ASD/AAC > Exam 3 > Flashcards

Exam 3 Flashcards

(60 cards)

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1
Q

Advantages of visual signs? (3)

A
  • Portable
  • Iconic
  • Visual
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2
Q

What is the goal of enhanced input?

A

for the partner to model the use of the device

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3
Q

Limitations of manual signs? (3)

A
  • Partner must know sign language
  • most research is on vocabulary growth, not functional communication
  • may be limited by motor control
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4
Q

Computerized devices with graphic symbols that produce synthetic or digitized speech

A

Speech generating devices

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5
Q

Advantages of speech generating devices (SGDs) (3)

A
  • “Portable”
  • Understood by communication partners
  • Visual
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6
Q

Limitations of speech generating devices? (1)

A

expensive

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7
Q

“Aided picture based augmentative system designed for individuals who are nonverbal or have limited verbal abilities”

Systematically implemented intervention to increase requests, initiations, and comments

Who: Individuals who have limited functional communication and/or expressive language

A

Picture exchange communication system (PECs)

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8
Q

Administrator of PECs

A

clinician, teacher, or parent

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9
Q

environment for PECs

A

school, clinic, home

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10
Q

Phase 1 of PECS

A

teaching student to request a desired object. Requires two teachers. Done at a table

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11
Q

Phase 2 of PECS

A

student required to request desired objects from a distance with multiple communication partners

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12
Q

Phase 3 of PECs

A

student learns to request desired object by selecting picture from an array of pictures

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13
Q

PECS stage 4

A

Student learns to request desired objects using complete sentences

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14
Q

PECS stage 5

A

Student learns to answer questions using PECS icons, pictures, and words

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15
Q

PECS stage 6

A

Students learn to use PECS system to make comments

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16
Q

Strengths of graphic communication systems

A
  • visual
  • static symbols
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17
Q

Examples of expressive graphic communication systems (4)

A
  • communication book
  • communication cards
  • communication wallet
  • communication board
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18
Q

4 different types of communicative competencies

A
  • linguistic
  • operational
  • social
  • strategic
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19
Q

4 Reasons for communicating

A
  • Express wants and needs
  • Information transfer
  • social closeness
  • social etiquette
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20
Q

Communication rate can depend on what four things

A
  • access method
  • prediction
  • coding
  • communicative competence
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21
Q

symbols used on boardmaker

A

PCS (Picture communication symbols)

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22
Q
  • used on iPad tap to talk
  • some dynavox
A

Widget symbols

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23
Q
  • created as an international symbol system
  • black background white symbols to decrease figure foreground discrimination
A

Pictograms

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24
Q
  • developed as an international symbol system
  • not widely used
  • 100-200 symbols combined to form words
  • has syntax
A

Blissymbols

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25
used on Proloquo2go
symbolstix
26
Developmental populations who use AAC (4)
* severe intellectual disability * cerebral palsy * ASD * developmental apraxia of speech
27
Aquired populations using AAC (6)
* Amyotrophic Lateral Sclerosis (ALS) * Multiple Sclerosis (MS) * Guillian-Barre Syndrome * Parkinson's Disease * TBI * Stroke
28
True or False Almost all strokes that occur in the brainstem require AAC
True
29
AAC Assessment must determine (5)
1. Current communication abilities 2. Current and future communication needs 3. Most appropriate AAC techniques 4. Most appropriate interventions 5. How long to evaluate outcomes
30
Phase 1 of AAC assessment
Referral for AAC assessment
31
Phase 2 of AAC Assessment (7)
* Initial assessment and intervention for today by evaluating * current communication needs * current physical abilities * cognitive capabilities * language skills * sensory abilities * Goal: appropriate support and itnervention begin as soon as possible after evaluation
32
Tools to assess current communication in adults (2)
* functional assessment of communication skills (ASHA FACS) * Quality of Communication Life Scale (ASHA QCL)
33
Tools to assess current communication skills in children (2)
* Communication Matrix * SCERTS model, assessment forms
34
Phase 3 of AAC Assessment (4)
* detailed assessment for tomorrow * goal: develop a communication system that will support the individual in a variety of environments beyond those that are familiar * involve current and future communication partners * assess current participation patterns
35
barriers that limit participation that are official rules- written down
policy barriers
36
Barriers to participation that are assumed to be rules but aren't actually official policies, just the way things have been done
Practice barriers
37
barriers to participation due to a lack of information/awareness about AAC
Knowledge barriers
38
barriers in participation due to a lack of confidence/ability in implementing the possessed AAC knowledge
skill barriers
39
barrier to participation due to not wanting to work with individuals with disabilities
attitude barriers
40
Phase 4 of AAC Assessment (5)
* follow-up * evaluate * the function of the communication system * needs of new communication partners * individual's capabilities
41
Assessment Domains in AAC (5)
* Motor capabilities * Cognitive/Linguistic capabilities * Literacy skills * Sensory/perceputal skills * Positioning and Seating
42
* Person who relies on non-symbolic communication * learning symbols * simple communication systems
Beginning Communicators
43
* Goals: * create communication opportunities * establish cause-effect relationship * teach attention teaching signals * teach accept/reject signals * Strategies: * adapted toys * talking switches * scripted/predictable routines
Beginning Communicators
44
organizing symbols according to spoken word order
semantic-syntactic grid
45
organize symbols by categories, at least 6-7 year age level
Taxonomic grid
46
organize by activities, routines, events, etc.
activity grid
47
uses both activity and taxonomic organization, one vocabulary word may be in several places
PODD
48
modeling strategy: point to the vocabulary during conversation; provide speech combined with symbol
aided language stimulation
49
modeling strategy: aided language stimulation with an SGD
system for augmenting language (SAL)
50
modeling strategy: point to referent, then combine symbol and speech
aided language modeling
51
3 AAC intervention strategies
* explicit instruction * incidental teaching * conversational coaching
52
Intervention for Acquired Physical Conditions: ALS, MS, Parkinson's Early Phase (2)
* monitor natural speech * gather current vocabulary, communication environment
53
Acquired Physical Conditions: ALS, MS, Parkinson's Middle Phase (2)
* assess participation restrictions and communication needs * recommend and implement AAC if necessary
54
Acquired Physical Conditions: ALS, MS, Parkinson's Late Phase (2)
* Continued use of AAC systems * continual evaluation of changing abilities
55
Acquired Physical Conditions: Stroke (not Aphasia) and Guillian-Barre early phase (2)
* Evaluate communication abilities * implement low-tech AAC and partner assisted AAC
56
Acquired Physical Conditions: stroke (not aphasia), Guillian-Barre Middle Phase (2)
* evaluate need for continual AAC use * If needed, implement high-tech AAC
57
Acquired Physical Conditions: Storke (not aphasia), Guillian Barre Late Phase (1)
* focus goals on social and strategic competence
58
TBI Early stage (2)
* Increase consistent responses * shape responses to meaningful communication
59
TBI Middle Stage (2)
* Speech users: support memory and attention * Non-speech users: messages for wants, needs, information sharing
60
TBI Late Stage (2)
* Assess need for continued AAC support * most retain the ability to read and write
ASD/AAC
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