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AAC 1
AAc class exam 1
| Question | Answer |
|---|---|
| Three modes of communication | graphic, gestural, verbal |
| Three ways to display symbols | boards, books, wallets |
| Augmentative communication | the use of aids or techniques that supplement existing vocal or verbal communication |
| Alternative communication | communication methods used by a person with no vocal ability. The use of graphic or gestural to replace speech. |
| system | an integrated group of components including symbols, aids, strategies and techniques used by individuals to enhance communication |
| Critical elements of a system | symbols, aid, technique, and strategies |
| Symbol | methods used for visual, and/or tactile representation of conventional concepts |
| Aid | a device, either electronic or non-electronic that is used to transmit or receive messages |
| Strategy | the ways symbols can be conveyed most effectively and efficiently |
| VOCA | voice output communication aid |
| SGD | Speech generating device |
| Technique | the ways that messages can be transmitted |
| Who might benefit from AAC | severe cognitive disabled, autism, stroke, TBI, ALS, Parkinson's, cerebal palsy, tracheostomy, Muscular Dystrophy, M.S. |
| Prevalence | two million Americans are unable to use speech or handwriting to meet comm. needs. 45% of SLP say the regularly serve incividuals with AAC needs |
| Four purposes of communication | 1. expression of wants and needs2. Information transfer3. Social closeness4. Social etiquette |
| Considerations | Chronological age, functionality, interactions, inclusion, social significance, pre-requisite skills, multimodal communication, natural environments |
| Vocal/Verbal communication | use of respiratory, laryngeal and articulatory/resonantory systems to produce messages |
| Graphic communication | use of 2 or 3 dimensional symbols to represent objects/events and related concepts to produce or receive messages |
| Gestural communication | the use of natural gestures and/or sign language, sign system, and finger spelling to produce ro receive messages |
| Symbols are Static or dynamic | Static - stationary unchangingdynamic - moveable/changeable |
| Symbols can be aided or unaided | unaided - needs no external deviceaided - needs an external device |
| Graphic mode symbols can be representational or tangible | representational - 2Dtangible - 3D |
| 6 Types of Representational symbols | Line drawings, photographs, product logos, traditional orthography, lexigrams (arbitrary shapes to represent/research based), Pre-mack type (plastic shapes that are 1/8" thick for research) |
| Four Tangible symbols | Real objects, miniature objects, parts of objects, textured symbols |
| Three Considerations for symbols | Iconicity (guessability), ease of acquisition, generalizability |
| Iconicity | Transparency, Translucency, opaqueness |
| Iconicity and symbol hierarchy | least to most difficult 1. real objects 2. color photographs 3. black and white photos 4. miniature objects 5. line drawings 6.Blissymbols |
| Four levels of gestural communication | 1. mime 2. demonstrative gesturing 3. descriptive gesturing 4. symbolic gesturing (ASL, etc.) |
| Gestural mode and guessability | Concrete, idiosyncratic(once I see it I know it), abstract |
| Advantages and Disadvantages of graphic mode | + symbols are readily identifiable, can be adapted for visually impaired, constant display(object permanence)- large vocabulary is cumbersome, transportation |
| Advantages and Disadvantages of gestural mode | + portable, guessability, unique form- few people understand sign, requires good motor skills, gestures must be recalled |
| Multi-modal communication (3) | 1. simultaneous (2+ modes at the same time)2. mixed mode some vocab in one mode and some in another3. duplicated mode vocab/ideas in two modes |
| Symbol selection | Direct - unassisted or assistedIndirect Selection- 1.Scanning (manual or electronic)2.Directed scanning 3.Morse code |
| Scanning methods | linear-sequential(row by row, left to right), circular(electronic), Row column(down by rows and then over), group-item/ Page-item/Page-group-item, auditory scanning |
| Directed scanning | joystick with cursor in the middle, or activate with switch then release |
| Three scanning methods | 1. step element - hit swtich for every movement of the cursor2. regular/automatic - switch to begin movement then switch to stop movement of cursor3. Inverse - hold switch and then release at desired symbol |
| 5 Types of switches | push switches, pneumatic swithces, leaf switches, P-switches(muscle sensor), infrared |
| Switch mounting systems | SLIM Armstrong, Universal, TASH Arm |
| Rate enhancement | natural speakers - 150-250 words per minuteAAC - less than 15 words per minute |
| Encoding | giving multiple signals that together specifies a message |
| Rate enhancement encoding | 1. word codes2. message codes |
| Five word codes | 1. letter word codes 2. alphanumeric 3. letter category 4. numeric 5. morse code |
| Letter word codes | Truncation - HAMB=hamburgercontraction - HMBGR=hamburger |
| alpha numeric word code | COMM1=commmunicate, COMM2=communication, COMM3=community |
| Letter category word codes | F=fruit, FA=apple, FB=banana |
| numeric encoding word codes | 13=yesterday, 24=hello |
| Morse code word encoding | dots dits and dashes |
| Four message codes | 1.letter encoding 2. number encoding 3.Alphanumeric encoding 4.iconic encoding |
| Letter encoding message codes | Salient- HH=Hello How are you?letter category - GH=Hello, How are you? |
| number encoding message codes | 8=I'm tired |
| alphanumeric encoding message codes | F1=I'd like an apple |
| Iconic encoding message codes(semantic compaction) | What time is it=? + picture of clock |
| Message prediction (5) | 1. letter prediction 2. word prediction 3. word pattern prediction 4. llinguistic prediction 5. Phrase/sentence prediction |
| Advantages of electronic devices | speech production, more sophisticated language, response from seat, do not require listener attention, message storage, electronic averaging(for imprecise movements), levels, dynamic displays |
| Types of Speech output | 1. synthetic speech(based on formants)2. digitized speech (human voice recorded) |
| Visual displays (3) | 1. Light emitting Diode (LED) 2. Liquid crystal display(LCD) 3. Print-out |
| Auditory output | Activation feedback (beeps to allow the learner to know an item has been selected)Message Feedback (provides the learner with info about the message they have created) |
| Amer Ind | highly recognizable hand talk for between tribes |
| Makaton | multimodal graphic speech |
| types of displays | 1.fixed/static 2.dynamic (touch icon for new vocab) 3. hybrid (fixed with a row of dynamic) 4. visual scene(display of an environment) |
| Speech recognition | for those with consistent speech errors computer can interpret and create intelligible output |
| Barriers to getting started | cognitive prerequisites, waiting to know the child will never speak, waiting for extiction of challenging behaviors |
| Cognitive pre-requisites | There are none. Intentionality, imitation, and object permanence are not necessary for AAC use. |
| Candidacy models(historical) | services only to those who will not recover speech, or exhibit cognitive pre-reqs |
| Participation model | initial assessments for today, detailed assessment for tomorrow, follow-up assessments |
| participation model | identify participation patterns and communication needs focusing on functionality |
| ecological/environmental inventory to determine | potential: communicative interactions, commun. intents, vocablulary, modes of commun., vocab/messages for aided stimulation or system for augmenting language (SAL), reinforcers |
| determing petential communicative interactions | id current and potential partners, id current and potential communicative demands and opportunities, id access barriers(inherent), id opportunity barriers. |
| determining potential cpmmunicative intents | id idiosyncratic gestures and or vocalizationsid opportunities for requesting(attention, assist., info, objects/activities)id opportunities for commentingid opportunities for rejecting |
| determining potential vocab | id current vocab, potential vocab, vocab for aided language timulation(SAL) |
| determing modes of communication | which vocab items in vocal mode, which in gestural mode, which in graphic mode, *honor all modes of communication |
| Ecological environmental inventory Process (4 steps) | 1. observe non-disabled person of same age engaged in activity of interest 2. write step by step list of skills required3. assess target ind. against skill inventory to discrim problems4. design intervent. and instruction to teach skills |
| preference assessment | systematic method of identifying those objects/activities that are preferred by a particular learner |
| preferred object | those in which a child will engage when given the opportunity |
| Why do we use systematic preference assessments | to ensure items chosen as reinforcers, distractors and for communications interventions are indeed preferred |
| Steps of a preference assessment | 1. id a potential set of items 2.determine how the learner will indicate preference 3. present the objects 4. evaluate the learner response |
| Ways to determine preference | reaching/pointing/verbalizing, adaptive motor response(switch) 3. gestures, positive facial expression, or vocalizations |
| presenting the objects for preference | learner capabilities determines method... one at a time, 2 at a time, or groups of three or more |
| linear arrangement | after systematic is complete, daily maintain with a linear arrangement |
| opportunity barriers (5) | imposed by someone other than the learner 1. policy 2. practice 3. facilitator knowledge 4. facilitator skill 5. attitude barriers |
| access barriers current communication (3) | assess potential to... 1.use or increase natural speech 2. for environmental adaptations 3. utilize AAC systems/devices |
| sub categories of potential to use AAC sys/device (7) | 1.operational requirements profile 2. constraints profile 3. capability profile 4. motor 5. cognitive/linguistic 6. literacy 7. sensory/perceptual |
| abnormal muscle tone | hypertonic - excessive muscle tonehypotonic - too little muscle toneathetosis - variable muscle tone |
| Galant reflex | muscles shorten on side stimulated by touch along side of spine birth -2 months |
| ATNR | assymetric tonic neck reflex - archer reflex, evoked by turning head -bieth to 6 months |
| STNR | symmetrical tonic neck reflex - either arms flex and legs extend or arms extend and legs flex evoke by head flexion or extension 3-9 months |
| Tonic Labryntine Reflex | evoked by head position - prone body flexes toward ground, or supine body extends and pushes towards ground birth -6 months |
| Supporting reactions | evoked with infant in standing position - extension and inward turn of legs birth - 2 months |
| positioning | process by which body patterns are manipulated to obtain most functional |
| handling | direct contact w/ person to achieve or facilitate movement |
| functional positioning | consider the range of positions a learner may need to communicate from |
| hierarchy of motor assessment for direct selecttion | 1. arm/hand control 2. head and oral facial 3. foot and leg |
| motor assessment for direct selection | interview and observation, and ROM (limit cognitive burden, linguistic burden, & technical aspects |
| considerations | 1. accuracy of target selection(target size) 2. range and number acessed 3. surface angles, textures, keyguards, etc 4. negative impacts |
| switch assessment for scanning typical sequence | 1. hand/finger 2. head 3. feet 4. legs 5. knees |
| criteria for selecting activation site | rpomptable response, discernible behavior, socially appropriate, avoid relexive paterns, not fatiguing |
| components of switch control (6) | 1. ability to wait 2. ability to activate 3. ability to hold 4. ability to release .5 ability to wait again 6. ability to reactivate |
| cognitive assessment purpose | to determine hoe the individual understands the world and match this understanding to the AAC techniques |
| cognitive assessment may assist in planning by assessing | awareness, communicative intent, world knowledge, memory, symbolic representation, metacognition, visual perceptual skill |
| symbol assessment procedure | gather familiar functional items(~10) use functional use format or receptive yes/no labeling format (present 3 items "show me the_________", visual matching, ? answer format, requesting format |
| language assessment | tests can be adapted, but not normed - single word test with PPVT, morphosyntactic and grammar knowledge, print phoneme recognition, phonological processes, word recognition and reading compreh, spelling assess |
| sensory perceptual assessment | vision acuity, visual field magnitude, oculomotor functioning, light sensitivity, color perception, visual stability AND hearing test |
| reinforcement | process by which a behavior is strengethened by its consequence |
| positive reinforcement | process of delivering a stimulus(positive/preferred) contingent on a specific behavior that serves to strengthen that behavior/response |
| negative reinforcement | the process of removing a stimulus (aversive) contingent on a specific behavior/response that serves to strengthen that behavior/response (escape/avoidance paradigm or in AAC a reject response) |
| punishment | a process by which a behavior is weakened by its consequences |
| puinshment I | process of presenting aa stimulus (aversive) contingent upon a specific behavio/response that serves to weaken that behavior/response (slap "no") |
| punishment II | the process of removing a stimulus (positive) contingent on a specific behavior/responsethat serves to weaken that behavior/response (timeout/response cost removing something positive) |
| specificity of symbols | general(want symbol), generic (soda), explicit (pepsi) |
| advantages of general symbols | more teaching opportunity, works in a variety of environments, variety of time |
| disadvantages of generic symbols | doesn't promote independece in the environment, requires several reinforcers |
| advantages of explicit symbols | less burden on the listener, permits application of stimulus control, con be used with a single strong reinforcer |
| disadvantages of explicit symbols | satiation may limit opportunities, limited setting and events to implement teaching opportunities |
| conditional use | contingency ona behavior in a setting |
| types of requests | requests for objects/items, requests for action (assistance or attention) |
| prototypic request sequence | Antecedent-----behavior------consequenceSd-------------R-------------Cdiscrimin Stim-response---consequence |
| discriminitive stimuli for teaching a general request | 1. the availability of preferred items 2. a question such as, "want something" |
| discriminitive stimulus | sets the occasion for reinforcement |
| stimulus control | exists when there is a high probability that aparticular response will occur in the presence of a particular stimulus |
| stimulus discrimination | when a response is consistently reinforced in the presence of one set of stimuli and not the presence of other stimuli |
| stimulus generalization | the tendency of people to perform the same response in the presence of new stimuli that have similar properties, or have been associated with in the past |
| respnse in a general request | vocalization or discrete motor movment |
| consequence in a general request | access to preferred items/activities |
| general request teaching | goal it to chain two behaviors of touching a "want" symbol and reaching for an object |
| response prompts | 1. verbal prompt 2. gestural prompt 3. modeling 4. physical prompt |
| fading of prompts | 1. least to most 2. most to least 3. graduated guidance 4. time delay a. progressive b. constant |
| fading prompts least to most | 1.natural cue 2. expectant delay 3. verbal 4. gestural 5. repeat model 6. physical guidance |
| choosing a method of fading depends on | child characteristics, task characteristics, environment, staff |
| graduated guidance | gradually fading the amount/manner of physical assistance |
| stimulus building | gradually altering the configuration of a stimulus by adding elements until a new stimulus is formed (increasing symbol size) |
| stimulus fading | gradually altering the configuration of a stimulus by eliminating elements until a new stimulus is formed (size, color, graphic) |
| distracter | a symbol that the learner should refrain from selecting |
| adding distracters | initially maximally discriminable, randomize position, randomize teaching opportunities |
| symbol size | consider visual acuity and motoric abilities |
| position bias | selection of a symbol based on position rather that the effect of its selection |
| eliminating position bias | randomize position, put correct choices on non-preffered side, increase prompts, use delay after incorrect response |
| three types of explicit requests | 1. teaching to select a single symbol to request a specific item 2. chaining ("want + symbol) 3. teaching object albels prior to teaching the request |
| why do we teach requesting attention | to get attention, to recruit listeners, replace challenging behaviors |
| requesting attention | establish a means to request attention, one person positions themself behind learner to watch for opportunities, person prompts learner to activate, learner is reinforced by obtaining attention |
| functional equivalence | 2 responses that serve the same function |
| response effort | cognitive or physical effort to produce a response |
| immediacy of response | how quick reinforcement is delivered |
| rate of reinforcement | number of respnses emitted to recieve reinforcement |
| quality of reinforcement | how preferred a consequence appears to be |
| conditional use | emitting a desired response under one class of stimuli and refraining from response under a different set of stimuli |
| stimulus class | refers to stimuli that exert similar control over a given class of objects |
| response class | refers to all behavior that are effective under a given set of stimulus conditions |
| Types of conditional use | 1.setting specific 2. person specific 3. task specific 4. frequency of access (consuming a approriate amount)or requesting object within reach 5. ecological (snack st home v. at school) |
| extinction burst | a temporary increase in a frequency of a behavior following the implementation of extinction |
| General case instruction | 1. id insturcitonal universe 2. id + and - exemplars 3. sequence and teach selected examples 4. test for generalization with probe |
| match to sample | selecting a choice that matches a displayed sample(referent in the environment) |
| match to sample skills | simple discrimination or conditional discrimination |
| simple discrimination | occurs when responses occur in the presence of one stimulus but not the others |
| teaching simple discrimination | present learner with array of choices 2. randomize the positions 3. introduce a sample that bears a resemblance to one of the choices 4. use instructional prompts 5. fade instructional prompts |
| levels of matching | identical or non-identical |
| cross modal matching | pair a graphic symbol with verbal sample or utilze a time delay (present verbal-wait-present graphic and verbal again) |
| if learners are having difficulty learning match-to sample skills | back up and reintroduce simple discrim. |
| reflexivity | learning to learn i.e. the third item takes less time to learn than the first |
| Stages of learning | 1.acquisition 2. fluency (fading prompts 3. maintainance (skill over time without instruction) 4. generalization |
| scheduling intervention (3) | 1. massed trial format 2. distributed trial format 3. spaced trial format |
| massed trial format | block of opportunities at one time |
| distributed trial format | intervention opportunities separate programs are implemented between successive trials of first program |
| spaced trial format | involves a pause between successive intervention opportunities |
Created by:
RTB
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