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CD 5672 Week 1

CD 5672 Week 1. Augmentative and Alternative Communication Processes Summary of Chapters 1 through 8 In Beukelman, , & Miranda, (2005). Augmentative and alternative communication: Supporting children & adults with complex communication needs (3rd Ed.) Baltimore, MD: Brookes Publishing. .

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CD 5672 Week 1

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  1. CD 5672Week 1 Augmentative and Alternative Communication Processes Summary of Chapters 1 through 8 In Beukelman, , & Miranda, (2005). Augmentative and alternative communication: Supporting children & adults with complex communication needs (3rd Ed.) Baltimore, MD: Brookes Publishing.

  2. Approximately 3.5 million Americans (or 1.3% of the population) are unable to speak or demonstrate severe communication impairments. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ PREVALENCE FIGURES

  3. Individuals with Severe Communication Disorders - Individuals with severe communication disorders are those who may benefit from AAC - those for whom gestural, speech, and/or written communication is permanently inadequate to meet all of their communication needs. Augmentative and Alternative Communication – Augmentative and alternative communication is a system with four primary components: symbols, aids, strategies, and techniques. AAC System - An AAC system involves the use of multiple,integrated components or modes for communication (gestural, spoken, and/or written). Symbol – A symbol is a visual, auditory and/or tactile representation of conventional concepts. Aid – Aid refers to a device either electronic or non-electronic used to transmit or receive messages. Technique – Technique refers to the ways in that messages can be transmitted. Strategy – Strategies refer to the ways in which messages can be conveyed most effectively and efficiently. Multimodal System - An approach which utilizes the individual's full communication capabilities, including any residual speech or vocalization, gestures, signs, and aided communication. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ BASIC TERMINOLOGY

  4. Congenital - The most common congenital causes of severe communication disorders include intellectual disability, autism, developmental apraxia of speech, and cerebral palsy. Acquired - The most common acquired causes of severe communication disorders include amyotrophic lateral sclerosis, multiple sclerosis, traumatic brain injury, stroke, and spinal cord injury. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ ETIOLOGY OF SEVERE COMMUNICATION DISORDERS

  5. Communication of Wants/Needs - The goal of expressing one’s needs and wants is to regulate the behavior of the listener toward an action-oriented response. Information Transfer - The goal of information transfer involves messages that are much more complex and difficult to convey because the goal is to share information rather than to regulate behavior. Social Closeness - The goal of social closeness relates to establishing, maintaining, or developing personal relationships. Social Etiquette - The goal of social etiquette is to conform to social conventions of politeness through interactions that are often brief and contain predictable vocabulary. Self Communication - The goal of self communication is to communicate with one’s self or conduct an internal dialogue. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ PURPOSES OF COMMUNICATION INTERACTIONS

  6. Linguistic Competence - Linguistic competence refers to the receptive and expressive language skills of one’s native language(s). Operational Competence - Operational competence refers to the technical skills needed to operate the AAC system accurately and efficiently. Social Competence - Social competence refers to skills of social interaction such as initiating, maintaining, developing, and terminating communication interactions. Strategic Competence - Strategic competence refers to the compensatory strategies that people who rely on AAC use to deal with functional limitations associated with AAC use. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ COMPETENCIES FOR AAC USERS

  7. Chapter 2 Message Management Vocabulary, Small Talk, and Storytelling

  8. Lack of Experience with of AAC Facilitators Differences in Age, Gender, and Social Role Message Needs and Preferences Environments Type of Disability Differing Life Experiences Changes in Technology __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ FACTORS THAT INFLUENCE AAC MESSAGE SELECTION

  9. Greetings Small Talk Storytelling Procedural Descriptions Content-Specific Conversations Wrap-up Remarks and Farewell Statements __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ THE MESSAGES OF CONVERSATION

  10. Spoken and Written Communication School Talk and Home Talk Age Variables Gender Variables __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ VOCABULARY NEEDS FOR DIFFERENT COMMUNICATION MODES AND CONTEXTS

  11. We must consider the vocabulary needs of three types of individuals: 1) preliterate 2) nonliterate 3) literate __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ VOCABULARY NEEDS OF PEOPLE WITH DIFFERENT COMMUNICATION CAPABILITIES

  12. Timing Enhancement - Some messages require careful timing in order to be appropriate and may be lost if they are not communicated quickly. Message Acceleration - Words or messages that occur so frequently and are so lengthy that the use of an encoding strategy to retrieve them results in substantial keystroke savings for the AAC user. Fatigue Reduction - Words and phrases that compose the acceleration vocabulary are the same as those that are encoded to reduce fatigue. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ VOCABULARY SELECTION FOR LITERATE INDIVIDUALS

  13. Core Vocabulary - Core vocabulary refers to words and messages that are commonly used by a variety of individuals and occur very frequently. Vocabulary-Use Patterns of AAC Users - Core vocabulary lists can be constructed by looking at the performance of individuals who are operationally and socially competent with their AAC systems. Vocabulary-Use Patterns of a Specific AAC User - Individualized word lists, which are word lists compiled from the past performance of the specific individual for whom an AAC system is being developed, are more efficient vocabulary sources than composite lists. Vocabulary-Use Patterns of Typically Developing Speakers or Writers - These composite lists provide a rich source of core vocabulary information and can be useful when developing vocabulary lists for specific AAC users. Fringe Vocabulary - Fringe vocabulary refers to vocabulary words and messages that are specific or unique to the individual AAC user. Informants - The most obvious informants are spouses, parents, siblings, teachers, and other caregivers. Informants such as employers, co-workers, peers, and friends often offer valuable vocabulary suggestions as well. Environmental or Ecological Inventories - Environmental or ecological inventory processes can be used to document how the individual participate in and observes various activities. Communication Diaries and Checklists - Vocabulary diaries are records of the words or phrases needed by an AAC user in a variety of contexts. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ VOCABULARY RESOURCES

  14. Chapter 3 Symbols and Rate Enhancement

  15. A symbol is something that stands for or represents something else. This something else is termed its referent. Transparent symbols are those in which the shape, motion, or function of the referent is depicted to such an extent that meaning of the symbol can be readily guessed in the absence of the referent. Opaque symbols are those in which in which no [symbol-referent] relationship is perceived even when the meaning of the symbol is known. Translucent symbols are those in which the meaning of the referent may or may not be obvious but a relationship can be perceived between the symbol and the referent once the meaning is provided. Aided Symbols - Symbols which require some type of external assistance such as a device for production. Aided symbols include real objects and black-and-white line drawings. Unaided Symbols - Symbols which require no external device for production. Unaided symbols include facial expressions, manual signs, and natural speech and vocalizations. Combined Symbol Sets - Combined symbol sets incorporate the use of aided and unaided elements. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ OVERVIEW OF SYMBOLS

  16. different cultural and experiential backgrounds spoken language comprehension reinforcement value of a referent instructional factors developmental factors __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ VARIABLES THAT AFFECT THE SYMBOL LEARNING PROCESS

  17. Emblems - Emblems are gestural behaviors that can be translated, or defined, by a few words or a phrase and that can be used without speech to convey messages. Illustrators - Illustrators are nonverbal behaviors that accompany speech and illustrate what is being said. Illustrators can: emphasize word or phrase depict referent or spatial relationship depict pacing of event illustrate verbal statement through repetition/substitution Affect Displays - Affect displays are facial expressions or body movements that display emotional states. Regulators - Regulators are nonverbal behaviors that maintain and regulate conversational speaking and listening between two or more people. Regulators may function to: initiate or terminate interactions tell the speaker to continue, repeat, elaborate, or hurry up give the listener a chance to talk Adaptors - Adaptors are learned behaviors that a person generally uses more often when he or she is alone and not intentionally used in communication. Self-adaptors Object adaptors Alter adaptors __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ UNAIDED SYMBOLS: GESTURES

  18. Vocalizations that are communicative: Involuntary Vocalizations – Examples are sneezing, coughing, hiccupping, and snoring Voluntary Vocalizations - Examples are laughing, crying, moaning, yelling, and belching Auditory scanning techniques: Chunking Speech-generating devices and software programs __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ UNAIDED SYMBOLS: VOCALIZATIONS AND SPEECH

  19. Amer-Ind Based on American Indian Hand Talk Developed by a communication specialist who was taught Hand Talk by her Iroquois relatives The current system consists of 250 concept labels that are equivalent to approximately 2,500 English words Tadoma Method Useful with individuals with dual sensory impairments (i.e., both deafness and blindness) Person with dual sensory impairments places his or her hand on the speaker’s face and neck to tactually read the speech of others __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ UNAIDED SYMBOLS: GESTURAL CODES

  20. Manual sign approaches appropriate alternatives to speech-only approaches Input is simplified through the use of manual signs Expressive responding is facilitated Vocabulary can be taught while maintaining the individual’s attention. Manual signs minimize auditory short-term memory and processing requirements. Stimulus processing is facilitated with the use of the visual mode Manual signs are closer visually to their referents than are spoken words Consideration for Use Intelligibility Iconicity Motoric Complexity Combining Signs and Speech or Other AAC Techniques __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ UNAIDED SYMBOLS: MANUAL SIGN SYSTEMS

  21. National Sign Languages ASL or Ameslan Manual Sign Parallel Systems (Manually Coded English) Pidgin Sign English Signed English Signing Exact English (SEE) Tactual Reception of Signing Key-Word Signing __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ TYPES OF MANUAL SIGN SYSTEMS

  22. Manual systems that interact with or supplement spoken English have been used with children who have hearing impairments and, to a limited extent, with individuals with communicative disorders to support the development of speech and literacy skills. Most of these techniques (including gestural or eye-blink codes) have not achieved widespread use in the field of AAC. One exception is cued speech, a system of eight hand shapes that represent groups of consonant sounds plus six positions around the face that represent groups of vowel sounds and diphthongs. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ MANUAL SUPPLEMENTS TO SPOKEN LANGUAGE

  23. Real Objects - Real object symbols may be identical to, similar to, or associated with their referents. Miniature Objects - Miniature objects may be more practical than real objects in some situations but need to be selected carefully to maximize effectiveness. Partial Objects - In some situations, particularly those that involve referents that are lare, partial objects may be useful symbols. Artificially Associated and Textured Symbols - Tangible symbols may also be constructed by selecting shapes and textures that can be artificially associated with a referent.Textured symbols, a subtype of artificial symbols, may be either logically or arbitrarily associated with their referents. Other Tangible Symbols - Other tangible symbols include adapting line-drawing symbols, such as Blissymbols, for use with people with visual impairments. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ AIDED SYMBOLS: TANGIBLE SYMBOLS

  24. Photographs High-quality color or black-and-white photographs Photographs from catalogs, magazines, coupons, product labels, or advertisements. Line-Drawing Symbols Picture Communication Symbols (PCS) Rebus Symbols Picsyms DynaSyms Pictogram Symbols Blissymbolics Other Pictorial Systems Self Talk Pick ‘n Stick and Touch ‘n Talk Talking Pictures I, II, and III Oakland Schools Picture Dictionary Pictographic Communication Resources Gus! Communication Symbols __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ AIDED SYMBOLS: REPRESENTATIONAL SYMBOLS

  25. 1. The principles and strategies for combining symbols enable expression of thoughts not on the communication board. The symbols are conceptually based and constructed using consistent, systematic rules. 2. The symbols can be introduced simply and later expanded. 3. The use of Blissymbolics is compatible with other techniques including reading and writing. 4. Originally intended for use with children with cerebral palsy, Blissymbolics has been used with varying degrees of success in the remediation of virtually every known communication impairment. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ MAJOR STRENGTHS OF BLISSYMBOLICS

  26. Yerkish Lexigrams Yerkish Lexigram symbols resulted from a primate research project designed to develop a computer-based system for studying language acquisition in chimpanzees Lexigrams are composed of nine geometric forms used singly or in combinations of two, three, or four to form symbols __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ AIDED SYMBOLS: ABSTRACT SYMBOL SYSTEMS

  27. Traditional Orthography - Refers to the written characters (i.e., single letters, words, syllables, sequences of commonly combined letters, and phrases or sentences) used to transcribe a particular linguistic system. Braille – Refers to a tactile symbol system for reading and writing that is used by people with visual or dual sensory impairments. Fingerspelling (Visual and Tactual) - Sign language systems such as ASL use fingerspelling to represent single letters of the alphabet that can be combined to spell words for which there are no conventional signs (i.e., proper names). __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ AIDED SYMBOLS: ORTHOGRAPHY AND ORTHOGRAPHIC SYMBOLS

  28. Sigsymbols - Some of the symbols (called “sigs”) are simple back-and-white line drawings (pictographs), some are rule-based abstract symbols (ideographs), and some are drawings of manual signs (sign-linked symbols). Makaton Vocabulary - The Makaton Vocabulary is not an [AAC] system itself, but rather an organizational approach to the teaching of language and communication, which can be combined with any modality. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ COMBINED SYMBOL SYSTEMS (AIDED AND UNAIDED)

  29. Word Codes Alpha (Letter) Encoding Alphanumeric Word Codes Letter-Category Word Codes Numeric Encoding Morse Code Message Codes Alpha (Letter) Encoding Salient Letter Encoding Letter-Category Encoding Alpha-Numeric Encoding Numeric Encoding Iconic Encoding Color Encoding __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ RATE ENHANCEMENT TECHNIQUES

  30. Memory-Based Retrieval Strategies Memory-based retrieval strategies require the AAC user to memorize the codes associated with specific messages Chart-Based Retrieval Strategies Chart-based retrieval strategies entail codes and their corresponding messages to be listed on a chart, usually in alphabetic, numeric, or categorical order __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ MESSAGE RETRIEVAL AND LEARNABILITY

  31. Single-Letter Prediction Word-Level Prediction Word Prediction Word-Pattern Prediction Linguistic Prediction Phrase/Sentence-Level Prediction __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ MESSAGE PREDICTION

  32. Linguistic Cost Motor Act Index Search Time Key Press Time Time or Duration of Message Production Cognitive Processing Time Needed to Decide Which Selections or Acts Are Necessary Productivity and Clarity Indices __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ PREDICTION RESEARCH

  33. Chapter 4 Alternative Access

  34. Selection Set The selection set of an AAC system includes the visual, auditory, and tactile presentation of all messages, symbols, and codes that are available at one time to a person who relies on AAC. Types of Selection Set Displays Fixed Displays Dynamic Displays Hybrid Displays Visual Scene Displays Physical Characteristics of Selection Set Displays Number of Items Size Spacing and Arrangement of Items Orientation of Display __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ SELECTION SET

  35. Selection Techniques Direct Selection Options Physical Pressure or Depression Physical Contact Pointing (No Contact) Speech Recognition Direct Selection Activation Strategies Timed Activation Release Activation Filtered or Averaged Activation __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ SELECTION TECHNIQUES AND STRATEGIES

  36. Scanning Patterns Circular Scanning Linear Scanning Group-Item Scanning Scanning Timing and Speed Must be personalized to user’s physical, visual, and cognitive capabilities Non-electronic scanning involves announcing items audibly or on communication display Selection Control Techniques Directed (Inverse Scanning) Automatic (Regular or Interrupted) Scanning Stop Scanning __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ SCANNING

  37. Purposes of Feedback 1. Let AAC users know that an item has been selected from the selection display (activation feedback) 2. Provide AAC users with information about the message they have formulated or selected (message feedback). Types of Feedback 1. Activation Feedback - The information sent back to the user upon activation of the input device. 2. Message Feedback - Message feedback provides the AAC user with information about the symbol or message itself after it has been formulated. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ FEEDBACK

  38. Synthesized Speech Types of Synthesized Speech: Text to Speech Digitized Speech Combination Speech Factors Affecting Speech Intelligibility Rate of speech Output methods Noise Nonnative speakers of English Older adults with hearing loss Practice Synthetic speech via telephone Advantages and Disadvantages of Synthesized Speech 1. May significantly reduce the partner’s burden in the interaction because interpretation of the output requires only the ability to understand spoken language 2. Provides information in a mode that is relatively familiar and nonthreatening 3. Allows communication even with communication partners who are not literate and with those who have visual impairments 4. Allows the AAC users to send messages without first obtaining the partner’s attention through some other mode 5. Allows communication to occur at a distance __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ SYNTHESIZED SPEECH

  39. Visual Output Hard Copy Print Computer Screen Messages Unaided Symbols Aided Symbol Displays Visual Input Unaided Symbols Aided Symbols __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ VISUAL OUTPUT AND INPUT

  40. Chapter 5 Team Building for AAC Assessment and Intervention

  41. Multidisciplinary Interdisciplinary Transdisciplinary __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ TYPES OF TEAMS

  42. Structural Issues The model of service delivery that guides the functioning of the team The goals and purposes of the team Membership on the team Who can be referred to the team and how the referral process is organized How services are organized and delivered How resources are managed How and by whom team meetings are run Relational Issues Frequent violation of the implicit and/or explicit social norms established by the group for interaction A feeling that it is not safe for team members to express their feelings and opinions Inequitable or dysfunctional interactions among team members An inability to give and receive criticism, resolve conflicts, and take others’ perspectives Decision-making processes that leave some members feeling devaluedor marginalized Team members who regularly dominate meetings and interactions A lack of creative problem-solving skills among team members Freeloading, perpetual lateness, or work avoidance by some team members A lack of positive interdependence (“all for one, one for all”) __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ TEAM DEVELOPMENT

  43. Face-to-Face Interaction Who has the expertise needed by the team to make the best decisions? Who is affected by the decisions? Who has an interest in participating? Positive Interdependence Discussing Individual Philosophies, Goals, Roles, and Needs Identifying Learning and Work-Style Needs Agreeing on Mutual Team Goals Creating Positive Resource, Role, Task, and Reward Interdependence Practicing, Monitoring, and Processing Interpersonal Skills Forming Skills Functioning Skills Formulating Skills Fermenting Skills Monitoring and Processing Group Functioning Group Sharing Process How Are We Doing as a Team Checklist Individual Accountability Work is Identifiable and Valued All must Fulfill Responsibilities for Group to Be Successful. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ FACILITATING FACTORS FOR TEAM BUILDING

  44. Speech-Language Pathology Medicine Physical Therapy Occupational Therapy Engineering Education Psychology Social Services Vocational Counseling Computer Technology __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ _________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ AREAS OF EXPERTISE FOR AN AAC TEAM

  45. http://www.asha.org/docs/html/KS2002-00067.html#sec1.3 1. Assessment of individuals whose impairments preclude their use of natural speech and/or writing as a primary means of communication, as well as their communication partners and the various environments in which communication occurs. 2. Assessment and documentation of AAC methods, components, and strategies to maximize functional communication by individuals. 3. Development and implementation of intervention plans that maximize effective and successful communication between individuals who use AAC and their conversational partners. 4. Use of evidence-based practices to evaluate functional outcomes of AAC, particularly those revealing evidence of increased participation and enhanced quality of life. Such measures should be useful to, and valued by, the individual who uses AAC and/or significant others in his/her daily life. 5. Evaluation of the effectiveness and usefulness of current AAC systems, including strengths and limitations of different AAC devices and systems. 6. Advocating for increased responsiveness from community, regional, government, and education agencies, to the communication and funding needs of individuals who may benefit from AAC, particularly those individuals in underserved groups. 7. Collaborate with individuals who use AAC for in-service training for medical and allied health professionals, educators, and family members, about ways in which AAC may enhance its users' quality of life. 8. Coordination of AAC services. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ RECOMMENDED AAC COMPETENCIES

  46. Chapter 6 Principles of Assessment

  47. Candidacy Models 1. Medical history 2. primitive oral reflexes 3. laryngeal functioning 4. eating problems 5. chronological age 6. cognitive development 7. comprehension -production discrepancy 8. imitation 9. significant others 10. educational history None of these eligibility criteria is supported by research, and none is appropriate to apply for access to AAC services. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ AAC ASSESSMENT MODELS

  48. Influential Factors 1. Definition of AAC Services Expanded 2. Exclusion from AAC Services Reduced Improvement Capabilities Interventions Based on an Individual’s Unmet Needs 1. To document the communication needs of an individual 2. To determine how many of these needs are met through current communication techniques. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ COMMUNICATION NEEDS MODEL

  49. The Participation Model Phase I is initial assessment for today Phase II is detailed assessment for tomorrow Phase III is follow-up assessment Identify Participation Patterns and Needs Conduct a Participation Inventory Assess the Participation Patterns of Peers Assess the Participation Effectiveness of the Target Individual __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ THE PARTICIPATION MODEL

  50. Opportunity barriers refer to barriers that are imposed by people other than the individual with the severe communication disorder and that cannot be eliminated simply by providing an AAC system or intervention. Policy Barriers Practice Barriers Knowledge Barriers Skill Barriers Attitude Barriers Access barriers are present primarily because of limitations in the current capabilities of the individual or his or her immediate support system. Assess Current Communication Assess Potential to Use and/or Increase Natural Speech Assess Potential for Environmental Adaptations Assess Potential to Utilize AAC Systems or Devices __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ IDENTIFY PARTICIPATION BARRIERS

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