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Hearing and Multimodal Communication > Week 2 - AAC Considerations > Flashcards

Week 2 - AAC Considerations Flashcards

1
Q

Aim of AAC Intervention

A

For the individual to meet their specific communication requirements:

  • Effectively
  • Specifically
    • Lots of movement may cause fatigue
  • Independently
  • Make it portable - promotes inclusion
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2
Q

AAC needs to offer:

A

The ability to:
* Interact using a range of communicative functions
* Combine ideas into sentences
* Be relevant and useful within a range of activities
Growth - address communicative needs now and into the future
Accessibility - physically using and accessing the system
Acceptability

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3
Q

Unaided Communication Systems

A

Rely on the user’s body to convey messages

eg. gestures, body language, and/or sign language

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4
Q

Aided Communication Systems

A

Require the use of tools or equipment in addition to the user’s body
- Range from paper and pencil, communication books/boards, devices that produce speech output

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5
Q

Language Representation Considerations

A
  • Language representation methods
  • Vocabulary
  • Methods of utterance generation
  • Display
  • Access/input
  • Output
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6
Q

Commonly Used Representations

A

Alphabet-based methods
Single message systems
Semantic compation

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7
Q

Alphabet-Based Language Representations

A

Uses traditional orthography and rate enhancement techniques such as word/phrase prediction

  • Requires literacy
  • Vocab isn’t limited by program’s software
  • May require larger amount of input (ie. multiple key strokes for one word to be produced)
  • Small symbol set
  • Rate enhancement features may be avaliable
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8
Q

Single Message System Language Representations

A

Use graphic systems - each represent one word or message

  • Doesn’t require literacy
  • Requires explicit teaching of pictures that cannot be concretely presented as picture (eg. want, go)
  • May require large number of pictures to represent a large vocabulary
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9
Q

Semantic Compaction Language Representations

A

Combines picture symbols in various prescribed sequences to form words/phrases
Single icon may be associated with multiple meanings
Relatively small set of icons can be used to create many words and phrases
* Doesn’t require literacy
* Vocabulary is rule driven to support language development
* Requires training and practice to learn system
* Small set of symbols/icons required for a large vocab
* Potential for development of motor programs for practiced access patterns

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10
Q

Message Generation

A

Spontaneously Novel Utterance Generation (SNUG)

Pre-Stored Sentences

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11
Q

Message Generation - Spontaneously Novel Utterance Generation

A

Users access to individual word and commonly used phrases

* users are able to spontaneously say exactly what they want to say

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12
Q

Message Generation - Pre-Stored Sentences

A

Allow short phrases/messages to be accessed on a single buttons
* Often faster than SNUG

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13
Q

Factors Influencing Vocab Use

A

Oral vs written communication

  • Oral - typically shorter, less lexical diversity, more personally orientated
  • Personal pronoun use - depends on individual and context

Context dependent

  • School talk vs home talk
  • Work talk vs home talk

Personal factors
* Age, gender and culture variables

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14
Q

Considerations for Non-Literate Users

A

Vocabulary selections primarily focus on functional perspective
Single words or whole messages
Symbol system
Age, gender and personality appropriate
Some developmental/new message sets as contexts change

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15
Q

Considerations for Pre-Literate Users

A

Vocab selections include:

  • Functional vocabulary (everyday communication)
  • Developmental vocabulary (fosters language and literacy learning, build understanding and expression)

Single words
* To enable sequencing of words or ideas

Symbol system
* Building to literacy

Age, gender and personality appropriate
* yes vs yeah/sure

Organised by context
* PODD

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16
Q

Developmental vocabulary should include:

A 
Substantive words 
Relational words and descriptors 
Generic verbs 
Specific verbs 
Emotional state words 
Affirmation and negation words (no, ok) 
Recurrance, discontinuation words (more, gone, finish) 
Proper nouns (and personal pronouns) 
Adjectives (and antonyms )
Colours, quantifiers 
Prepositions
17
Q

Considerations for Literate Users

A

Use primarily text-based strategies
Focus on:
* Timing enhancement “quick talk” - whole messages
* Message acceleration - other strategies to provide quicker responses for frequently used phrases
* Fatigue reduction

18
Q

Core Vocabulary

A

Commonly used, messages that are used by a variety of individuals
* Around 250 words
* Used for majority of communication
*Often not easily represented in pictures
3 sources:
* Vocab use patterns of AAC users of a similar age/development
*Use pattern of specific individuals
*Patterns of similar non-AAC communicators

19
Q

Fringe Vocabulary

A

Words or messages that tend to be specific to the individual

  • Large set of activity/topic related words
  • Less frequent than core words
  • Continually adding new words as life changes
  • Reflects interests and contexts of the individual
  • Often more easily represented in images
  • Not easily interchangeable

Gathered using:

  • Informants
  • Environmental inventories
  • Communication diaries
20
Q

Referent

A

Object/concept represented by that symbol (eg. :( = sad)

21
Q

Symbol Iconicity

A

The degree to which a visual symbol relates to its referent
(how much the symbol resembles the intended message)
3 levels

22
Q

Symbol Iconicity - Transparent

A

Level 1

* Visually resemble their referents and are easily ‘guessable’

23
Q

Symbol Inconicity - Translucent

A

Level 2
* Additional information may be needed for these types of symbols to be guessable
Eg. cup = drink

24
Q

Symbol Iconicity - Opaque

A

Level 3

Symbols don’t visually resemble their referents and may be abstract

25
Q

AAC Display Types

A

Static/Fixed
Dynamic
Hybrid

26
Q

Static Displays

A

Symbols remained in a fixed location
Most common in communication board or low-tech
Finite number of symbols/messages
User may have multiple fixed displays

27
Q

Dynamic Displays

A

Electronic - selection of one symbol automatically activities changes in symbol set
Arranged by large category first, then broken down into more specific vocab items
Use multiple-meaning icons - selection of one icon may prompt display of other related icons

28
Q

Hybrid Displays

A

Static/fixed display with dynamic component
(eg. alphabet board or keyboard with word prediction; grid display that opens new page following user selection of a symbol)

29
Q

Direct Selection Techniques

A

Use selected the desired symbol from a selection set

  • Direct physical touch (body part)
  • Generated activation (joystick, eye gaze, trackball, traditional or head mouse etc)
30
Q

Indirect Selection Techniques

A

Each item from a selection is presented sequentially until the desired item appears and is selected by using a previously agreed upon motor movement or by using a speech

31
Q

Partner-Assisted Scanning

A

Communication partner presents message/letter choices sequentially
User makes selection using specific motor act (blinking, grunting, raising a hand etc)

Used with those with severe motor, visual, and/or communication impairments
Have not established means of alternative access
Used as an alternative when primary system is unavaliable/not functioning

32
Q

Synthesized Speech Output

A

Less natural-sounding speech
Requires less memory storage vs digitized
Allows for generation of speech in multiple languages
Allows for novel message generation via text-to-speech

33
Q

Digitized Speech Output

A

More closely resembles natural speech
Requires more memory vs. syntesized speech
Allows for recording of messages in a given language/dialect and in the individual’s own voice
Number of possible utterances is limited to recorded items

34
Q

Hybrid Speech Output

A

Voice banking
Synthetically combines elements of recorded speech together to produce a more natural form of synthesized speech
Only possible with degenerative conditions, or using a voice volunteer

Hearing and Multimodal Communication (9 decks)

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