aac 12

Question 1

Implementing Effective Instructional Techniques to Teach Key Skills

Most effective instruction combines ______ and ____

Answer 1

direct instruction in key skills

numerous opportunities to apply them

Question 2

Direct Instruction

1. Instructor ____ target skill
2. Instructor provides _____, including prompts
3. Learner does the skill during ______
4. Instructor provides corrective _____ throughout

Answer 2

~models

~guided practice

~independent practice

~feedback

Question 3

Providing Adaptations for Individuals with CCN

• -To Accommodate Speech Impairments – Accept/Encourage/Teach alternative responses like ______
• -To Accommodate Motor Impairments – May require alternative access to content like _____
• -To Accommodate Sensory/Perceptual Impairments – See slide: AT for Reading

Answer 3

–manual signs, approximations, AAC symbols, letters, words

–eye pointing, scanning, partner-assisted scanning

Question 4

AT for Vision

• -Increase ____/higher contrast
• -_____/magnify
• -Add ______
• -Use _____/output

Answer 4

~lighting

~Enlarge

~sound or speech

~tactile labels

Question 5

AT for Hearing

1
2
3
4

Answer 5

~Clear visual display
~Volume control
~Vibration alert
~Visual signal

Question 6

Building Positive Rapport and Ensuring Student Motivation

• -The support and encouragement of adults who believed in their ability to learn was fundamental to their successful acquisition of ____
• -Believe the student can be ____ and communicate that to them.
• -Incorporate the person’s interests into the ____

Answer 6

~reading and writing skills

~successful

~literacy activities

Question 7

Monitoring Effectiveness of Intervention

• -Assess to determine ___, if instructional techniques are working, and where to go from here
• -Page 328, Table 12.4 shows potential causes of and solutions for instructional difficulties while teaching literacy skills

Answer 7

progress

Question 8

Intervention to Teach Basic Reading Skills

-Target in Order:

1. ____ and letter-sound correspondences
2. Decoding and ____, and application of these skills
3. Independent reading of simple texts and ___

Answer 8

1. Phonological awareness skills
2. sight word recognition skills
3. reading comprehension skills

Question 9

Phonological Awareness Skills

• -Individual’s understanding and awareness of the ___ of language
  1. ___
  2. ___ words into component sounds
  3. ___ sounds to form words
  4. Determining _____ in words
• -Individual’s with CCN CAN acquire ____
• -Most individuals with severe speech impairments do have deficits in these skills

Answer 9

–sound structure

1. Rhyming
2. Segmenting
3. Blending
4. beginning, middle, or final sounds

phonological awareness skills

Question 10

Instruction in Sound Blending

• -Instructor says a word ___, extending each phoneme for 1-2 seconds
• -Learner ____ the sounds in his or her head
• -Determines ____
• -Responds by ___________

Answer 10

–slowly

– blends

–target word

–signing, speech approximation, or selecting an AAC symbol

Question 11

Instruction in Phoneme Segmentation

~If a learner has already acquired letter-sound correspondences:

1. Instructor says the word ____
2. Learner listens then ___ out the target sound
3. Selects the letter that represents it from a _____

Answer 11

1. out loud
2. segments
3. keyboard or array of letters

Question 12

Instruction in Phoneme Segmentation

~If learner has not yet acquired letter-sound correspondences

1. Instructor presents an array of AAC symbols all starting with ____
2. Instructor says the ___ of one of the symbols
3. The learner ___ the initial sound of each of the symbols subvocally or “in his/her head”
4. Learner selects symbol whose _____

Answer 12

1. different sounds
2. initial sound
3. segments
4. initial sound matches the target

Question 13

Adapted Sound Blending Activity

~Some learners may benefit from the use of printed letters as visual supports

1. Instructor points to each letter in a ____ and says its sound ____, extending each phoneme for 1-2 seconds
2. Learner ____ the sounds and indicates the target word

Answer 13

1. sequence
   slowly
2. blends

Question 14

Letter-Sound Correspondences

1. Instructor says a _____
2. Learner selects the ____ corresponding to this ____ from an array of letters/keyboard
3. Individuals of various ages who have a wide range of disabilities and rely on various types of AAC can successfully acquire ___
4. Length of time required to acquire letter sounds ___
5. Learners may benefit from introducing the sounds _____

Answer 14

1. phoneme or sound
2. letter, sound
3. letter-sound correspondences
4. varies
5. incrementally (one at a time)

Question 15

Letter-Sound Correspondences

1. May teach in the following order:
   a m t p o n c d u s g h I f b l e r w k x v y z j q
2. ___ are taught first
3. Letters and sounds that occur more frequently in _____ are taught first
4. Letters and sounds that are similar ____ are separated in the instructional sequence
5. ____ are taught before ____
6. Single letter-sound correspondences are taught before _____
7. May focus only on the ____ and not their names initially

Answer 15

2. Lowercase
3. children’s books
4. visually and/or aurally
5. Short vowels
   long vowels
6. consonant clusters
7. letter sounds

Question 16

Decoding Skills

1. Once an individual has acquired ____ and knows ___, he/she has the skills to learn to decode written words
2. Curriculum that incorporates _____ has shown to be more effective than the traditional sight word approach
3. To decode:
   a. Learner “looks” at the letters in a sequence
   b. Recalls the ___ of each letter
   c. ____(may be subvocally)
   d. Determines ____(indicates via sign, vocalization, selecting a symbol)

Answer 16

1. sound-blending skills and knows some letter-sound correspondences
2. phonological awareness and decoding
3. a. sequence

3 b. sound

3c. Blends them together
3d. target word

Question 17

Sight Word Recognition Skills

1. Pair instruction of ____ with ____ and decoding instruction
2. Use ______ to teach sight words, include prompting, prompt fading, and repeated opportunities to practice
3. Individual learns to match the _____ to a ______ when possible (exceptions: the, there, etc. teach in direct association with spoken word)

Answer 17

1. sight words, phonological awareness
2. direct instruction
3. target written word,
   picture, photo, or other AAC symbol

Question 18

Application of Decoding and Sight Word Recognition Skills During Shared Reading

1. **As soon as the individual knows a few words in ____, he/she should have the opportunity to apply his/her skills during ____
2. Literate partner ___ and ____
3. Learner may use _____

Answer 18

1. isolation
   book reading
2. reads story and pauses on target words
3. speech approximation, sign, or symbol

Question 19

Reading and Understanding Simple Sentences and Stories

1. Once an individual can reliably and fluently decode and/or recognize by sight a range of words, they can start ____
2. Requires learner to:
   a. Track through the words from left to right
   b. ____ each word in the sentence
   c. Recall the ___ of each word
   d. Process the words together to ____
3. Must also be able to relate information to ____
4. Start with understanding basic literal comprehension skills then move towards teaching ___

Answer 19

1. reading sentences and stories independently.

2a. Track
2b. Decode/recognize by “sight”
2c. meaning
2d. derive the meaning

3. prior knowledge
4. inferential skills

Question 20

Teaching to Read and Understand Simple Sentences

1. Instructor presents 3 or more photos, pics, or illustrations from a story. The pictures include one that ____
2. Learner reads the sentence ____
3. Learner selects the picture that represents its ____

Answer 20

1. illustrates the meaning of the written sentence, and the others are foils.
2. independently
3. complete meaning

Question 21

Interventions to Teach Basic Writing Skills

1. **This process is more complicated than ____
2. Intervention requires:
   a. Access to appropriate ____
   b. Appropriate and effective ___

Answer 21

1. learning to read
   2a. “writing” tools
   2b. instruction

Question 22

Access to Writing Tools

~Pencils and markers with ____
~___ access
~Letter cards/word wall/word bank (Literacy Suites)

Answer 22

~adaptations

~Keyboard

Question 23

Instruction and Opportunities to Use Basic Writing Skills

1. Instruction should include:
   a. **____
   b. Numerous opportunities to ___
2. Once students have acquired phoneme segmentation skills and know some letter-sound correspondences, instruction can include:
   A. Instructor _____ encoding by saying a word slowly aloud, extending each sound, and selecting the letters for each sound as it is said
   B. Instructor provides ____: says word while student selects each letter as they correspond
   C. Instructor gradually ____
   D. Student develops ___
   E. Instructor provides ___ as appropriate

Answer 23

1a. Direct instruction
1b. apply skills

2A. models single-word
2B. guided practice
2C. fades oral scaffolding support
2D. competence with practice
2E.  feedback

Question 24

Employ Techniques that Reduce Some of the Demands on the Learner

1. Read books with ____ and have students use the repeated lines to create their own stories:
   ~Red pig, red pig, what do you see?
2. Use ____ as a basis for writing, use prompts for beginning, middle, end (color coded, tangible)
3. Provide students with ___
   ~Word bank/wall
4. ____ wherein instructor and student co-construct the story
   ~Word Prediction?

Answer 24

1. repeated lines
2. highly motivating photos
3. words
4. Shared writing

Question 25

Teaching Advanced Literacy Skills **Focus changes from ____ to _____

Answer 25

learning to read/write | reading and writing to learn

Question 26

Building Fluency in Basic Reading Skills 1. Repeated readings of texts at _____ 2. Reading along with ____(Read2Go) 3. Paired readings, read with ___

Answer 26

1. independent reading level 2. audio recordings/highlighting 3. a partner

Question 27

Building More Advanced Language Skills 1. ___ to/with learners 2. Teach specific ____, ____, or genres as required

Answer 27

1. Reading books 2. vocabulary sentence structures

Question 28

Developing World Knowledge and Domain-Specific Knowledge ~______ ~Audiobooks, multimedia presentations, screen readers Go on field trips! (Sonic, road signs)

Answer 28

Read a wide range of books

Question 29

Benefit from Instruction in Reading Comprehension Strategies Page 343, Table 12.6 shows strategies to support reading comprehension and adaptations for students with CCN Page 344 lists model to teach reading comprehension strategies

Answer 29

ehhh...

Question 30

Building Knowledge and Skills in Writing Conventions 1. Need to develop skills in: A. ____ – benefit from explicit instruction and auditory feedback B. ___ conventions ~~_____ ~~_____ ~~_____ ``` C. ___ with writing conventions ~~____ skills ~~____ ~~____ ~~____ ```

Answer 30

A. Spelling B. Writing ~Capitalization ~Punctuation ~Paragraphing ``` C. Fluency ~Spelling ~Punctuation ~Handwriting ~Keyboarding ```

Question 31

Learning to Use Writing Strategies 1. Use ____ strategies – provide the multistep procedures to support each stage of the writing process 2. Use ____ – involves the development of “instructional arrangements whereby students work together to plan, draft,” and revise

Answer 31

1. writing | 2. collaborative writing

Question 32

PLAN, WRITE, EDIT Pay attention to the writing prompt List main ideas Add supporting ideas Number your ideas ``` Work from your plan/develop thesis Remember your goals Include transition words for paragraphs Try to use different kinds of sentences Exciting, interesting $10,000 word ``` Enter your first draft Do a spell check Interrogate yourself about capitals, punctuation, etc. Type in corrections/spell checker

Answer 32

blah blah blah

Question 33

Interventions 1. Provision of __ (SGD, graphic organizers, storyboards, software) 2. Explicit instruction in ___ strategies 3. _____ by the instructor and the peer 4. ___ 5. Written support provided by ___

Answer 33

1. AT 2. writing 3. Modeling of writing 4. Prompting 5. peer scaffolding

Question 34

Building Writing Skills for Social Purposes 1. Texting and social networking allows communication at a person’s ____ 2. May need to learn the “lingo” – lol

Answer 34

1. own rate and does not involve speech

Question 35

AT to Support Literacy 1. For communication ~~Support ___ (conventional, emergent writing), ____ (texting, emailing), and ____ (choosing topics, talking about books, answering & asking questions, summarizing stories, expressing opinions) 2. For instruction ~~For delivery of _____

Answer 35

1. written telecommunication face-to-face communication 2. computer assisted instruction/supports

Question 36

AT to Support Literacy 1. To provide support for reading and writing difficulties ~___ checkers ~Onscreen ___ ~Word prediction ~Software with ____ (and the above supports) ~Accessible Instructional Materials (AIM) --Font, TTS, definitions, links, electronic coaching

Answer 36

Spell dictionaries graphic organizers

Question 37

5 Key Components to Effective Literacy Intervention 1. Providing ___ for literacy instruction 2. Targeting appropriate skills known to improve _____ outcomes 3. Using proven, effective ____ 4. Providing appropriate instructional ____ 5. Building positive rapport and ensuring ____

Answer 37

1. sufficient time 2. literacy 3. instructional techniques 4. adaptations and supports 5. student motivation