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71 Cards in this Set
- Front
- Back
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A. What were Hanson (2008)’s findings in regards to intelligibility forseverely impaired speech? |
1. additional phonemic information (i.e., signal-independentinformation) is more beneficial to intelligibility in severely impaired speechthan the potential changes to the acoustic speech signal (i.e.,signal-dependent information) imposed by alphabet supplementation. |
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A. What is the objective of McKelvey’s study regarding aphasiapatients? |
1. Can aphasia patients arn and use AAC to communicate? |
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A. What does anecdotal data suggest for treating aphasia patients? What are the implications? |
1. Anecdotal data suggests that AAC is not introduced to aphasiapatients who are recovering 2. Reflects the belief of going to AAC as last resort whentraditional speech therapy or restoring natural speech does not work 3. Results in patient acquiring AAC before discharge, giving lesstime to learn to use it and be inefficient |
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A. What difficulties do aphasia patients have in using AAC? |
1. Aphasia patients tend to struggle with spoken, written, orgestured forms 2. Problems understanding messages auditorily or visuographically |
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A. What are some benefits of having contextually rich photographs inAAC through the Visual Scene Displays? |
1. Contrasts sharply with static portrait 2. Nonlinguistic means of organizing and accessing info 3. Unlike most AAC, looks at event and information as a whole ratherthan component parts |
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A. What is the objective of the study conducted by Light (1999)? |
1. Investigate effect of instruction for acquisition, generalization,and long term maintenance of partner focused questions (questions aboutcommunication partners and their experience) by AAC users |
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A. What does it mean to be “other oriented”? |
1. Focus other than themself, show interest in others, theirexperience, and feelings 2. Is a key determinant of communication competence |
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A. What were the results of the study conducted by Light (1999) inintroducing a new skill of partner induced conversation? |
1. All participants learned to ask partner focused questions duringinstruction 2. 4/6 participants maintained new skill on asking partner focusedquestions at or above criterion 3. Partner induced questions made them have more communicationcompetence, ppl interacted with them more often and for longer periods |
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A. Why was the study by Light (1999) successful? |
1. It can be practiced irl, giving them more opportunities topractice 2. Role play can be effective to provide opportunities for repeatedpractice of new skills |
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What are the procedures to have supported maintenance in Light (1999)? |
1. New skill taught to high criterion 2. Repeated practice asking partner focused questions in dailyroutines 3. Observation of participants conducted after instrument to monitordecrease in performance |
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A. What is iconicity? |
1. Any association that indicate forms between symbol and referent |
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A. What are transparent symbols? |
1. shape, motion, or function of referent depicted to such extendthat meaning of symbol can be guessed in absence of referent 2. Ex. photo |
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A. What are opaque symbols? |
1. No symbol-referent relationship is perceived even when meaning ofsymbol is known 2. Ex. the written word “shoe” |
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A. What are translucent symbols? |
1. Meaning of referent may or may not be obvious but relationship canbe perceived between symbol and referent once meaning provided 2. Ex. “Stop” moving flat hand or finger across throat |
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A. What is the difference between aided and nonaided symbols? |
1. Aided require external assistance like a device (Ex. black and white drawing) 2. Unaided requires no external device. (Ex. manual signs, vocalization, natural speech, facial expressions 3. Combined symbol sets use both |
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A. How does developmental age affect symbol understanding? |
1. Children without disabilities develop pictorial competence toperceive, interpret, understand, and use pictures communicate over the firstfew years of life 2. By age 3, they understand that…Pictures are 2d objects (dualrepresentation), Pictures stand for objects/concepts, Referents can be depictedsymbolically in multiple ways (color photograph, black and white line drawing) 3. Ability to comprehend and use symbol types continue to dev untilage 5, where they consider attributes of symbols (able to match crudely drawnand sophisticated symbols) |
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A. Children's ability to identify and understand meaning of symbols arefactored by… |
1. Concreteness 2. Familiarity 3. Context 4. Wholeness 5. Color 6. Focus |
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What are nonverbal behavior? |
1. Can repeat, contradict, substitute for complement, accent, orregular verbal behavior 2. Include gestures, vocalizations, other paralinguistic elements;physical characteristics (physique, body, breath odor); proxemics (seatingarrangements, personal space requirements); artifacts (clothes, perfume,makeup); environmental factors influencing impressions and interactions(neatness or disorder) 3. Gestures and vocalization most communicative forms of nonverbalbehavior |
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A. What are gestural behavior? |
1. Include fine and gross motor body movements, facial expressions,eye behaviors, and postures |
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A. What are emblems? |
1. Emblems are gestural behaviors that can be translated by few wordsor phrase, used without speech to convey messages 2. High lv of agreement on meaning of emblem among members of sameculture 3. Comprehension dp on person’s cognitive and lang abilities |
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A. What are illustrators? |
1. Nonverbal behavior accompanying speech and illustrating what isbeing said 2. Emphasize word or phrase (pointing emphatically to chair whilesaying “sit down” 3. Depict referent or spatial relationship (spreading hand far apartto say “it was this big”) 4. Depict pacing of event (snapping fingers while saying “I knew it”) 5. Illustrate verbal statement through repetition or substitution ofword or phrase (miming action of writing while saying “where’s my pencil?”) |
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A. What are affect displays? |
1. Facial expressions or body movements to display emotional states 2. Affected by social rules for age, sex, role position |
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A. What are regulators? |
1. Nonverbal behavior to maintain and regular conversations 2. Initiate or terminate interactions 3. tell speaker to continue, repeat, elaborate, hurry, talk somethingmore interesting, etc. 4. Involuntary |
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A. What are adaptors? |
1. Learned behavior person use more often when alone, not intentional 2. Trigger by verbal interactions to produce emotional responses 3. Self, object, altera adaptors |
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A. What are self adaptors? |
1. Manipulating one’s own body and include holding, rubbing,scratching, or pinching self 2. Little intention, receive little external feedback 3. Ex. rubbing eyes when sad |
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A. What are object adaptors? |
1. Manipulation of objects, learned later in life, less social stigma 2. Aware and intend to communicate message with them 3. Ex. chewing on pencil instead of smoking cigar when anxious |
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A. What are alter adaptors? |
1. Learned early in life in conjunction with interpersonal experiencelike giving and taking or protecting self from harm 2. Step back when strange approaches |
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A. What should you do if the patient is unable to speak, but maintainedvocalization and speech? |
1. May use as all or part of communication or message display |
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A. Why are manual signs appropriate alternatives to speech onlyapproaches? |
1. Language input simplified and rate of presentation slowed whenmanual signs combined with speech 2. Expressive responding facilitated by reduction in physical demandsand psychological pressure for speech and by enhancement of interventionist’sability to shape gradual approximations and provide physical guidance 3. Voc limited yet functional can be taught while maintaining indv’sattention 4. Manual signs allow simplified lang input while minimizing auditoryshort term memory and processing requirements 5. Stimulus processing facilitated with visual mode, which istemporal and referential advantage over speech 6. Some sigs closer visually to referents than spoken words |
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A. What are some considerations for using manual sign language? |
1. Intelligibility - need tobe understood by others, multimodal systems (ex. Manual signing plus graphicsymbols like pictures) may be more appropriate 2. Iconicity - signs high in iconicityeasier to learn and recognize 3. Motoric complexity and other considerations - signsshould be dissimilar so be learned |
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What is Simultaneous or total communication? |
1. Combining manual sign plus speech intervention more effective toestablish production and/or comprehension skills than either mode taught byitself 2. Often done in context of graphic or key-word signing approach 3. Multimodal AAC system might be system of choice |
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A. Does manual signing discourage motivation to speak? |
1. No, manual signing does not reduce individual’s motivation tospeak and may enhance it |
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A. What are the 3 main types of manual sign systems? |
1. Alternatives to spoken language of particular country 2. Parallel spoken language (manually coded English) 3. Interact with or supplement another means of transmitting spokenlanguage (fingerspelling) |
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A. Define National Sign Language |
1. Considered its own language, vary by region, used by deafcommunity 2. Not a pedagogical language, not used concurrently with speech |
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A. What are manually coded English signs system? |
1. Commonly used by deaf community 2. System that codes English word order, syntax, and grammar foreducational use with hearing and other communicative impairments |
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A. What are Contact Signs? |
1. Pidgin Sign English is a blend of local Deaf sign language andEnglish 2. Used in education for students with hearing impairment in totalcommunication context with speech or extensive mouthing of English words 3. Evolved from interactions between skilled Deaf and hearing signers |
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A. What is tactile signing? |
1. Used by people with deaf-blindness who acquire knowledge of signlang before becoming blind |
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A. What are tangible symbols? |
1. 2d or 3d aided symbols that are permanent, manipulable 2. Used with people with visual or dual sensory impairment and severecognitive abilities 3. Exm. real objects, miniature objects, partial objects, artificially associated and textured symbols |
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What are some problems with miniature objects? |
1. more practical than real objects in some situationsbut need to be selected to maximize effectiveness 2. Those with cognitive disabilities may have difficulty withminiature and may have easier time with some types of two-dimensional symbols 3. Tactile similarity important for people who can’t see, so may dobetter with associating roll of toilet paper instead of miniature toilet |
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What are partial objects? Name an example. |
a. object represent the larger referent (ex. Spray bottle forcleaning window) |
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What are artificially associated and textured symbols?
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a. selecting shapes and textures artificially associated withreferent (Ex. spandex represent bathsuit) |
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A. List some types of aided symbols |
1. Photographs 2. Line drawing symbols 3. Picture communication symbols - line drawing system with pictorialgraphics representing words, phrases, and concepts of topics (Good for english, chinese, and mexican spanish, but not acrossother cultures) 4. Widgit symbols - designed to conform to set of standards andconventions (schema) to support communication and literacy 5. Pictograms - white on black “picto-images” to reduce figure-grounddiscrimination difficulties (Less translucent than PCS but more translucent than Blissymbols) 6. Blissymbols - less transparent and more difficult to learn andretain than other types of line drawing symbols 7. Pictographic communication resources - assist health professionalsand conversation partners to comm with adults with aphasia and other acquiredcommunication impairments 8. Gus communication symbols - color line drawing symbolsrepresenting standard voc words related to entertainment, sports, currentevents, politics, and oth common topics 9. Pics for PECs - color images with voc 10. Symbolistix - color line drawing symbols with activities and pplas lively stick figures 11. Imagine Symbols - realistic colorful illustrations in 15categories (emotions, phrases, verbs, computer devices) for adults |
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A. What is orthography? |
1. Written char to transcribe linguistic system (e.g. Englishletters, Chinese characters) 2. Used in AAC as single letters, words, syllables (e.g. prefixes,suffixes), sequence of commonly combined letters (e.g. ty, ck, th) and phrasesor sentences |
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A. What are orthographic symbols vs orthographic codes? |
1. Orthographic symbols - Used to refer to aided techniques torepresent traditional orthography (braille and fingerspellinig) 2. Orthographic codes - use letters as message abbreviations |
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A. What is braille? |
1. Tactile symbol system for reading and writing by people withvisual or dual sensory impairments 2. Combine dots, can be spelled out or represent word/phrase |
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A. What is fingerspelling? What is it good for? |
1. Good for introducing reading and writing 2. Common for ppl with dual sensory impairment who are literate |
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A. What is Makaton Vocabulary? |
1. Structured, multimodal approach for teaching communication,language, and literacy skills 2. Used in US and other countries 3. Combine speech, manual signs, graphic symbols |
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A. Why is communication on AAC slower than speech? What is one solutionto this? |
1. Aided AAC usually selects component parts (pictures, letters,etc.) one at a time from communication display 2. Store complete words, phrases, or sentences in AAC and assign codefor stored passages |
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A. What is coding? |
1. Any technique give multiple signals that together specify desiredmessage 2. Code should match person’s capabilities |
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A. What are Word Codes? |
1. Represent single words 2. Include letter, number, alphanumeric techniques |
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A. What are alpha (letter) word codes? |
1. There are two types, memory base or display base 2. Truncation codes - abbreviate words by first few letters only,have fewer letters 3. Contraction codes - include most salient letters |
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A. What are alphanumeric word codes? |
1. Alphanumeric codes use both letters and numbers for words (COMM1 =communicate, COMM2 = communication) 2. Same letters can be used repeatedly across words that aredifferent |
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A. What are letter category word codes? |
1. When letter category codes used for words, initial letter usuallythe superordinate category and second letter is first letter of specific word(F = fruit, D = drinks, FA = Apple, FB = Banana) |
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A. What are numeric encoding? |
1. Used when communicating display must be small to accommodatelimited motor capabilities 2. Use numbers (24 for Hello) |
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A. What is morse code? |
1. International system with dots and dashes to represent letters,punctuation, and numbers |
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A. According to a study done by Beukelman and Yorkston, which type ofcodes had the best learnability? |
1. Recall truncation codes most accurately, followed by contract andarbitrary letter codes |
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A. List the type of message codes available to communicate on an AAC |
1. Alpha (letter encoding) 2. Alphanumeric encoding 3. Numeric encoding 4. Iconic encoding 5. Color encoding |
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A. What is silent letter encoding? |
1. Initial letters of salient content words in message used for code 2. “Please open the door for me” is OD because initial letters inprimary words are Open Door 3. Familiar with traditional orthography and spelling at least firstletter of words necessary 4. Most effective for those who can recall messages in correctsyntactic forms |
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A. What is letter category message encoding? |
1. Hello, how are you?, it’s nice to see you, etc. grouped undergreetings 2. Letter G represents greetings, second letter based on specificcontent |
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A. What is alpha (letter coding? |
1. letters used to encode messages in AAC system 2. Memory based and incorporate different strategies to assist personin using them to remember each code and its referent |
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A. What is alphanumeric encoding? |
1. uses letters and numbers 2. Letter is the category of messages (T for transportation, G forgreetings), number to distinguish them 3. Should combine memory and display based strategies |
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A. What is numeric encoding? |
1. Use numbers to organize code into categories 2. Ex. 3 are wants a needs, 6 are for ppl 3. Use codes in codebook to translate feelings 4. Requires good memory unless they have access to codebook forreference |
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A. What is iconic coding? |
1. Icons combined to store word, phrase, or sentence message 2. Ex. apple icon for food, fruit, snack, red, round |
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A. What is color encoding? |
1. Encode messages with specifics like numbers or symbols 2. Often used to form messages for eye pointing communication systems 3. Turn on the music might be Blue M and Can you scratch myfoot? Would be Purple F 4. Used for communication books and electronic displays 5. Black and white line drawing symbols recognized less rapidly thaninternally colored symbols on white background |
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A. What has research on learnability indicate? |
1. Alpha and salient letter codes recalled most accurately, iconiccoes least accurate regardless of training 2. Concrete messages (noun or simple requests) easier to learn thanabstract (verbs or generic messages like I don’t agree) 3. No apparent learning advantage of personalized codes 4. For some, long iconic codes more difficult to learn than shorticonic codes |
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A. Why is it important to know that iconic encoding is the mostdifficult? |
1. To consider issues with them and to know which specific encodingtechnique to use |
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A. What is prediction? |
1. Dynamic retrieval process where options offered to person changeaccording to portion of word or message already formulated |
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A. Prediction algorithms occur at what three levels? |
1. Single Letter Prediction 2. Word Level Prediction 3. Phase or Sentence Level Prediction |
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A. What are the 3 basic types of prediction strategies in the wordlevel? |
1. Word prediction 2. Word pattern prediction - likely to occur in conversationalinteraction (a, an => on the bed, under a tree) 3. Linguistic prediction - extensive info about syntactic organizationof language (Chris...is going, likes) |
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A. List some factors that may influence effectiveness ofrate-enhancement strategies |
1. Nature and goal of communication task 2. Extent voc and/or codes available in AAC system are contextuallyrelevant and easily accessed 3. Cognitive processing time needed to decide which selections ormotor acts are necessary 4. Search time 5. Key press time 6. Motor act index 7. Time or duration of message production |
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What are the clinical implications in Light (1999)'s study? |
suggest further evidence of validity in targeting partner focused questions to extend conversations |
