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PRAXIS SLP > AAC > Flashcards

AAC Flashcards

1
Q

what is the candidacy for AAC?

A
  1. anyone who cannot meet his/her daily written or spoken communication needs through speech or writing
  2. people who need and/or use AAC, regardless of the type or severity of disability
    (pg. 394)
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2
Q

what are some conditions that may necessitate temporary use of AAC?

A
  1. intubation following surgery
  2. prescription of voice rest
  3. severe laryngitis
    (pg. 394)
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3
Q

what are some conditions that may necessitate permanent use of AAC?

A
  1. total glossectomy and laryngectomy
  2. severe, chronic or progressive dysarthria
  3. severe and chronic aphasia
    (pg. 394)
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4
Q

true/false: although helpful, literacy skills are not necessary to use a variety of AAC options

A

true (pg. 394)

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5
Q
  • what education act requires that children with disabilities receive support free of charge as is provided to non disabled students
  • it does not entitle one to a mobile table or other specific type of device in school
A

free appropriate public education (pg. 395)

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6
Q

-what act stipulates that assistive technology of which AAC is part, must be provided if it is required as a part of a child’s special education, related services or supplementary aids and services

A

individuals with disabilities education act (IDEA) (pg. 395)

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7
Q

what act mandates assistive technology centers in each state and territory?

A

assistive technology act (pg. 395)

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8
Q

what act mandates that hospitals must provide effective means of communication for patients, family members and hospital visitors who are dead or hard of hearing

A

Americans with disabilities act (pg. 395)

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9
Q

a. unaided AAC
b. aided AAC

-the use of only the body to communicate, without external aids or equipment

A

a. unaided AAC (pg. 395)

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10
Q

what are examples of unaided AAC?

A
  1. gestures
  2. manual sign
  3. gaze
  4. pantomime
  5. head movements
  6. vocalization
    (pg. 395)
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11
Q

a. unaided AAC
b. aided AAC

-refers to the use of external equipment t assist with communication

A

b. aided AAC (pg. 395)

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12
Q

what are examples of aided AAC?

A
  1. objects
  2. pictures
  3. line drawings
  4. labeled symbols
  5. speech output from some type of speech generating device
    (pg. 395-396)
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13
Q

a. no-tech
b. low-tech
c. high-tech

-refers to any type of AAC device/system that is non electronic

A

a. no-tech (pg. 396)

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14
Q

a. no-tech
b. low-tech
c. high-tech

  • communication boards
  • pencil and paper
  • white-erase boards
  • use of symbol systems
A

a. no-tech (pg. 396)

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15
Q

a. no-tech
b. low-tech
c. high-tech

  • refers to simple electronic devices on which a limited number of messages can be recorded and played back
  • these may not have rechargeable batteries
A

b. low-tech (pg. 396)

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16
Q

a. no-tech
b. low-tech
c. high-tech

  • single or multiple message switches
  • very basic communication devices with a limited number of messages/cells
A

b. low-tech (pg. 396)

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17
Q

a. no-tech
b. low-tech
c. high-tech

  • refers to more sophisticated electronic devices that support speech and/pr written output
  • these devices may have rechargeable batteries
A

c. high-tech (pg. 396)

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18
Q

a. no-tech
b. low-tech
c. high-tech

-fully functional computers that run specialized software for communication

A

c. high-tech (pg. 396)

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19
Q

a. dedicated
b. nondedicated

  • devices whose sole purpose is to assist with communication, typically face-to-face communication, by providing speech output
  • referred to as speech-generated devices
A

a. dedicated (pg. 396)

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20
Q

a. dedicated
b. nondedicated

-devises are typically commercially available and support a range of functions in addition to speech output

A

b. nondedicated (pg. 396)

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21
Q

______ refers to the association a person makes between a symbol and its referent

A

iconicity (pg. 396)

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22
Q

a. opaque
b. translucent
c. transparent

-symbol does not resemble referent

A

a. opaque (pg. 396)

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23
Q

a. opaque
b. translucent
c. transparent

-symbol bears some resemblance to referent

A

b. translucent (pg. 396)

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24
Q

a. opaque
b. translucent
c. transparent

-meaning of the symbol can be readily guessed in absence of referent

A

c. transparent (pg. 396)

25
Q

a. static
b. dynamic

display that doesn’t change

A

a. static (pg. 397)

26
Q

a. static
b. dynamic

  • screen changes following user input
  • input causes screen to change by branching to another page or another menu
A

b. dynamic (pg. 397)

27
Q

a. portability
b. adaptability
c. cosmesis
d. connectivity

-whether or not the system is lightweight enough to be portable

A

a. portability (pg. 397)

28
Q

a. portability
b. adaptability
c. cosmesis
d. connectivity

  • whether or not the features on a device can be adjusted according to need
  • often used with respect to whether the device supports alternate access
A

b. adaptability (pg. 397)

29
Q

a. portability
b. adaptability
c. cosmesis
d. connectivity

-aesthetic appeal of the device and whether is can be modified

A

c. cosmesis (pg. 397)

30
Q

a. portability
b. adaptability
c. cosmesis
d. connectivity

-does the device support connection to the internet, bluetooth, etc.

A

d. connectivity (pg. 397)

31
Q

true/false: cannot use a movement pattern that is difficult to perform or has the potential to create muscular or postural problems

A

true (pg. 398)

32
Q

a. linguistic competence
b. operational competence
c. social competence
d. strategic competence

  • knowledge of the linguistic code used by one’s AAC system (symbols, print, signs)
  • must also know language spoken/signed by members of the community so that they may receive messages
A

a. linguistic competence (pg. 399)

33
Q

a. linguistic competence
b. operational competence
c. social competence
d. strategic competence

-the technical skills needed to operate the AAC system efficiently, which includes learning how to operate and maintain the system

A

b. operational competence (pg. 399)

34
Q

a. linguistic competence
b. operational competence
c. social competence
d. strategic competence

-skills of social interaction, the pragmatics of communication

A

c. social competence (pg. 399)

35
Q

a. linguistic competence
b. operational competence
c. social competence
d. strategic competence

  • the ability of people who use AAC to invoke and use compensatory strategies to circumvent the functional limitations introduced by use of AAC system
  • resolving communication breakdown
A

d. strategic competence (pg. 399)

36
Q

what are the goals associated with organization and layout of an AAC device?

A
  1. maximize efficient communication
  2. minimize effort expended in communication
  3. promote language learning, as applicable
    (pg. 400)
37
Q

in the participation model what participation barriers are identified?

A
  1. opportunity barriers
  2. access barriers
    (pg. 402)
38
Q

a. opportunity barriers
b. access barriers

  • imposed by forces external to the person with CCN
  • cannot be eliminated by provisions of AAC
A

a. opportunity barriers (pg. 402)

39
Q

a. opportunity barriers
b. access barriers

  • imposed by limitations of the individual with CCN and/or their current communication system
  • involve the capabilities, attitudes, and resource limitations of the person with CCN vs. being externally imposed by society
A

b. access barriers (pg. 402)

40
Q

types of opportunity barriers

a. policy
b. practice
c. knowledge
d. skill
e. attitude

-based on legislative decisions that govern various environments (e.g. restrictions on brining AAC equipment into the ICU setting, persons with CCN being placed in a non mainstream class at school)

A

a. policy (pg. 402)

41
Q

types of opportunity barriers

a. policy
b. practice
c. knowledge
d. skill
e. attitude

-procedures or conventions that have become commonplace in the environment (e.g. a school district barring a person with CCN from taking home AAC system over the weekend and/or summer)

A

b. practice (pg. 402)

42
Q

types of opportunity barriers

a. policy
b. practice
c. knowledge
d. skill
e. attitude

-caused by lack of information on the part of the CCN’s facilitator that results in decreased participation opportunities

A

c. knowledge (pg. 402)

43
Q

types of opportunity barriers

a. policy
b. practice
c. knowledge
d. skill
e. attitude

-caused by facilitator difficulty implementing AAC technique or strategy

A

d. skill (pg.402)

44
Q

types of opportunity barriers

a. policy
b. practice
c. knowledge
d. skill
e. attitude

-caused by incorrect, outdated, outmoded and discriminatory attitudes regarding the abilities of people with CCN

A

e. attitude (pg. 402)

45
Q

true/false: there are standardized assessment batteries in AAC

A

false: there is no standardizes assessments because of the heterogeneity of populations that require AAC (pg. 402 )

46
Q

_____ is a critical component of AAC intervention

A

vocabulary selection (pg. 403)

47
Q

a. core vocabulary
b. fringe vocabulary

-high-frequency words and phrases that are highly functional for the individuals

A

a. core vocabulary

pg. 403

48
Q

a. core vocabulary
b. fringe vocabulary

-words and phrases that are specific to ta particular topic/ activity/ individual; often are content rich and not used that frequently

A

b. fringe vocabulary (pg. 404)

49
Q

what are the 4 stages of AAC intervention?

A
  1. vocabulary selection
  2. refinement of symbol selection and placement of AAC system
  3. training person with CCN in system use
  4. facilitator training requirements
50
Q

AAC strategies and techniques

a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation

-modeling how a system is used by providing input in addition to speech, to the person with CCN so they receive input via AAC rather than via speech alone

A

a. augmented input (pg. 404)

51
Q

AAC strategies and techniques

a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation

  • training facilitators to wait expectantly for a response
  • count 1 to 5 slowly to themselves
  • can even arch eyebrows to indicate that person is waiting for person with CCN to begin to respond
A

b. expectant delay (pg. 404)

52
Q

AAC strategies and techniques

a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation

  • training facilitators to encourage persons with CCN to supply the main content elements of their message
  • communication partner confirms the content words
  • communication partner than expands and elaborates these components
  • resulting message is con-constructed
A

c. message co-construction (pg. 404)

53
Q

AAC strategies and techniques

a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation

  • for people with CCN who are literate and who have severely dysarthria speech
  • use an alphabet display to point to the initial letter of each word as they say it
  • combined defects of slowing speech rate and adding clarification for communication partner
A

d. alphabet supplementation (pg. 404)

54
Q

AAC strategies and techniques

a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation

  • for people with CCN who have severely dysarthria speech and may/may not be literate
  • use of communication boards that have lists of commonly discussed topics
  • person with CCN selects topics/context to cue the communication partner
A

e. topic supplementation (pg. 404)

55
Q

a. synthesized speech
b. digitized speech
c. hybrid

  • computer-generated speech
  • may lack some prosodic contours
  • text-to-speech
  • now available in male, female, and child voices and in many different languages
A

a. synthesized speech (pg. 405)

56
Q

a. synthesized speech
b. digitized speech
c. hybrid

  • human speech that has been recorded, stored and reproduced
  • stored as words and or messages
  • cannot be used to generate novel utterances because it is noted as words/messages
A

b. digitized speech (pg. 406)

57
Q

a. synthesized speech
b. digitized speech
c. hybrid

-devices that support both synthesized and digitized speech

A

c. hybrid (pg. 406)

58
Q

what are 4 issues in AAC?

A
  1. speech as default system for communication (buy-in can be tough)
  2. people believing AAC impeding speech development
  3. financial realties
  4. need for ongoing support for person with CCN and their facilitators
    (pg. 406)
59
Q

true/false: no research supports the claim that using AAC will impeded speech development

A

true (pg. 406)

PRAXIS SLP (18 decks)

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