Developmental Disabilities
- Cerebral Palsy
- Intellectual Disability
- Autism Spectrum Disorder
- Deaf-Blindness
- Childhood Apraxia of Speech
CP Characteristics
- Difficulty with motor skills (varies)
- Spastic CP – Most common; hypertonia; diplegia, hemiplegia, or quadriplegia
- Dyskinetic - involuntary movements, changes in muscle tone
- Dystonic CP – rigid posturing of neck/trunk
- Athetoid CP – abrupt involuntary movements of extremities
- Ataxic CP – either inc or dec muscle tone, wide-based, unsteady gait when walking
- Mixed CP -
CP Characteristics
_____ have artic disorders/ poor intelligibility
- ______ issues restrict access to language
- Speech issues related to ____________ due to muscular weakness
- _________ varies
- Other communication characteristics may be related to…
38%
- Motor
- poor respiratory control
- Dysarthria
- ID, hearing impairment, and/or learned helplessness
3 Issues Regarding AAC
- Use of the team approach
- Need for balanced interventions
- Need to plan ahead for adulthood
- Team Approach
-Number of ______ may be needed.
(Familiar with _____ and _____)
(Familiar with wide range of _______-
Team Members may include (not limited to):
disciplines
(seating and positioning)
(communication options)
OTs PTs SLPs Opthamologists Orthotic specialists Rehabilitation engineers
- Balanced Approach to Intervention
Balance AAC needs with…
1.
2.
3.
Selection of _______ communication systems
natural abilities
- Motor development training
- Speech therapy
- Academic instruction
multimodal
- Plan for Adulthood
____ of adults with CP are typically employed
DRS?
Some options:
1.
2.
3.
29%
- Continue schooling
- Employment
- Volunteering
Intellectual Disability Characteristics
Difficulty _____, ______, _____ and _____ successfully in the community
living, working, recreating, and learning
3 Issues Regarding AAC***
- Opportunity Barriers
- Problem Behaviors
- Diversity of needs within the population
- Opportunity Barriers
- Often live, work, and recreate in _________ environments
- Tx is conducted in ________ settings (generalization difficulties)
- Limited _____ and ________ affect vocabulary selections
segregated
highly structured
environments and communication partners
- Problem Behavior
- Behavior IS _______
- Causes of problem behavior:
-Need behavior supports:
1.
2.
3.
Communication
lack of preferred and functional places to go, people to be with, things to do, and ways to communicate
- Visual schedules
- Contingency maps
- Rule scripts
- Diversity of the Population
Those with significant problems with spoken communication
Some will develop speech/language skills slowly and others may never develop them
Must find the balance between _______ and ______
natural-ability intervention and AAC intervention
Autism Spectrum Disorder
Encompasses a wide range of _________
Focused educational and related intervention from an ______ can make a real difference
social communication impairments
early age
ASD Characteristics
40% of children with an ASD do not develop speech
25%-30% will have some skills and then lose them
Most have a number of verbal and nonverbal impairments of social interaction
Most have receptive and/or expressive language impairments
Most have excellent visuospatial and visual-memory skills
ASD Characteristics
Underlying _______ and ______ processing issues that affect social and communication interventions
____ of individuals with ASD also have an ID
developmental and cognitive
41%
3 Issues Regarding AAC*
- Early intervention
- Need for AAC interventions to be situated in social contexts
- Use of speech-generating devices (SGDs)
- Early intervention
- Start ____!
- Intensive instructional programming AT LEAST up to age ____for a MINIMUM of _____ on a _______ basis
- May be one-on-one or small group
- Goal-directed, EBP, individualized
early!
8
25 hours per week
year round
- AAC Interventions in Social Contexts
- AAC intervention should emphasize the ______aspects of communication
- Teach in the context of _________ related to functional activities in daily life
- Start on their level and build skills in natural ____________
- _______ distribution of skills
=Gear towards the person’s _____ and _____ abilities rather than their object abilities
pragmatic
naturally occurring routines
developmental progression
uneven
social and linguistic
- SGDs
- Used to teach _____ and ____ skills
Pros:
- Combines…
- The availability of_____ speech output
- The ability to program ____ in addition to single words and phrases
communication and literacy
attention getting with the communicative act itself
high quality
whole messages
Deaf-Blindness
- _____ degrees
- Can be _____ or ______
- Big differences in ______, _____ and ______ between individuals in each of those groups
- Much more difficult to understand an individual with a _______ impairment
varying
congenital or acquired
cognition, activities of daily living, and social interactions
congenital
3 Issues Regarding AAC
- Timing of the ________ (congenital vs acquired)
- Important role played by _________
- Need for _____ instruction
dual sensory impairment
intervenors
systematic
- Congenital or Acquired
- Timing and severity affects the development of communication abilities
- Those with acquired impairments may use the following to communicate:
Speech
Speech reading
Tactile fingerspelling
One or two-handed tactile sign language
Adapted national sign language
Electronic aids
- Congenital or Acquired, Cont.
Those with congenital impairments may use the following to communicate:
Some speech (23.9%)
Adapted or manually coded sign
Idiosyncratic signs, gestures, behaviors
Tangible symbols
Communication boards or books w/line drawings
- Role of Intervener
Receive specialized training
Roles:
Facilitate access to environmental information
Facilitate the development and use of receptive and expressive communication skills
Develop and maintain a trusting, interactive relationship that can promote social and emotional well-being
