1
Q
• Symbol
A
- Something that stands for or represents something else (referent)
- Can be aided, unaided, or combined.
- Meaning is determined by:
- Motivation
- Neurological status
- Developmental age
- Sensory abilities
- Cognitive skills
- Communication/language abilities
- World experience
2
Q
• Iconicity
A
- Any association that an individual forms between a symbol and its referent
- Transparent –> Translucent –>Opaque
- Transparent: exactly as it looks
- Translucent: close
- Opaque: not as you would have though of it
- Is culture-bound, time-bound, and experience-bound
- What did the book say about iconicity and how it assists young children in learning what symbols mean?
- Page 39
- Page 40
- 18 months- not old enough to understand the symbols
- 26 month olds start to get it
- Older children that cannot read- know symbols and understand Wal-Mart, McDonalds, etc.
- Signs- are symbols (baby signs) they see it in context and begin learning it
3
Q
• Factors effecting children’s ability to identify and understand the meanings of symbols that depict abstract linguistic concepts (words other than nouns) -p. 40
A
• Concreteness • Familiarity • Context • Wholeness • Color • Focus What about kids with autism?
4
Q
• Unaided Symbols
A
- Require no external device for production
- Gestures
- Natural speech/vocalizations
- Manual signs
- Everyone Communicates
5
Q
• Gestures
A
- Fine and gross motor body movements, facial expressions, eye behaviors, and postures
- Emblems: Ex. Yes and No
- 4 types:
- Illustrators
- Affect displays
- Regulators
- Adaptors
- Activity – Guess my gesture/emblem
6
Q
• Illustrators
A
- Nonverbal behaviors that accompany speech and illustrate what is being said
- Examples on page 44
- Size of the fish
- Sit here
7
Q
• Affect displays
A
- Facial expressions or body movements that display emotional states
- More subtle than emblems
- May be less intentional
- What are they affect displays you are showing tonight?
8
Q
• Regulators
A
- Nonverbal behaviors that maintain and regulate conversational speaking and listening between two or more people
- May initiate or terminate interactions
- May communicate to speaker to continue, repeat, elaborate, hurry up, etc.
9
Q
• Adaptors
A
- Learned behaviors that a person generally uses more often when he or she is alone.
- 3 categories
- Self – your “tells” (blinking, sighing)
- Object – manipulation of objects (chewing on a pencil, tapping pencil- anxiety)
- Alter – thought to be learned early in life in conjunction with interpersonal experiences
- e.g. make a broad motion and the person next to you pulls away or dog flinches when something brushes them
10
Q
• Vocalizations and Speech
A
- Communicative in nature p. 45
- Involuntary – sneezing, hiccupping, coughing…
- Voluntary – yawning, laughing, crying…
11
Q
• Considering Manual Sign System
A
- Intelligibility – study of signs vs PCS symbols
- PCS symbols are more intelligible by the general population
- The majority of people don’t know sign language
- Iconicity – higher iconicity(transparency) = easier to learn
- Motoric complexity & other considerations – varies considerably, some sign characteristics learned earlier than others, teach signs with similar concepts at different times (eat and drink)
- Couple with speech or AAC techniques – more effective in establishing production and/or comprehension skills that either mode taught singly: Simultaneous or Total Communication
- Do the sign, point to the picture, and make verbalization
- Choosing to use signs does not reduce an individual’s motivation to speak and may in fact enhance it
12
Q
• Reasons for Using Signs (Page 46)
A
- Language input is simplified and the rate of presentation is slowed when manual signs are combined with speech
- Expressive responding is facilitated by reduction in the physical demands and psychological pressure for speech and by the enhancement of the interventionist’s ability to shape gradual approximations and provide physical guidance
- Vocab that is limited yet functional can be taught while maintaining the individual’s attention
- Manual signs allow simplified language input while minimizing auditory short-term memory and processing requirements
- Stimulus processing is facilitated with the use of the visual mode, which has temporal and referential advantages over the speech mode.
- Manual signs have the advantage over speech or symbolic representation because some signs are closer visually to their referents than spoken words are
13
Q
• Types of Manual Sign Systems
A
- 3 main types:
- Alternatives to the spoken language of a particular country
- Parallel spoken language (manually coded English)
- Interact with or supplement another means of transmitting a spoken language (fingerspelling)
- National Sign Languages – American Sign Language (ASL)
- Manually Coded English Sign Systems – Manually Coded English (MCE)
- Contact Sign
- Signed English (children with autism)
- Signing Exact English (more complex)
- Tactile Signing – deaf/blindness
14
Q
• Aided Symbols
A
- Require some type of external assistance for production
- Tangible symbols
- Pictorial symbols
- Orthography & orthographic symbols
15
Q
• Tangible Symbols
A
- Symbols that can be discriminated based on tangible properties
- 2- or 3-dimensional
- Page 50
- 4 Types
- Real objects
- Miniature objects
- Partial objects
- Artificially associated & textured symbols (material for texture)
16
Q
• Pictorial symbols (p. 54)
A
- Photographs
- Line-drawings most common in North America
- Picture Communication Symbols (PCS)
- Widgit
- Pictograms
- Blissymbols
- Other Pictorial Systems –(p. 57)
- Pictographic Communication Resources (PCR)
- Seems to be good for adults with aphasia and acquired communication impairments
- Gus communication
- Adolescents, adults, children
- Pics for PECS
- Adolescents, adults, children
- Symbolstix
- Proloquo to go
- Nova chat is available in PCS and symbolstix- you choose setting
- Imagine
- Minspeak symbols (Semantic compaction)– LAMP
- Visual scenes- Dynavox
17
Q
• Orthography & Orthographic Symbols
A
- Orthography in AAC systems
- Single letters, words, syllables, sequences of commonly combined letters, and phrases or sentences
- Orthographic Symbols
- Braille – tactile symbol system for reading and writing
- Fingerspelling (Visual & Tactile) – represent single letters of the alphabet that can be combined to spell words for which there are no conventional signs
18
Q
• Combined Symbol Systems
Aided & Unaided
A
- Makaton Vocabulary – combines speech, manual signs, and graphic symbols (total communication)
- Evidence supporting use of sign? Page 48
19
Q
• Rate Enhancement Techniques (don’t have to memorize, know the best to help people learn symbols)
A
- Word Codes
- Alpha (letter) word codes (license plates)
- Alphanumeric word codes (comm, comm1, comm2- communicate, communicating, communicated)
- Letter-category word codes (fruit- category F, apple=FA, banana=FB)
- THESE three ^=easy
- Numeric encoding (totally arbitrary 13=hungry, 24=park)
- Morse code
20
Q
• Message Codes
A
- Alpha (letter) encoding (initial letters of salient content letters are used to construct the code OD=open door)
- Alphanumeric encoding (same idea, greetings =G, G1=hey, G2=how are you)
- Numeric encoding (totally arbitrary, coffee=326)
- Iconic encoding (Minspeak= 1 word and you think of all other words that come in that category—e.g. apple- fruit, red, round, health, etc…)
- Color encoding (letters in colored boxes- look at color and letter G1=green 1, purple 4- associated with a letter…like a dial scanner to communicate- see what they are looking at)
21
Q
• Research on Learnability of Word Codes
A
- Group words in a logical pattern
- Alphanumeric
- Alphabetically organized numeric
- Letter-category codes
- Truncation codes may be easier to remember
22
Q
• Research on Learnability of Message Codes
A
- Alpha and salient
* Concrete messages vs abstract ones
23
Q
• Rate Enhancement Techniques, Continued
A
- Letter, Word, and Message Prediction
- Single-letter prediction
- Word-level prediction
- Phrase- or sentence-level prediction
AAC
flashcards
Decks in class (12)
# Cards
