week 3 Flashcards
disabilities
1
Q
When does AAC come into the picture?
A
- Delay in speech development
- Communication behaviours are difficult to interpret
- Child is at risk of learned helplessness
- Person needs more decipherable communication
- Quality and quantity of participation in activities/routines is reduced due to an individual’s communication impairment
2
Q
What is a developmental disability?
A
- Permanent cognitive and or physical impairment
- Usually occurs in early years of life but can occur anytime before 18 years
- Results in reduced capacity in multiple major life activities – Communication – Learning – Decision making – Mobility – Independent living – Self care
3
Q
what are the three language stages.
A
- pre-intentional ( Do not deliberately communicate with others through planned actions. Others may assign meaning to facial expression, eye gaze, body movement and vocalisations)
- intentional (Behaviours are intentional and directed towards another person Can make someone in their environment do something through behaviours such as pointing, looking, reaching)
- symbolic (- Symbolic communication (usually spoken language) emerges following a period of language modelling).
4
Q
Pre intentional stage
A
- Support understanding of environment.
- Help others to understand how to communicate with the individual.
- Develop foundation skills (attention, cause effect, imitation, social, visual etc.)
5
Q
intentional stage
A
- Support understanding of environment.
- Help others to understand how to communicate with the individual.
- Model use of AAC system to shape communication behaviours and support progress towards symbolic communication.
6
Q
symbolic stage
A
- Support emerging use of sign or AAC as alternative or additional form of symbolic communication.
7
Q
AAC Assessment for Individuals with Developmental Disabilities considerations.
A
- Positioning and seating
- Motor capabilities
- Cognitive abilities
- Access
- Symbol assessment
- Language
- Communication needs
- Literacy
- Sensory/perceptual
- Environments
- System considerations
8
Q
selecting an AAC System Factors to consider?
A
- No, low or high tech
- Auditory & visual features
- Access options
- Durability & Reliability
- Type of output Symbols or text (or both)
- Vocabulary selection & organising
- Portability / Flexibility
- Dynamic or Static Display
- Speech Options (recorded versus synthesised)
- Programming & support requirements
- Training
- Additional Functions
- Environmental Control
- Telecommunications
- Computer access
- Links with other technology
9
Q
Aided Language Stimulation.
A
- Input before Output
- The communication partner uses the symbols to
- Vocabulary is first introduced receptively through symbols to facilitate comprehension, interaction and participation communicate too!
- Communication is embedded into everyday activities
- Repetitive modeling in a wide variety of communication functions & contexts supports learning
10
Q
AAC intervention.
A
- Set up the environment for communication – ensure communication system is available – use multiple modes of communication to support interactions – sabotage
- Encourage genuine communication in real situations
- Provide opportunities for errorless communication activities
- Create communication routines
- Have a chat, greet others, be social, crack a joke
- Talk about things around you (photos, new watch) or things you are both familiar with (today’s outing)
- Follow the AAC user’s lead
- Expand the variety of communication functions used
- Ask open ended questions
- Plan for scaffolds, supports or prompts as needed
- Offer choices
- Expect communication
- ……………. WAIT!!!!!!
11
Q
Providing models * Imitate, Expand, Extend, Correct… Respond
A
- Model in daily routines and natural environments where the context can add meaning
- Try to model use of the communication as much as possible throughout the day
- Model in context (e.g. comment on what the person is doing or expecting or talk about what you are doing as you do it)
- Plan for ‘teachable’ moments
- Assume all communication is deliberate and intentional!
- Acknowledge and respond to communication attempts
- Actively look for meaning and/or attribute meaning to all communication attempts
- Provide natural feedback
12
Q
Summary and information sheets.
A
- see their system of communication used interactively by other people to communicate real messages in real situations
- have multiple opportunities to practice communicating real messages in real situations – with appropriate scaffolds as required
- have their messages expanded by other people to demonstrate more effective communication
- receive natural feedback as to the effectiveness of their communication
13
Q
Choosing Vocabulary Targets
A
- Motivating
- Meaninful
- Functional
- Flexible
- Frequent (core words)
- Individualised
- Interesting
- Appropriate
- Evolving
- Individualise fringe vocabulary for motivation and meaning (e.g. football teams, peoples names, jokes)
- Use core word lists to work out what words are known and which ones to target next
- Choose words relate to meaningful activities – use normal, routine activities that provide predictable vocabulary
- Consider vocabulary needed to increase both social and linguistic competence
- Allow the AAC user access to a robust vocabulary (less words does not always mean easier to use!!)
14
Q
Functional scripts.
A
• Encourages the use of AAC
• Can be used in activities conducive to structured intervention
– list words, phrases, sentences to be taught
– create visual supports as teaching aids
– develop scripts for coaching the vocabulary
– have a hierarchy of prompts to support learning
– Encourage a range of communicative functions
• Maximizes teaching opportunities
15
Q
What might be some of the benefits of specifically learning social chat and compliments?
A
- Increase self-esteem
- Allow to make and keep friendships/relationships (sharing and bonding)
- Improve others perspective of the AAC users
