social skills, play skills, cognitive development (generalization), positive behavioral supports, functional academic skills.

Question 10

What skills form the basis of pragmatics?

Answer 10

Imitation, joint attention, natural gesture communication

Question 11

Developmental apraxia of speech can best be enhanced with a multimodal approach. What are some examples of multimodal approach to communication?

Answer 11

Use for supplementation of speech, speech breakdowns, literacy and academics, and practice for speech production.

Question 12

What is impacted when an individual has acquired deaf-blindness vs. congenital?

Answer 12

Congenital remain at pre-linguistic stage, poor speech intelligibility, while acquired usually linguistic, have usually understood speech

Question 13

Why is collaboration important when creating an intervention plan?

Answer 13

Give view of the “whole” person and when/what for the AAC will be used

Question 14

Know the 3 components to assessing the environment

Answer 14

assess settings, opportunities, and partners

Question 15

Why is it important to identify specific opportunities that occur frequently in the user’s daily life?

Answer 15

This is when device will be used the most

Question 16

Why is it important to identify specific communication partners, and include them in the intervention schedule?

Answer 16

This gives the partner accountability and direction of when to assess the use of the AAC at a specific time

Question 17

What is the ultimate intervention goal you are trying to achieve when implementing AAC?

Answer 17

Participation (doing things, communicating with others with least amount of assistance, communicative competence)

Question 18

Know the 11 essential communication skills and ideas for short term goals within these areas

Answer 18

participate, indicate, social acceptability, emotional control, unaided, aided, vary message functions, intelligibility, attention skills, behavioral response skills, contextual response skills

Question 19

Understand the 7 point rating scale that is used to measure the user’s independence in the essential communication areas (current levels projected levels)

Answer 19

7-6 established, 5 (2/10 attempts), 4 (4/10 attempts), 3 (6/10 attemtps)- emerging, 2 (8/10 attempts) potential, 1 (total prompting) potential N/O- no opportunity

Question 20

What are partner strategies and what is the purpose?

Answer 20

Good to have b/c gives partners some training on what to do with the device, are use to help enforce the use of the device for communication, ex: take turns, wait, model actions, be animated (enjoyment)

Question 21

What 3 characteristics are associated with beginning communicators?

Answer 21

Primarily nonsymbolic modes of communication, learning to use aided or unaided symbols to represent meaning, use nonelectronic communication displays or SGD for participation/early communication

Question 22

What are 3 principles for addressing problematic behaviors?

Answer 22

Functional equivalence (teach new behavior for same purpose), efficiency and effectiveness, goodness-of-fit

Question 23

What are 3 initial skills of communication?

Answer 23

Take turns, press message to take a turn (request), wait for partner to take turn

Question 24

Why is it so important for play to become the goal vs. a sticker or “good job”?

Answer 24

because play is more meaningful and is more of a reward

Question 25

Know which instructional strategies have been found effective with each of the 5 language domains

Answer 25

Syntax- strategy instruction model Pragmatics- conversational coaching Semantics- aided language stimulation Semantics, syntax, morophology- system for augmenting language or aided language modeling Phonology- incidental learning(all), explicit instruction (all)

Question 26

Explain explicit instruction

Answer 26

teaching done in small trials that have stimulus, prompts, correct response, reinforce, repeated w/faded prompts

Question 27

explain incidental learning

Answer 27

environment arranged to create communication opportunities (facilitator provides instruction/cues/prompts to elicit the target

Question 28

What are some instructional techniques for choice making and requesting?

Answer 28

Errorless learning, PECS, generalized requesting approach, general case instruction

Question 29

What social interaction skills do people who with CCN need access to on AAC device?

Answer 29

Basic introduction, initiations, partner focused questions, comments, regulatory phrases, conversational repair (repetitions, modifications)

Question 30

When a student shows significant potential with an overlay device, what rationale could you provide for getting him a dynamic screen device?

Answer 30

A dynamic screen allows the student access to more words and phrases without needing assistance to change the overlays. A dynamic screen device allows for more communication with more independence

Question 31

What is the purpose of PECS?

Answer 31

encourages interaction and requesting

Question 32

What preparation needs to occur before implementing phases of PECS?

Answer 32

Determine reinforcing items and non-reinforcing items, develop hierarchy of reinforcements, stet the stage for communication

Question 33

What are the prerequisites to use PECS?

Answer 33

There are no prerequisites required

Question 34

What 4 areas of the classroom need to be assessed to determine need for classwide accommodations?

Answer 34

? Instructional arrangements, teacher expectations, existing supports for language comprehension, existing vocabulary and response supports

Question 35

When considering instructional arrangement, how will different arrangements impact AAC in the classroom?

Answer 35

Teacher led whole classroom, teacher led small group, teacher led sharing time, cooperative learning groups or stations, one-to-one instruction, self directed seat work…these all have different set-ups in the classroom and can affect each student in that classroom

Question 36

What are the 4 steps for planning and implementing student specific instruction?

Answer 36

Construct student profile, develop an IEP, planning lessons that include all students, identify individual accommodations

Question 37

Explain the Universal Design for Learning, and 3 principles for implementing in classroom

Answer 37

encourages teacher to set unit goals and design activities that are inclusive from the beginning…allows for accommodations from the beginning 1. Recognition learning (multiple flexible methods of presentation) 2. Strategic learning (provides multiple flexible methods of expression) 3. Affective learning (provides multiple flexible methods of engagement)

Question 38

What is the least dangerous assumption, why is this important?

Answer 38

Assuming competence has the least dangerous consequence rather than assuming incompetence. Goals that are too high are better than too low, if too low then limits teachers’ expectations and students’ progress will lack