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52 Cards in this Set
- Front
- Back
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Communicative Competencies |
1. Linguistic 2. Operational 3. Social 3. Strategic |
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Purposes of Communication Interaction |
1. Wants and Needs 2. Information Transfer 3. Social closeness 4. Social etiquette 5. Communicate w/oneself
All boost quality of life!! |
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Anatomy of Conversation |
1. Greetings 2. Small Talk 3. Storytelling 4. Wrap-Up 5. Farewell
* Storytelling apps like Pictello = great |
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Vocabulary Selection |
Env't-specific talk
Age and gender variables
Capability variables - Pre-stored messages - Novel, independent - Literate or Non-Literate? |
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Core v. Fringe Vocabulary |
Core: words and messages commonly used by a variety of ppl
Fringe: words and messages that are unique to the individual |
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Symbol Selection (Unaided) |
- ASL - SEE (Signing Exact English) - gestures - vocalizations |
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Symbol Selection (Aided) |
Symbol Hierarchy: 1. Objects (real v. miniature v. partial)
2. Pictorial symbols (photos, B/W drawings, line drawings, Pictures Communication Symbols, PECS, Symbolstix)
3. Icons (pictures) + Written Word/s
4. Words alone
Can use as many symbol systems as you want as long as child can understand it!
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Considerations when selecting messages |
- AAC user's perspective
- Work at highest level of representation and smallest size
- For pre symbolic clients, intervention works from concrete to more abstract representations |
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Symbol Placement and Size Considerations |
- Vision - Motor - Cognition - Relationship to other symbols (nouns, verbs, prepositions, opposites...) |
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"Message Management" includes: |
- Vocabulary selection - Symbol selection - Symbol size and placement |
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Rate Enhancement strategies |
- Typical convo speaking rates = 150-250 wpm
1. Morse Code 2. Iconic Encoding 3. Word Prediction 4. Minspeak (uses semantic compaction) |
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What is the Participation Model? |
- Based on functional participation (how do same-aged peers w/out disabilities participate in various env'ts and activities?)
- Plan for today
- Plan for tomorrow (the future)
ONLY PREREQUISITES FOR COMMUNICATION IS BEING ALIVE and PARTICIPATION! |
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MYTH: AAC is only used by ppl who cannot communicate verbally |
- We all augment our verbal comm w/gestures, facial expressions, etc.
- AAC useful for children w/delayed speech dev't
- AAC becoming more commonly used w/ppl who are learning a 2nd lang |
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MYTH: The primary goal of communication is to express wants and needs |
We know there are FIVE comm purposes: - wants and needs - info transfer - social closeness - social etiquette - convo w/oneself |
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MYTH: Using AAC will delay speech dev't |
- Studies show that AAC use improves speech dev't where possible
- Can improve lang dev't in all cases
- Note: even the most sophisticated voice output comm aid cannot be as efficient or smooth as good speech
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MYTH: We should wait to use AAC until a person is ready for it. |
Anyone can use AAC!
We don't wait for typical children to comm verbally before we teach them to talk, why would we wait to use AAC?
We should surround them w/a wealth of language - verbal, gestural, symbolic... |
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MYTH: We should not overwhelms somebody w/access to too many symbols. |
We should actually provide children w/more symbols than the child can use at one time.
If a child is not provided w/more symbols than he or she has mastery of, then they have no opportunity to practice new symbols in a natural progression |
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Who can use AT? |
- Any individual, regardless of severity of impairment
- Even those w/severe and multiple disabilities, including profound cognitive impairments, can still increase their levels of participation |
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Importance of Participation |
A child who is unable to communicate effectively is unable to participate meaningfully in many activities.
That child is at great risk for cognitive, social, emotional, and academic delays. |
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Barriers to Success |
1. Policy (legislative/funding)
2. Practice (past procedures)
3. Attitude (willingness of participants - who are the participants?)
4. Knowledge and Skills Barriers (who needs to know? who needs to have the skills?) |
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Who should we provide instruction to? |
1. The individuals w/CCN
2. Facilitators, including - Fam members - Aides - Therapists
Use natural contexts and people!! |
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Speech v. Lang v. Communication
(You know this like the back of your hand) |
Speech = motor-related, ability to produce sounds
Language = thoughts/words/opinions
Communication = using body movements, gestures, "talking" nonverbally |
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Who are people w/CCN? |
- Diverse group of non-speaking persons who have a common need to use AAC strategies to support their expressive communication during ADLs
- Includes those w/no disability or w/physical needs (i.e., seating, positioning, and access needs) - Includes those w/severe cog deficits or average intellectual abilities - Includes those w/ or w/out vision, hearing, or sensory impairments |
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How do we manage CCN? |
1. Provide models of typical lang dev't
2. Provide models of AAC competency
3. Provide participation and communication opportunities
4. Provide lang for communication |
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Why is lang learning for a child needing AAC different from someone developing lang typically? |
1. Reduced means of expressing lang
2. Limited means of initiating or controlling comm interactions
3. Reduced opportunities to practice, use, and explore lang |
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Individuals w/significant comm disabilities are at risk for problems with: |
- Functional comm dev't - Lang dev't - Cog dev't and learning - Literacy dev't - Social participation - QOL |
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What does an AAC facilitator help teach? |
Well, language of course!
Semantics, Pragmatics, Phonology, Morphology, Syntax |
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Organizational Strategies of Language |
1. Semantic-Syntactic (Gateway/PRC)
2. Taxonomic
3. Activity
4. Visual Scene Displays
3. Pragmatic Organization Dynamic Display (PODD) |
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Semantic-Syntactic (Gateway/PRC) |
- Vocab labels that can be combined together w/structure to make sentences
- Labels can be useful if they are given choices or if you have to put them into a sentence |
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Taxonomic display |
Categories |
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Activity display |
Communication designed around a single activity, routine, or theme |
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Visual Scene Displays |
- Schematic rather than semantic
Use with: - pre-literate person - someone who is physically unable to hit small targets but can hit larger one - beginning communicators - those needing gestalt for communication |
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Pragmatic Organization Dynamic Display (PODD) |
- Grid display of vocabulary - Limited independence because you need support for turning the pages - Good at developing categories and building sentences - Ultra-organized book of picture labels |
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How does research show that are communication partners are essential? |
1. Comm partners are important so that abandonment does not occur
2. Interventions implemented by trained parents just as successful as clinician-implemented interventions
3. Child learn lang in dyads involving ppl with whom they have meaningful relationships
4.AAC doesn't make successful ppl; PEOPLE make successful AAC |
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How to build communication opportunities |
1. Identify meaningful contexts for comm 2. Use natural comm env'ts 3. Incidental teaching moments are impt 4. Keep comm interaction motivating and inviting 5. Lang and comm should be ENJOYABLE |
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How to use natural incidental teaching moments |
1. Start w/choices that are motivating (e.g. activities, food choices, etc.) 2. Make sure client can understand and track choices 3. Can direct selection w/hands or eyes 4. Later, add choices that are non-preferred 5. Make meaningful in meaningful contexts - Don't ask "Find the cow", ask "which animal says moo?" 6. Use natural consequences, give child what he/she asks for 7. TEACH, don't assume client understands, TEACH them how to access communication! |
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Language Modeling Technique: Aided Language Stimulation |
E.g., facilitator highlights symbols on the individual's comm display
1. Identify & prioritize intervention activities to be targeted 2. Select appropriate vocab 3. Color-code overlays by parts of speech 4. Use supplemental symbols 5. "Engineer env't" so that materials and comm displays are available 6. Train person to use comm displays 7. Create opportunities for functional use of comm displays |
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Language Modeling Technique: System for Augmenting Language (SAL) or Augmented Communication Input |
1. Receptive: The facilitator models use of device, symbol or sign to express his/her own ideas 2. Expressive: Show individual the message and create opportunity to show/practice the specific way to use that message
- Children learn by doing, don't expect them to automatically pick up on our input (esp. if child has ASD) - Need to provide multiple opportunities to give child a turn to use the skills |
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Language Modeling Technique: Aided Language Modeling |
1. Models that combine speech and symbols 2. Highly motivating env't 3. Does not require an SGD 4. Increase symbol comprehension 5. Increase expressive & receptive lang 6. All about TEACHING, NOT TESTING |
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Why is alternative access important? |
Individuals w/limited motor control or movement, cog impairments, and/or learning disabilities may have difficulty effectively using a standard keyboard, mouse, or touch screen to operate a computer or AAC device.
We want to maximize their abilities to use these devices!
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List the types of alternative access. |
1. Touch screen 2. Scanning 3. Head Mouse 4. Eye Gaze 5. Switch 6. Head Pointer
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What is touch screen access? |
Direct access
Can use finger or stylus |
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Describe scanning. - What is it? - What types are there? - What patterns are there? |
- Method of indirect selection: you are using switches to select buttons, not finger/eye/stylus - Used for ppl unable to use direct selection (e.g. lack of motor control is most common) - AAC user must wait for facilitator/device to scan through undesired items to reach item wanted - Types: partner-assisted auditory or eye scanning, switch scanning - Scanning Patterns: Circular, Linear, Group-Item |
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What is a Head Mouse and how does it work? |
- Provides head-controlled access to comps/AAC devices for those w/limited or no use of hands - A tiny, flexible, disposable, paper-thin tracking dot is placed on user's forehead, glasses, or hat - HeadMouse allows user to make selections thru a comm board or move a comp mouse pointer - Optical sensor on AAC device/comp translates the natural movements of user's head into directly proportional movements of comp mouse pointer |
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What is Eye Gaze and how does it work? |
- Direct selection access method - Gives users ability to communicate and control a fully functional computer using eye gaze - EyeGaze feature requires use of timed activation direct selection - Identify the item, then "dwell" on it for a pre-determined amount of time to make the selection - Who benefits? Maybe ppl w/ALS - can use touchscreen, switch inputs, head and eye control as disease progresses |
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What are types of switch access systems? |
- Head switches - Hand switches - Foot switches - Sip and Puff |
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How does a Head Pointer work? |
- Direct selection access method - Wear a stick on head to select on the device - Akin to a stylus attached to the head |
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Message Input and Output: Synthesized Speech |
- Text to speech - Words/phrases are entered into AAC device and stored - Advantages: planning and programming can happen ahead of time, less time-consuming, consistent voice - Kids w/autism & ppl w/ALS prefer this kind of voice |
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Message Input and Output: Digitized Speech |
- Natural speech is recorded and stored - Advantages: very quick to program at the same time that things are happening - Disadvantages: limited # of messages, can't plan ahead easily |
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What is Selection Set? |
- The visual, auditory, and tactile presentation of the messages, symbols, and codes available for selection - E.g. an eye gaze board may have a selection set of four options to choose from |
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Types of Selection Sets |
1. Fixed (static) Items remain in particular location, included on low tech boards, comm books 2. Dynamic Comp screen displays w/visual symbols can automatically change the selection set on screen, e.g. Dynavox, Tobii, iPad w/software, etc. 3. Hybrid Electronic fixed displays w/dynamic component, e.g. display w/alphabet letters + word prediction 4. Visual Scene Displays Picture/virtual env't showing situation, place, or experience; provides topical info to support convo |
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Direct v. Indirect Selection |
1. Direct - Indicate a desired item in the selection set by either looking at, pointing to, or touching an item directly - E.g. eye gaze, pointing, touching, head mouse
2. indirect - Facilitator or electronic device aids in selection of target item - Often, desired item from selection set is chosen by utilizing a systematic presentation of items available - E.g. scanning |
