For what purpose does a student use an augmentative and alternative communication AAC system Group of answer choices?

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Exam 1

Terms in this set (44)

Define AAC.

ASHA--Communication needs/wants
Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write.

Purposes of AAC.

1. COMMUNICATION WANTS/NEEDS
examples: asking for help, ordering at a resturaunt
2. INFORMATION TRANSFER
examples: child telling a teacher what she did over the weekend, talking to friends about upcoming events
3. SOCIAL CLOSENESS
examples: establishing, maintaining or developing relationships
4. SOCIAL ETIQUETTE
examples: saying 'please' and 'thank you'
5. communicate with oneself or conduct INTERNAL DIALOGUE.
examples:calendars, to do lists

AAC Communicative Competencies

Communicative Competence--ability to effectively and efficiently transmit messages in all four of the interacton categories, based on individual interests, cirumstances, and abilities. 4 types: Operational, Strategic, Linguistic, Social

Operational Competence

Skills needed to operate AAC system accurately and efficiently.

Strategic Competence

"If I have a communication breakdown, I know what to do!"
Compensatory strategies when functional methods breakdown.
When to use the techniques you have.
For example: If I can wave "hello", I don't need to say it on my device.

Linguistic Competence

An adequate level of mastery of the linguistic code (the linguistic code of the language community and the linguistic code of the AAC device).

Social Competence

The knowledge, judgment, and skill in the social rules of communication, including both the sociolinguistic aspects (pragmatics) and the sociorelational aspects.

Goal of AAC

is to enable individuals to efficiently and effectively engage in variety of interactions and activities

Core Vocabulary

The small number of words that are used for the majority of communication. For most people, about 85% of communication is accomplished using just a few hundred words.

a.words and message that are commonly used by a variety of individuals and occur very frequently

3 sources to identify core vocab:

i.Patterns of people who communicate through AAC:
ii.Patterns of a specific individual who uses the device:
iii.Patterns of typically developing speakers or writers:

Fringe Vocabulary

a.vocabulary words and messages that are specific or unique to the individual
b. makes up other 15% of communication not covered by core vocabulary
i.Informants
ii.Vocabulary selection processes:
iii.Environmental or Ecological inventories:
iv. Communication diaries and checklists:

Coverage Vocabulary

•commonly organized by context (environment or activity) so that words are available when needed. Thus AAC teams may design separate communication activity displays to contain the vocabulary items that an individual needs while eating, dressing, bathing, playing a specific game, participating in specific school activities, and so forth. Team members or facilitators may situate these activity boards strategically in the environment in which a particular activity takes place, such as the kitchen, bathroom, or specific classroom area, so that they are available when needed.

iconicity

any association that an individual forms between a symbol and its referent
■transparent symbols - meaning can be easily guessed without referent. ex: an apple
■translucent symbols - relationship can be perceived between symbol and referent once meaning is provided ex. a picture of an apple
■opaque symbols - no relationship is known even when meaning of symbol is known. ex: the written word apple

symbols

■aided - require some type of external assistance (device) ex: real life objects, b&w line drawings
■unaided - require no external device for production. ex: facial expressions, manual signs, natural speech
■combined symbol sets - incorporate use of both aided and unaided

Selection Techniques

Direction Selection-person who relies on AAC indicates the desired item directly from the selection set
Scanning-items in selection are displayed by facilitator or technology in a predetermined configuration

Direct selection

■using finger pointing or touching is most common selection method!
■physical contact
■physical pressure/depression
■pointing (no contact)
■speech recognition

Scanning

◦most commonly used for individuals with motor deficits
◦individual must wait while facilitator/device scans through undesired items before reaching item of choice; then indicates in some way that the desired item has been presented

Types of Scanning

■Automatic scanningg* (scanning is automatic and the student activates the switch to stop the scanning) best matches the ability to wait and activate the switch when the desired item is highlighted.
■Directed scanningg* (scanning moves when student holds down the switch and stops when switch is released) best matches the ability hold, wait and release the switch when the desired item is highlighted.
■Step scanningg* (scanning moves through the display one step at a time for each activation of the switch) best matches the student's ability to reactivate the switch and keep repeating reactivation until desired item is highlighted. This scanning technique is associated with a high fatigue level.

5 types of opportunity barriers

1.Policy
2.Practice
3.Knowledge
4.Skills
5.Attitude

Policy barrier

◦result of legislative or regulatory decisions that govern situations
◦ex: students w/ disabilities cannot be included in general education classrooms

Practice barrier

◦procedures or conventions that have become common in a family, school, or workplace, but aren't actual policies
◦ex: some school districts restrict use of a district funded AAC device outside of school- when no policy exists

Knowledge barrier

◦facilitator or another person has a lack of information
◦ex: lack of knowledge about AAC intervention options

skills barrier

facilitators have difficulty w/ actual implementation of an AAC technique or strategy

attitude barrier

◦attitudes and beliefs held by an individual present a barrier to participation

Assessment models

•Candidacy Model
◦(no longer used/considered best practice!)
◦Many individuals were considered to be "too something" to qualify for AAC services
•Participation Model (recommended model)

Routine Based Interview

1. focus on functionality of our plans
• children and parents need in everyday life
2. identifies family level needs
• needs parents have and the needs that they have
3. provides context for assessment and intervention
4. interview is structured by families routines, times of day
• where they want to see change within the day
• results in a plan that becomes the backbone in home visits and interventions themselves
• plan that drives services that actually work for the family

Every part of AAC intervention should involve?

■ Identification of critical skills for communicative competence from the perspective of relevant listeners
■ Strategic instruction to support the highest level of communicative competence possible

Define and then describe the difference between augmentative communication and alternative communication.

Augmentative-supplementing or augmenting the effectiveness with which individuals communicate through their existing methods of communication
Alternative-AAC system may serve an alternative function in that it becomes the primary and perhaps only means of communication
Difference-for example an individual with ALS may require augmentative in the early stages but in the late stages the individual may rely on AAC as an alternative to unaided communication

Vocabulary Selection for Preliterate Individuals

1. Coverage Vocabulary:vocabulary that is needed to communicate essential messages (selected by analyses of environmental and communication needs)
2. Developmental Vocabulary:vocabulary the person doesn't know yet, selected to encourage language and vocabulary growth to develop

Vocubalry Selection for Literate Individuals

•Can select three different types of messages:
1) time enhancement: messages that have important timing requirements for appropriateness are stored and retrieved in their entirety
2) message acceleration: Acceleration vocab- words/messages that occur frequently and are lengthy so an encoding strategy is used to speed up the rate at which they are communicated
3) fatigue reduction: vocab items that cover a person's communication needs during the portion of the day when their fatigue levels are highest

Vocabulary selection for Nonliterate Individuals

messages are chosen from mainly a functional perspective- to meet daily needs in a variety of environments, but important to include some developmental vocabulary. Focus is more on communication than complex syntax forms.

Understand the differences between fixed and dynamic displays. Why would you likely recommend one vs. the other?

Fixed display (aka static display) With static displays, the overlay of text and/or graphics must be changed manually.
Dynamic display augmentative communication refers to a device or software that displays vocabulary as text and/or graphics on a screen and is able to be changed to another set of text and/or graphics electronically.

Physical Characteristics of Selection Set Displays

-Number of items: most important factor
-size
-spacing and arrangement of items
-orientation of the display (i.e. horizontal, 30-45 degress, 45-90 degrees)

The parent of a child with severe physical limitations who cannot use direct selections wishes to know the difference between directed scanning and automatic scanning. What would you tell the parent?

Directed scanning:the indicator or cursor begins to move when the person activates a switch. Selection is made when the switch is released. This type is useful for people who have difficulty activating switches but who can sustain activation once it occurs and can release the switch accurately.
Automatic Scanning:movement of the indicator or cursor is automatic and continous. The person activates the switch to stop the indicator at the item of choice to make a selection. This type is useful for people who are able to activate a switch accurately but who have difficulty sustaing activation or releasing a switch.

What are the similarities and differences between aided and unaided AAC strategies?

Both aided and unaided AAC strategies facilitate receptive language comprehension for some individuals. Providing visual input appears to promote language, communication and literacy skills. Unaided symbols do not require any additional paraphenalia (e.g. books, boards, computers) and are always available (signs, gestures) but due pose memory constraints whereas aided symbols require the communication partner to provide visual input via objects, pictures, and drawings to name a few. Since aided requires extra paraphenalia, the use of this system of visual input is hampered by logistics

A parent does not want you to implement AAC systems with their child because they are concerned their child will not learn to speak. What is your response?

Evidence suggests that the use of AAC techniques does not inhibit speech production, it acutally facilitates it. Remember, it is easier to speak that communicate on a device.

Who are informants and what do they provide?

Informants are parents/caregivers, teachers, spouses, other professionals, and they can provide fringe vocabulary specific to the individual

4 Phases of Assessment

Phase I:Referral for AAC Assessment-person with CCN or AAC finder initiates referral--also assist with advocay and funding
Phase II: Initial Assessment for Today-
Assess individual's current communication interaction needs and physical, cognitive, language and sensory capabilities
Phase III: Detailed Assessment for Tomorrow- Develop a communication system that will support individuals who use AAC in a variety of specialized environments, beyond the familiar ones
Phase IV: Follow-up Assessment- Maintaining a comprehensive AAC system that meets the changing capabilities and lifestyle of the individual. Assessing as needs/capabilities change

When assessing direct selection techniques what part of the body do you start with first and why?

Assessment of hand and arm control, assessment of head and orofacial control, assessment of leg and foot control
--upper limbs assessed first because the hand potentially provides the most discrete control and has the greatest social acceptance as an alternative access site.

What is feature matching?

Feature Matching. AAC devices are selected based on relationships between an individual's strengths or, as described above, capabilities and communication needs in relation to various features of a device. This procedure, referred to throughout the literature as feature matching, entails determining desired features of an AAC system based on an individual's skills. It is understood that a client's abilities will change over time. Such changes should prompt reconsideration of AAC system features.

List Light's four purposes of communication with of each.

i.Information transfer - to share information -(not predictable) telling about day, what you ate, etc.
ii.social etiquette - to conform to social norms/etiquette (predictable) "please and thank you")
iii.social closeness - to establish, maintain relationships (somewhat predictable) "I love you"
iv.wants and needs - to regulate the behavior of another as means to fulfill wants/needs (predictable) - about 50% of what little kids say is conveying wants and needs

Participation Inventory

the purpose of this is to look at the needs of the individual compared to the requirements of same age peers without disabilities. What is needed to put in place in order to get them to peer level?

Capability Assessment

this type of assessment gathers information about the individual's level of performance in the critical areas of AAC usage (e.g. cognition, language, literacy and fine motor control.) Emphasis on strengths. Typically uses criterion based assessment.

Feature Matching

match users' needs and abilities to features of AAC systems

IASCC

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