Area assessed:
participation patterns and unmet communication needs;
what it tells us:
the individuals
communication needs that are
unmet participation needs
priorities now and in the future
environmental supports and opportunity barriers:
what it tells us:
supports that ? to ensure that the individual has meaningful ?
exist in environment / opportunities to communicate and the support necessary to be successful
individual’s capabilities:
a profile of strengths that can be?
leveraged and challenges that must be addressed
Basic principles of AAC intervention:
1
2
3
team based
evidence based
adaptable
team based - as the acronym implies, individuals with CCN have ? treatment i most effective when it adopts a?
integrating the skills and expertise from all of the relevant stakeholders including:
the
their
?
complex needs / team based approach
individual who uses AAC
communication partners
practitioners from multiple disciplines
evidence-based: as is true for any specialty area within our discipline, the intervention plan should be made based on the integration of ? - -perspectives and opinions of -the best ?
clinical expertise
individuals with CCN and their families
-available evidence both external and internal
Adaptable: the needs and capabilities of individuals within each group ? and AAC supports must adapt to the changing needs and capabilities:
-children?
adults with degenerative conditions may?
individuals with acquired conditions may ?
change over time
grow, develop, acquire new skills, interact with new people/environments
lose function over time
recover capabilities during recovery
3 components of intervention plan for individuals with CCN;
1. adapt the ?
- adapting ?
- ensuring the environment can ?
- engineering the ?
- ….. the individual to take advantage of ?
adapting?
- adding
- … doorways
- adding
environment
- spaces
- accommodate a person’s AAC equipment so it doesn’t get left behind
- classroom or workspace to accommodate AAC needs of individual
- repositioning/resources in the environment
structures
- mounting equipment
- widening
- ramps
- support ?
some individuals with CCN may use speech as a ? AAC may just be the ? intervention for individuals who rely on AAC is NOT ?
primary means of comm.
AAC or…. it must be AAC and
- treat for ?
for individuals with CCN who cannot use speech to effectively comm. there is an immediacy that needs to be addressed:
what does this person need ?
what can this person ?
AAC for tomorrow:
once those immediate needs are met the team needs to plan for the future:
-.. /…. do we build ?
what does this individual need to
today and tomorrow
- right now to be able to comm. important and immediate goals
- use right now with minimal amount of instruction and practice
- what/how/ skills and abilities that will prepare this individual for even more executive and efficient comm. in the future
- participate fully in their life
ASHA defines communicative competence as: an individual’s ability to ? to a variety of ?
freely express ideas thoughts and feelings/ listeners across contexts
individual competencies: becoming a competent communicator using AAC systems depends on knowledge, judgment and skills in four different domains
linguistic
operational
social
strategic domains
- linguistic competence:
-knowledge of and ability t use ?
-
-
judgment about ?
expressive and receptive language skills in native languages spoken and written by family and community AND language code of AAC system
- orthography
- photos, line drawings, graphic symbols
when, where, and with whom to use each language
picture sets are not ? they do not have ? picture sets are ? which rely on the indivi. ?
language systems/syntax or morphology/symbols/native or primary spoken language
- operational competence: strategies and skills in the ?
- having the ?
- using different ?
- navigating in and between?
- turning ?
we want to support individuals who use AAC to achieve ?
ideally the individual. will spend as little ?
ultimately little ?
technical operation of AAC
- motor movements needed for unaided approaches
- access and selection techniques for aided approaches
- systems to locate specific vocab
- device on and off
-automaticity and fluency
energy/effort/resources as possible operating AAC
conscious thought
- social competence:
using ?
expressing range of ?
interpersonal skills that make the individual ?
we cannot neglect the importance of ? in effective communication
pragmatic skills that support turn taking, initiating, maintaining topics
communicative intents
a valued comm. partner
interpersonal skills
4. strategic competence: the ability to use ? strategies that can be used to overcome -asking for -using ? -using ?
individuals who use AAC may require ? one of our jobs is to determine which strategies will help individuals ? and overcome ?
available skills and strategies to convey messages efficiently an effectively
- linguistic, operational, social limitations
- support in generating message to repair comm. breakdown
- word/phrase prediction to increase efficiency
- pre-recorded messages to explain AAC strategy to unfamiliar person
- different strategies based on their own skills, abilities, age, nature of disability and other factors
- maximize abiltiies/their unique challenges related to comm.
for individuals with CCN, communicative competence is not ?
innate it is learned
Goals:
5 steps for determining goals:
- identify the ?
- decide what ?
- compare what the individual ?
- identify
- set
contexts that are important
skills the individual needs to be effective in those contexts
can do vs. what they need to do
gaps
goal
operationalizing goals: each goal should include - -means of -.. for comm. -criterion for
target skill/strategy
-comm.
context for
-performance
goal 1: .. ,…. and … new AAC strategies and skills
how to measure: take data on> to document tat over time a new skill or strategy is ? , ?, and ?
acquire, generalize and maintain
performance/ acquired, maintained, and generalized
goal 2: improve:
how to measure:
evaluate if there is a noticeable ?
3 forms?
functional communication and increase participation
improvement in individual’s real life during valued activities
Goal attainment scaling
functional communication measures
participation inventories
goal 3: ensure AAC intervention meets the ?
how to measure: use ? if the intervention made a ? if the individual was?. which parts were ? and what could be done too ?
values and preferences of the individual
-consumer satisfaction surveys, questionnaires, or interviews to address opinions of individuals. who received intervention
satisfied overall, liked/not liked, improve outcomes
the importance of communication partners:
to be effective AAC must consider not only the ? but also ?
individual with complex needs but also relevant family members
