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CETP > Section 10 > Flashcards

Section 10 Flashcards

1
Q

What are the different types of AAC?

A

Unaided: no external material required, typically involve sound, movement, or change in position to convey meaning, depends on recall memory and visuospatial processing Ex. ASL, gestures, facial expression
Aided: require external aids or equipment, low tech or high tech, require recognition memory to operate

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2
Q

What are the different categories of AAC components?

A

Communicative concepts: inclusion and representation of concepts needed to construct messages
Organization strategies: arrangement and presentation of communicative concepts for message construction
Selection technique: method of physical construction of message
Output methods: information of the process and outcome of message contruction

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3
Q

What aspects of communicative concepts can be customized?

A

Vocabulary: must support expression of wants and needs, exchange of information, development of social closeness, and fulfillment of social etiquette routines. Make sure to consider current and future development for children.
Representation of vocabulary: symbols (spoken, graphic, or manual) can be 2D or 3D. Impacted by configuration, iconicity, and individual’s ICF
Acceleration strategies: message prediction (fixed or dynamic), encoding strategies (alpha, alphanumeric, numeric, arbitrary code, or iconic)

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4
Q

What are the different types of AAC display?

A

Fixed: symbols and layout don’t change but there can be multiple levels
Dynamic: layout is dynamic and can have an infinite number of concepts

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5
Q

How can concepts be grouped?

A 
Taxonomic: categories or words
Schematic: events and experiences
Semantic/grammatical: by semantic/syntactic role
Alphabetical
Importance/frequency of use
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6
Q

What are the different symbol presentations?

A

Traditional grid

Visual scene: no distinct boundaries

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7
Q

What are different methods of selection for AAC?

A

Direct: directly pointing with a body part (effector) including eyes or some adaptive tool. The activation strategy is either timed, release, or averaged.
Indirect: indicate target from selection set as an indicator scans each choice.

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8
Q

What needs to be selected in the case of an indirect selection method?

A

Response signal by effector: vocalizations, consistent body movements, activation from an input device
Select input device (switch, joystick): mind cognitive and physical demands
Select scanning mode: automatic (stops when interrupted), inverse (starts with signal, ends with stopping), step (1 moves scan one step and second selects)
Select scanning pattern: single symbol (linear, circular, directed) or grouped (row-column, group-item)

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9
Q

What are difference types of feedback?

A

Activation: indicates target was selected ex. partner reads out, points, tone from device, see selection on the message bar
Message: information about the message ex. partner repeats message, points to message, system reads out, see message on display

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10
Q

Name some ways to optimize communication via communicative concepts in AAC.

A

Provide both core and fringe vocab
Promote language and literacy development
Use the hierarchy to symbols and a developmental pattern of learning
Iconicity
Choose symbols that reflect their conceptualization

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11
Q

Name some ways to optimize communication via organization in AAC.

A

Visual scenes for kids with developmental delays, several language difficulties, or between 2-3 years

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12
Q

Name some ways to optimize communication via selection in AAC.

A

Positioning impacts selection accuracy and speech
Scanning is harder for younger children
Linear scanning is between for preschool age with smaller arrays
Typically developing 2 year olds did better with modified scanning

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13
Q

Name some ways to optimize communication via output in AAC.

A

Digitized is more intelligible for kids
Those with intellectual disabilities have a hard time with synthesized speech
Noise affects intelligibility
Practice and exposure improve intelligibility
Context impacts intelligibility: words < sentences < discourse

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14
Q

Describe the characteristics of a motor speech disorder and the applicability of AAC.

A

Difficulty with coordination of oral structures leading to difficulty with articulation
AAC can be used to help children express their needs and communicate with others
Can use either low-tech or high-tech devices based on skills of the child and their needs

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15
Q

Describe the applicability of AAC to neurodevelopment disorders.

A

Can use either low-tech or high-tech devices based on cognitive skills of the child and their level of mobility/motor
control
AAC can be used to help children express their needs and communicate with others
Difficulty with a variety of skills that would require AAC intervention i.e. language development, motor control, speech intelligibility, etc.

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16
Q

Describe the applicability of AAC to DLD.

A

Children have failure to acquire language on their own for no obvious reason
AAC can be useful for developing language skills of children with DLDs as well as supporting their emotion
regulation
One method is to use voice output communication aids
(VOCAs) to help develop language and emotion regulation of children diagnosed with DLD

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17
Q

Describe the applicability of AAC to CAS/DAS.

A

For most children, AAC is a bridge to speech, a temporary means to increase communication abilities and decrease frustration while working to improve speech
Can use either low-tech or high-tech devices based on skills of the child and their needs
Some children with severe CAS may use AAC as their primary mode of communication for long-term

18
Q

Describe the applicability of AAC to TBI.

A

Motor speech and/or language disorders that require AAC support
Some individuals may require AAC for short-term (have natural recovery of oral speech), others require AAC for long-term

19
Q

Describe the applicability of AAC to neurodegenerative conditions.

A

Require rapid changes to access methods (gross and fine motor capabilities are declining)
People with ALS are predicted to need AAC within 6 months
Motor initiation may be a problem
Vision and visual acuity may change
Beginning of day vs. End of day skills will be different

20
Q

Describe the applicability of AAC to brainstem stroke.

A

Cognitively may be intact but unable to demonstrate
capability
Eye movement issues
Quadriplegia

21
Q

Describe the applicability of AAC to spinal cord injury.

A

Language and speech often left intact
AAC use is mostly requested for help accessing social media, email, netflix, etc.
Can use voice commands (with AAC to access apps on
their phone) for written communication

22
Q

How does the developmental of grammar and vocabulary impact AAC use?

A

Ability to interpret and generate messages

23
Q

What is the social impact of AAC?

A

Feelings of isolation because the AAC makes them stand out
Having difficulty making and maintaining friendships → because of difference in
mode of communication
Uncomfortable/awkward in social situations and gatherings
Take on the respondent role in social situations rather than initiator
Dependence on parents, caregivers, and siblings for successful communication
may restrict participation in a variety of activities
Limited participation in certain environments
Limited opportunities to engage with peers socially
Can help increase functional communication to develop social closeness and fulfill social etiquette expectations
Increased independence

24
Q

How does AAC impact pragmatics?

A

Difficulty producing vocal intonation or depicting emotion in AAC output
Difficulty understanding/ delivering humor
Increased communication time because people have to wait for you to finish creating your thought
Reduced initiation of interactions
Reliant on competent communication partners
Can have a positive impact on social uses of communication such as turn taking

25
Q

How does AAC impact education?

A

Can act as a barrier and limit classroom participation
Schoolwork may take longer to complete
Requires constant advocacy for access to AAC in all aspects of education
Increased access to educational opportunities
Increased opportunity to communicate for a variety of purposes such as requesting attention/help/ tangibles, using devices during social routines, greeting others, commenting on an object or action, etc.
Development of literacy skills
Increased independence in classroom and when completing work at school
Help with note taking, and also participate in classroom/group discussion

26
Q

How might AAC impact vocation?

A

Limited participation in meetings/group discussion as you cannot have
preprogrammed responses and cannot get response out as fast as verbally
Perceptions of co-workers → assuming reduced intelligence/capability because
of dependence on AAC
Requiring increased time frame to complete tasks
Access barriers
May be limited to work for equal opportunity employers only
Increased independence both while doing work and while communicating
Increase in functional communication
Being able to work may help increase motivation for therapy and have a positive
impact on quality of life

27
Q

How can cognition impact AAC use?

A

Difficulty attending to AAC device
Difficulty with memory (short/long term, recall/ recognition)
Impaired executive functioning (adaptable thinking, planning, self-monitoring, self-control, time management, organization)

28
Q

How can linguistics impact AAC use?

A

Decreased language and literacy skills (includes capacity for development)
Limited vocabulary, impaired syntax or pragmatic skills
Impaired ability to write/type own messages or read messages from
communication partner

29
Q

How can sensory difficulties impact AAC use?

A

Difficulty interpreting tactile sensation (touch, pressure)

30
Q

How can motor difficulties impact AAC use?

A

Decreased range of motion (joint movement)
Difficulty with gross motor control (core strength, head stability)
Difficulty with fine motor control (hand movements to manipulate AAC)
Impaired motor coordination (precision, efficiency, coupling of movement)
Decreased motor strength
Decreased endurance (tolerance for duration/ intensity of movement)

31
Q

How can vision and hearing impact AAC device

A

Difficulty seeing or hearing output

Difficulty focusing eye gaze on AAC device

32
Q

What are some components of an AAC assessment?

A

Background information
Knowledge of typical language development
Current and prior communication methods and needs
Langauge and cognition levels
Vision
Motor skills

33
Q

What are some important client-specific factors to consider prior to starting AAC?

A 
Client's behaviour
Client's motivation
Client's endurance
Communication partners
Environment
Seating/positioning
Mobility
34
Q

What are some advantages and disadvantages of unaided AAC systems?

A

Pros: always available, cost effective, consistent with non-AAC users, no breakdown, no set up, can be fast,
Cons: may not be universally understood, limited or misinterpreted, transient, may only work face-to-face, needs to be familiar partners, may require a certain level of motor ability, require recall memory

35
Q

What are some advantages and disadvantages of low-tech aided AAC systems?

A

Pros: lower cost, may be less training, portability, can be used in places high tech cannot, easily replaceable, used recognition memory, may be used with limited motor skills
Cons: wear and tear, hard to expand vocab, need to remember to carry around, limited messages, only works face-to-face, some concepts are hard to represent, can be slow, requires attention.

36
Q

What are some advantages and disadvantages of high-tech aided AAC systems?

A

Pros: more vocabulary, easier to adapt and modify, used for social media/email, easier to get listeners attention, communicate in groups, may be used with limited motor skills, voice output
Cons: more training, tech issues, costly, not always portable, software/hardware compatibility, more difficult to recover from communication breakdowns.

37
Q

What service delivery models are used for AAC?

A

Ideally, the service delivery model would be a combination of models. This should including some one-to-one training for direct, explicit instruction with the device and consultation with communication partners in varying contexts (e.g., teachers at school,
group home staff; family members and frequent communication partners)
Since a combinations is not always possible, given varying models in different settings, below are some recommendations:
○ More direct one-to-one training will usually be needed when an AAC system or device is first introduced and being implemented
○ Over time, the amount of direct one-to-one training may not be as necessary and
clinicians will often move to a more consultative role

38
Q

What is communication partner training?

A

Communication partner training is a vital part of AAC implementation and generalization of device use.
The training needs to include:
● Aided language stimulation and modelling
● Basic device programming and maintenance
● Hands on practice!

39
Q

What are some strategies for communication partner training?

A

Kent-Walsh & McNaugton 8-stage model:

  • pretest and commitment to program
  • strategy description
  • demonstration
  • teach back (verbal practice of steps)
  • controlled practice and feedback
  • advanced practice and feedback
  • post-test and commitment to long-term strategy use
  • Generalization of targeted strategy use
Senner & Baud S'MoRRES pneumonic for stages 2-4 above:
S: slow rate
Mo: model
R: respect and reflect
R: repeat
E: expand
S: stop
40
Q

What is the AAC prompt hierarchy?

A
  1. Expectant pause
  2. Indirect nonverbal prompt
  3. Indirect verbal prompt
  4. Request a response
  5. Gestural cue
  6. Partial verbal prompt
  7. Direct model
  8. Physical assistant
41
Q

What is descriptive teaching?

A

Allows AAC users to practice using core vocabulary words while engaging with classroom content and curriculum
Ask open ended questions

CETP (12 decks)

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