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AAC exam > Route Learning > Flashcards

Route Learning 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 4 types of communicative competencies

A

social
linguistic
strategic
operational

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4
Q

list the 5 psychosocial factors influencing competence.

A

Motivation to communicate, Attitude towards AAC, Communication confidence and Resilience Environmental Supports and Barriers.

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5
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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6
Q

List the 3 considerations of the primary components of device selection.

A
  1. Vocabulary: Core Vs. Fringe
  2. The method of utterance generation.
  3. language representation methods
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7
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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8
Q

list the Methods of Utterance generation.

A

Spontaneous Novel Utterance Generation (SNUG) Pre stored sentences

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9
Q

list the Secondary Components

A

navigation
icon sequencing
automaticity

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10
Q

What are some strategies for AAC success?

A

Functional scripts:

Social chat:

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11
Q

Describe at least three advantages of high tech devices

A
  • majority of AAC partners require no training.
  • communications can be stored and recalled.
  • Long detailed messages created independently (Privacy),
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12
Q

Describe at least three disadvantages of high tech devices

A
  • can be expensive to buy and maintain and not reliable in all environments (may be battery/internet dependant)
  • has power requirements start up times.
  • can be difficult to set up in terms of complexity, programming, training for user and carer is required
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13
Q

Describe at least three advantages of low tech devices

A
  • typically, low cost to buy and maintain and is reliable in all environments (not battery/internet dependant)
  • minimal training for all parties (intuitive)
  • Provides an ideal situation to assess scanning, vision, comprehension, semantics and literacy to determine impact on AAC makeup and layout.
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14
Q

Describe at least three disadvantages of low tech devices

A
  • rely upon AAC Partner whilst communicating.
  • AAC Partner to be familiar with strategy
  • Privacy/Independence Issues and Restricted to shorter limited messages.
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15
Q

list 4 types of low-tech device

A

Remnant Books
Communication Boards/books
Activity based boards(
Alphabet Boards

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16
Q

list 4 types of high-tech device

A

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

17
Q

What are the methods AAC devices use to utilise speech?

A

Voice Amplification:
Voice Banking:
Voice recognition

18
Q

What are the rate enhancement techniques?

A

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

19
Q

What are the access device methods for aac?

A 
Mouse Alternatives: 
Head/Chin/Mouth Controlled Mouse:
Scanning: 
Switches: 
Eye Gaze Systems
20
Q

What are the 3 levels of AAC intervention in Aphasia?

A
  • Stage 1 Stimulation Level
  • Stage 2 Structured Level
  • Stage 3 Compensation Level
21
Q

The participation model stage 1.

A
  1. participation patterns and communication needs are indentified
    > activity/standards inventory is conducted
    > participation of peers is assessed
    > participation effectiveness of the target individual is assessed
22
Q

The participation model stage 2

A

Participation barriers are identified
> opportunity barriers are assessed
> Access barriers are assessed (current communication)

23
Q

The participation model opportunity barriers

A
  • policy
  • practice
  • attitude
  • knowledge
  • skills
24
Q

The participation model Access barriers

A
  • potential to increase natural abilities
  • potential for environmental adaptions
  • potential to utilise AAC systems/devices (leads to profiling for motor, cognitive/linguistic, literacy and sensory/perceptual skills for each category)Operational requirements/ Constraints/ Capability
25
Q

The participation model stage 3.

A

interventions are designed based on respective assessments

26
Q

The participation model intervention design

A

> opportunity barrier assessment informs opportunity interventions
assessment of potential to increase natural abilities informs natural ability interventions
assessment of potential for environmental adaptions informs environmental adaption interventions
assessment of potential to utilise AAC systems/devices ( in terms of motor, cognitive linguistic, literacy and sensory/perceptual skills in the operational requirements, constraints and capabilities profiles) informs AAC system/device interventions.

27
Q

The participation model stage 3.

A

interventions are designed based on respective assessments

28
Q

The participation model stage 4

A

planning and implantation of interventions which are informed by assessment, occurs

29
Q

The participation model stage 4. instruction is provided in terms of:

A
  • natural contexts,
  • specific skills
  • partner and facilitator training.
30
Q

common considerations

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

AAC exam (8 decks)

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