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77 Cards in this Set
- Front
- Back
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What was the objective of the Light (1999) study? |
• Trying to teach partner focused questions to a number of individuals with different types ofdisabilities • The hope was that individuals could acquire the skill but also generalize and maintain it |
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What are social validation measures? |
• How you’re perceived by others • Ask “stakeholders” if the skill that’s being targeted is important • Are you working on a skill that the client/family/teachers care about?? • Is there a difference with the skill? Without the skill? |
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Who were the participants in the Light (1999) study? |
• 6 participants with varying ages and diagnosis who all required AAC devices • Three participants participated in one group and three in other to maintain replicability |
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What were the procedures in the Light (1999) study? |
• 5 - 10 different partner-focused questions selected for each participant • Things like: “How was your weekend?” small talk, partner-focused questions given in role play andin natural context to help generalization |
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What were the findings of the Light (1999) study? |
• All participants met criteria • Two of the six had a slight decrease in maintenance, but none went back to baseline |
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What is a symbol? What is a referent? What is iconicity? |
• Something that represents “something else” • The vocabulary item = the word itself • The relationship/associated between a symbol and its referent - how good is it? |
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What should the relationship be between referent and iconicity? What will happen if iconicity is weak? |
Strong! • The child will need to play with their system in order to figure out what each symbol means - andthis is a good thing! • We want them to play with their device so that they can learn it fully |
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What is the iconicity continuum? |
• Ranges from transparent symbols that are easily guessable to translucent symbols that areguessable once the relationship between the symbol and referent is explained to opaque symbolswhere there is no obvious relationship between the meaning and the icon |
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Is it okay to teach a child what a symbol means? |
• Absolutely. • Although research has shown that this rarely happens, you want to instruct the AAC user how touse their system and what each symbol means • If not explained, then this is where you start to see the child begin to play more with the system |
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What is an example of an opaque symbols? |
• The ASL sign for “interpret” |
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What are the two types of symbols? |
• Aided - Something external to the body like line drawings, objects, a keyboard, etc • Unaided - Something you do with your body like gestures, body language, sign language, et, Speech |
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What is vocal approximation? |
• An attempt at speech that is close to the target but not quite there |
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What is Amer-Ind? |
• Unaided symbols providing approximately 250 labels that are 50% - 60% transparent |
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What is American Sign Language? |
• Unaided gestures that are 10% - 30% transparent |
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On what does the difficulty of the signs depend on? |
• Contact of hands with each other or other body parts: easier than those that do not contact
• Number of hands required: typically, two hands is harder than one • Degree of symmetry of the movement: not having symmetry is harder • Degree of visibility of the sign to the user: if the user can see it, they’ll remember it easier • Need for transition between handshapes: doing the same thing is easy; transitioning makes itharder • Repetition of movement within the sign |
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What is key word signing? |
• AAC population would usually use this because it’s just key words - has no grammar |
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How does signed English differ from key word signing? |
• Signed English requires that every word be signed, rather than just key words |
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How does signed English differ from ASL? |
• ASL has different syntax |
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What affects an individual’s understanding of symbols? |
• Motivation: if a person wants to eat a specific item, they’re going to be motivated to learn wherethat icon is • Neurological status: may affect how the person understand symbols • Age: older individuals do better than younger because they have a better understanding of abstractconcepts and world knowledge • Sensory abilities: if someone is blind, they’re going to have a harder time than someone who hassight • Cognitive abilities: how abstract things can get means that if the individual has good cognitionthan they’ll better be able to understand more abstract symbols • Communication/language abilities: good skills in these areas will result in better understanding ofsymbols • World experience: more life experience means the person knows how different symbols can beused in different situations |
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What is the biggest factor that affects an individual’s understanding of symbols? |
• Teaching strategies during instruction |
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What are some advantages of unaided symbols? |
• Nothing external needed - can’t forget it and don’t have to carry it around • Quick • No cost to user • Helpful socially (pragmatically acceptable because everyone uses it) • Many symbols are also transparent |
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What are some disadvantages of unaided symbols? |
• May not have the fine motor skills needed to use it • May be cognitively more difficult for the ones that aren’t transparent • Limited to what you can gesture • More passive |
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Who is aided symbols advantageous for? |
• Individuals who have difficulty processing auditory information or transit symbols |
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Is aided static or nonstatic? |
• Static • This ends up being an advantage over unaided because there’s more time to process the message |
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How are unaided and aided alike? |
• Both use symbol sets or symbol systems |
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What is a symbol set? What is a symbol system? |
• A collection of symbols like gestures or Amer-Ind • Has rules to it, like grammar |
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What is the hierarchy of symbols for aided? |
• Tangible symbols to representational symbols |
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What is a tangible symbol? |
• A three dimensional object that is permanent, manipulable with simple motor behavior, andtactually discriminable • Also has to be highly iconic |
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What are the two populations that benefit from tangible symbols? |
• Individuals with severe to profound cognitive deficits • Individuals with dual sensory impairments |
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What are the types of tangible symbols? |
• Real objects: identical to referent and easiest for the severely cognitive impaired • Partial objects: part of the real object itself, like a piece of a towel to represent a towel • Miniature objects: smaller than referents, more practical • Partial and miniature can be switched in the hierarchy |
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What are representational symbols? |
• Photographs: color, black and white, best with little context • Line drawings • Blissymbols: less translucent than Rebus, PCS, PIC, and Picsyms, generative - there are alsoindicators for action, plural, description, and thing • Traditional orthography |
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What are some disadvantages of Bliss symbols? |
• Not everyone can understand it and it’s complicated • Good cognition is required to understand some of it • Doesn’t offer good options for slang or dynamic vocabulary • There are a lot of symbols! |
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What are some advantages of Bliss? |
• Generative • Closed set - there are only 100 different symbols • Morphemes that can be marked |
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What are Rebus symbols? |
• Each picture represents an entire word or part of a word • Most represents a morpheme • 818 individual rebuses • One of the most transparent symbol sets • Can be pictorial, geometric, or abstract |
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What is PCS? |
• A symbol set with more than 3000 symbols • Includes symbols that depict signs • Available via computer software program that is very convenient • One of the most transparent symbol sets |
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What is Minspeak/Unity? |
• Unity is an updated version of Misspeak • Stands for minimum effort speech |
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What was Bruce Baker’s intent when he created Minspeak? |
• He wanted to create something that was very generative and would require very little effort for theuser |
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Is there one-to-one correspondence between symbol and referent in minspeak? |
• No, but the symbols are very detailed because they can be used for multiple things |
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So how does Minspeak work? |
• It’s a closed set that can be combined and recombined in iconic sequences that are customizable |
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Which two sets are the most translucent? Which word classes are easier than others? |
• Rebus and PCS • Nouns are easier than modifiers/verbs |
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What about traditional orthography? |
• It’s the least transparent of all symbol sets • Generative • May be slow without rate enhancement techniques |
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What are some other symbol sets for aided systems? |
• Morse code • Braille • Phonemic symbols |
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What are rate enhancement techniques? What is the average rate of speed for individuals without disabilities? What is the average rate for individuals with disabilities? What is the average rate of communication for an AAC user? |
used to speed up communication rates 150-250 wpm 45-55 wpm 15 wpm (or slower, depending on individual's skills |
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What is single letter prediction? What is word prediction? What is word pattern prediction? What is linguistic prediction? |
• When you begin typing a letter and it predicts the rest of the word • Once a letter is selected, “likely” words are presented • Once a word is selected, “likely” words are presented based on word combinations • Once a word is selected, “likely” words are presented based on syntax |
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What is a visual scene display? |
• Natural context for vocabulary that’s usually a photograph of a scene with hotspots that speakmessages |
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Does a visual scene display say words? Where would the single words be found on a visual scene display? |
no, usually entire phrases or sentences
borders |
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What population is visual scene display best for? Why does a visual scene display help these individuals? |
• Individuals with cognitive disability • Individuals with chronic aphasia • Because it has context! Helps with non-fluent aphasia especially |
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What percent of individuals with aphasia will end up having chronic aphasia? |
• 40% |
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Why is a grid usually better than visual scene display? |
• Easier to scan through - both visually and with an external device like a switch, etc • Fit more on a page |
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What was the purpose of the McKelvey et al. (2007) study? |
• Case study of an individual with chronic aphasia using visual scene display |
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What was the objective of the McKelvey (2007) study? |
• Development of two themes for AAC were implemented in therapy with the patient • Facilitators trained to use the specific themes • Participant to participate in conversation with unfamiliar and multiple partners |
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What was measured in the McKelvey (2007) study? |
• There were three dependent variables: disability talk, decreasing of organizational or navigationaltalk as the participant used his system, and minimizing inappropriateness of questions andanswers during small talk |
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Who was the participant? |
• 61-year-old, 8 years post injury • Chronic non-fluent aphasia • Right hemiparesis and apraxia |
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What were the findings of the McKelvey (2007) study? |
• Disability talk decreased and generalized from theme 1 to theme 2 • Navigational/organization talk decreased while in baseline (treatment had no effect on decreasingthis because he was learning the system and didn’t need that language as much) • Inappropriate questions/answer exchanges dramatically decreased! |
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Why aren’t more individuals with aphasia using AAC? |
• Transitions between environments make it difficult to get steady care and they often end up athome where they have only family support and no access to SLP services |
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Why do individuals with aphasia in acute care not get AAC right away? |
• It’s very difficult to get a handle on speech potential so early on after the TBI or CVA since theSLP sees the individual for such a short time - who will make spontaneous recovery and who willbenefit from AAC? |
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Why is AAC not implemented more in rehab? |
• As soon as the plan is implemented, the patient is discharged - or close to - and then the device issent home with the family, where it’s up to them to use it |
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What is alphabet supplementation? What does alphabet supplementation help? How much does alphabet supplementation increase intelligibility across the board? |
• Pacing but harder - the individual has an alphabet board in front of them and must point to thefirst letter of each word that they speak • Requires good metalinguistic skills • Speech intelligibility • 25% |
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For what population is alphabet supplementation most appropriate? |
• Individuals with severe dysarthria - not mild difficulties because it really sucks to do! |
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Why isn’t pacing appropriate for everyone? |
• It requires outstanding metalinguistic skills because of the cognitive load |
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What are the two types of access methods? |
• Direct - Don’t have to go through any additional icons or targets to get to the one you want - on an array,the target is immediately accessible • Indirect - Scanning - having to go through other icons to get to the one desired |
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Does the user have access to only some or all of the array at one time with direct access? What are some types of direct access? |
all • Keyboards with keys that depress • Keyboards with keys that have very little/no movement • Touch screens |
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What if the user is new to AAC and has direct access? |
• Provide visual (bigger icons), tactile (keyboard cover with holes so they have to drop their finger into press the key), and auditory feedback |
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What items can be used for direct access? |
• Fingers, hands, head/chin sticks, adaptive pointers, other body parts |
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Who needs the most feedback? |
• Individuals with visual issues • With cognitive/attention issues • With motor issues (weakness or extraneous movements) |
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What are some other things that can be used for direction selection? |
• Laser light pointers (green or red) • Infrared pointers • Simple/small “flash lights” • Heads-free mouse (eye movements/dot on head) • Eye gaze (E-Tran board) |
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What are some advantages of laser light pointers? |
• Goes an extreme distance • Can be a very small target • Light |
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Who is a good candidate for using laser pointers? Who should never use a laser pointer? |
• Individuals with ALS • Individuals who have extraneous movements |
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What are some special adaptations that can be used with direction selection? |
• Key sensitivity (how long it needs to be depressed or how hard it must be pushed) • Length of time a light pointer will dwell on a target • Feedback (auditory clicks or visual) • Size of keys or targets • Keyguards |
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What is the absolute best WPM someone can achieve with scanning? |
• Roughly 5 wpm |
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What is automatic scanning and what does it require? |
• Options start highlighting and the user waits to make a selection • Requires good cognitive skills to pay attention • Does not require good motor skills |
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What is directed scanning and what does it require? |
• Clicking to go through options - you click the number of times it takes to get to the target • Requires good motor skills but as good cognitive attention |
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What is another name for directed scanning? |
step-scanning |
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What is a three-point eye gaze? What is an adaptive keyboard? |
• The individual should look at the facilitator, look at the target, and then look back to the facilitator • Bigger keys or bigger letters, etc |
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What is an ABC layout? For whome is the ABC layout best? |
• A keyboard that has the alphabet in order on the keys • Children because they are not as familiar with the alphabet • Persons who may only type with one hand or one finger |
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Do AAC users type with two hands?
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No
No reason to give them QWERTY keyboard |
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What is a QWERTY keyboard?
WHy was the QWERTY keyboard designed to slow down typing? Who is the QWERTY appropriate for/ |
• A layout designed to slow down typing where the most commonly used letters are harder to get to • It was originally designed for typewriters, where mistakes were extremely difficult to erase • For adults who were two-handed typists in the past |
