Augmentative And Alternative Communication Supporting Children And Adults With Complex Communication Needs 4th Edition David Beukelman, Pat Mirenda, Kathryn Garrett, Janice Light - Solutions

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Describe three key considerations in delivering AAC services to people with intellectual and developmental disabilities.
How is intellectual and developmental disability currently defined and evaluated?
How might AAC interventions vary across the life span to benefit individuals with Down syndrome?
Describe three key considerations in delivering AAC services to people with cerebral palsy.
Describe the communication challenges faced by individuals with cerebral palsy.
When discussing AAC systems for individuals with complex communication needs, Williams et al. (2008) emphasized that “One is never enough.” What did they mean by this statement? Provide an example.
What specific AAC components should be personalized? Why is personalization important?
What types of data might be collected during trials of AAC systems? Why is it important to collect data on the preferences of the individual with complex communication needs, family members, and other important communication partners?
Describe how the AAC team conducts trials of potential AAC systems. Why is it important to conduct trials?
What is feature matching? Why is it important?
What results should be summarized from the AAC assessment? How are these results used by the AAC team?
What steps are involved in selecting and personalizing AAC systems for individuals with complex communication needs?
Why is it important to involve the individual who relies on AAC, family, and other important communication partners in the selection and personalization of AAC supports?
What are the similarities and differences between aided and unaided AAC input used in conjunction with speech?
What is the difference between the sender-receiver and the co-construction models of communication?
The parent of a child with severe motor limitations who cannot use direct selection wishes to know the difference between directed scanning and automatic scanning. What would you tell this parent?
How do feedback and output differ?
What are the differences between synthesized and digitized speech?
What type of individual might wish to use activation on release?
In direct selection access, what is meant by the word dwell, and what capabilities does the successful use of dwelling require of an individual who relies on AAC?
What is meant by the terms direct selection and scanning? How do these differ?
How do fixed and dynamic displays differ?
What is meant by multimodal communication?
What is prediction, and how is it used?
What is an encoding technique? Why are encoding techniques used? Provide at least three examples of encoding techniques.
Describe how individuals navigate between different AAC displays.
What is meant by just-in-time(JIT) AAC supports? How might they be used?What are the potential benefits?
Describe six to seven different ways that AAC grid displays can be organized.When might each organization be used?
What is the difference between grid displays and visual scene displays? What are the advantages and disadvantages of these different layouts?
Provide five examples of aided AAC symbols or representations. What are the advantages and disadvantages of each one?
Define aided AAC. What is meant by low-tech aided AAC and high-tech aided AAC? What are the advantages and disadvantages of each?
Define unaided AAC and provide at least four examples. What are the advantages and disadvantages of these unaided AAC options?
What informants should be recruited to suggest personalized vocabulary for a preliterate child, a nonliterate teenager, a male adult with amyotrophic lateral sclerosis, or a woman with chronic, severe aphasia? What roles might these informants play?
What is the role of an informant in the message selection process for an individual who relies on AAC?
Why would a person who can formulate messages through letter-by-letter spelling choose to store and retrieve whole messages with his or her AAC device?
What are the differences between core vocabulary and personalized vocabulary in an AAC system?
What are some of the tools that AAC teams might use to help select vocabulary and messages? What are the advantages and disadvantages of these different tools?
Why is it important to personalize vocabulary/messages for individuals who rely on AAC?
Why might individuals who are literate require access to phrases and longer messages?
How does AAC vocabulary and message selection differ for preliterate, nonliterate, and literate individuals who rely on AAC?
How do the greeting, small talk, information-sharing, and wrap-up stages in a conversation differ from each other?
Many people who rely on AAC experience crime or abuse during their lives.How can AAC systems be designed to deal with crime and abuse at the moment and later during legal and counseling activities?
People who rely on AAC manage their message preparation in several different ways. How does word-by-word message preparation differ from letter-by-letter spelling?
What is the central goal of AAC intervention?
Who might provide instruction for communication partners?
What is strategy instruction? Describe the steps in strategy instruction.
Describe at least five interaction strategies that might be used by communication partners to support the communication of individuals who rely on AAC.What is the purpose of these strategies?
What are knowledge barriers? What AAC knowledge might communication partners require?
What are attitude barriers? Provide an example. Describe how you would implement intervention to address attitude barriers.
What are policy and practice barriers? Provide an example. How would you plan intervention to address these barriers?
What are family-centered services? Why are they important?
What is communication accommodation theory? How is it relevant for individuals who rely on AAC and their communication partners?
Name five different types of communication partners who interact with individuals who rely on AAC and describe their roles and responsibilities. What knowledge, strategies, and skills do they require to fulfill these roles and responsibilities?
Why is it important to consider communication partners when implementing AAC intervention?
How would you evaluate AAC intervention? What types of measures would you use? How would you use evaluation data?
Describe at least two different instructional approaches that are used with beginning communicators who have developmental disabilities to teach early communication skills. Describe at least two different instructional approaches that are used with school-aged children, adolescents, and adults with
What are some of the factors to consider in setting goals as priorities for individuals who rely on AAC?
Communicative competence rests on knowledge, judgment, and skills in four interrelated domains. What are these four domains? Describe why each domain is important.
There are three key components to communicative competence: 1) functionality of communication in real-world contexts; 2) adequacy of communication to meet demands in daily interactions; and 3) sufficiency of knowledge, judgment, and skills. Describe why each of these is important and consider each
Parents may be concerned that using AAC will negatively impact their child’s speech development. How would you respond to their concerns? How would you plan intervention?
What is an environmental adaptation intervention? Describe an example.
What is evidence-based practice? Why is it important in AAC intervention?What are the three main components that are used to make evidence-based practice decisions?
What is meant by the principle of planning AAC intervention for today and tomorrow?
Describe visual difficulties that might be experienced by individuals who rely on AAC. Describe the potential impact on designing AAC supports.
How does the AAC team assess the individual’s motor capabilities to determine potential access to unaided and aided AAC?
What are the goals of seating and positioning? What are the key principles that should guide appropriate seating and positioning?
Why are literacy skills important? What specific literacy skills should be considered for assessment? Describe at least one approach to assess each skill.
Describe five different formats that can be used to assess symbol representation skills. What are the advantages or disadvantages of these different approaches?
Why is assessment of receptive language skills important? What procedures can be used to assess receptive language? What are the advantages or disadvantages of these different approaches?
What are norm-referenced assessment and criterion-referenced assessment?Why is criterion-referenced assessment usually preferable to norm-referenced assessment for making AAC decisions?
What are the five types of opportunity barriers? How might they impact the individual’s communication? What are the implications for intervention?
Why is it important to assess the participation patterns and unmet communication needs of the individual? How can this be accomplished?
What are the key components of the Participation Model? What is the goal of each of these components? Why are they important?
What are some of the key considerations for ensuring that an AAC assessment is reliable and valid? What are some of the key considerations when assessing individuals from different cultural and linguistic backgrounds?
Who should be involved in AAC assessment? Why is it important to include the individual who relies on AAC and his or her family?
What content from the quotes of people who rely on AAC impressed you the most?
How does social closeness communication differ from social etiquette communication?
How does the communication of needs and wants differ from information transfer?
Why are those who interact with people who rely on AAC referred to as“communication partners” rather than “listeners”?
What is the role of an AAC finder, and who might fill this role?
How do the roles of an AAC specialist and an AAC daily facilitator differ?
What types of individuals should be considered for AAC support?
A patient who cannot speak or write can only communicate using her eyes.However, her spouse has difficulty interpreting her eye pointing, so you decide to teach him eye linking. How would you introduce this strategy to him?
If you were responsible for the selection of AAC support materials for an ICU, what items would you select, and why would you select them?
If you were responsible for the selection of yes/no eye signals to be used in an ICU, what signals would you propose, and why? Would you insist that all staff use the same yes/no eye signals or allow each staff member to select the signal that he or she preferred? Why?
Why is it useful to identify the communication needs of patients in an LTACH unit as part of an AAC intervention?
Why do patients with a tracheostomy require AAC support?
How commonly do nursing staff in ICU and LTACH settings interact with patients who have AAC needs?
What are the differences between ICU and LTACH medical units?
How might the cognitive and learning problems experienced by some individuals with TBI interfere with AAC use?
How do the goals of the early stage differ from the middle and late stages of intervention for individuals with TBI?
What are the goals of the early stage of intervention following TBI?
What is alphabet supplementation, and how does it affect speech intelligibility of a dysarthric speaker?
If an individual is unable to speak following a severe TBI, how likely is it that the individual will recover functional natural speech?
What communication problems are often associated with a severe TBI?
How would you design an intervention program to teach communication partners how to alter their communication style to meet the needs of a person with dementia?
Describe two strategies to use augmented input to enhance comprehension for people with dementia.
Can you think of multimedia software or web sites that you could use to construct a multimedia biography similar to those described in this chapter?
What are the benefits of beginning dementia intervention, such as developing a memory book, in the early stages of the condition?
What is the rationale for starting intervention early in the course of PPA rather than waiting until the communication impairment is more apparent?

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Augmentative And Alternative Communication Supporting Children And Adults With Complex Communication Needs 4th Edition David Beukelman, Pat Mirenda, Kathryn Garrett, Janice Light - Solutions

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