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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
In what ways should treatment for PPA and nonprogressive aphasia not be the same? Explain your answer.
In what ways should treatment for PPA reflect interventions for nonprogressive aphasia? Explain your answer.
Describe at least two types of interviewing activities that you might use to identify the communication needs and changes in participation patterns of an individual with severe aphasia.
Describe how you would assess the capabilities of an individual with aphasia who cannot meet all of his or her communication needs through verbal communication.
List some examples of specific-need AAC communicators’ AAC strategies or systems.
Describe some high-tech approaches that can be used for scaffolding the generative writing of a person with aphasia who has moderate difficulty with spelling errors, word selection, use of pronouns, omission of verbs of being, and morphologic errors.
Describe one low-tech activity you could use to support functional writing for an independent AAC communicator with significant language formulation difficulties.
Describe one teaching activity in which you would facilitate an independent AAC communicator’s competent use of both AAC and natural speech communication in a real-life context.
How would you select messages and vocabulary for an independent AAC communicator’s AAC system?
How do stored-message and generative AAC communicators differ? How would this difference influence your selection of a low-tech or high-tech communication strategy?
What is the primary communication skill that transitional AAC communicators do not have? Describe one teaching activity in which you might facilitate the development of this skill.
How would you design an intervention program to teach communication partners how to alter their communication style to converse with a person who is a contextual choice AAC communicator?
Describe two strategies to use augmented input to enhance comprehension for people with severe aphasia.
What fundamental communication skills would you work on with an emerging AAC communicator? List two communication contexts, or interactive scenarios, that you would develop to support teaching these strategies.
What are the two broad categories of communicators with aphasia? Describe how they differ.
List five general functions of AAC (low-tech and high-tech) for people with aphasia or apraxia of speech.
Your older brother has been diagnosed with multiple sclerosis. Do you expect that he will require AAC at some point in his life?
What is meant by the term locked-in syndrome? What is the impact of this syndrome on communication options?
What is the goal of Early Phase AAC intervention for someone with brainstem stroke?
What percentage of people who experience brainstem stroke require longterm AAC supports?
Your neighbor has been diagnosed with Parkinson’s disease. He asks if he will need “one of those talking machines.” What do you tell him?
How do the goals of Early Phase, Middle Phase, and Late Phase AAC intervention for ALS differ?
What is an AAC facilitator? Do most individuals with ALS who rely on AAC need AAC facilitators? Who typically fills the facilitator role for people with ALS?
What speech characteristic in an individual with ALS best predicts the need for an AAC assessment to take place in a timely manner? Does a diagnosis of spinal versus bulbar ALS affect the usefulness of that predictor?
Your aunt has been diagnosed with spinal rather than bulbar (brainstem) ALS.How is that diagnosis likely to impact her walking, eating, and speaking?
Your uncle has recently been diagnosed with ALS. What is the probability that he will maintain functional speech throughout the remainder of his life?
What two key questions can be asked to evaluate the extent to which the Participation Model (Figure 5.1) has been applied successfully to support inclusive education?
What are the three principles of Universal Design for Learning, and what are their relevance to inclusive education for students with CCN?
Describe a process for writing standards-based IEPs for students with CCN.
What is the purpose of a student profile, and what questions should be answered in compiling one?
What are six natural response options that teachers often use in classrooms, and how can these be augmented for students with CCN?
What are six natural supports that teachers often use to support comprehension in classrooms, and how can these be augmented for students with CCN?
What are four common instructional arrangements in inclusive classrooms, and what are the implications of each for students with CCN?
What are three key strategies for facilitating the transition of students with CCN from preschool to kindergarten?
Describe at least four indicators of membership and of social and academic participation in a general education classroom.
Define inclusive education.
Identify the four domains of competency that are necessary for building reading comprehension skills. What are the implications of an impairment or limitation in one of these domains, and how might intervention address this challenge?
Identify the seven domains of knowledge and skills that are necessary for learning to write. What are the implications of an impairment or limitation in one of these domains, and how might intervention address this challenge?
What are the benefits of direct instruction for teaching basic literacy skills?What are the benefits of applying basic literacy skills in meaningful authentic literacy activities? What are the benefits of combining both approaches?
What are the five key components of effective literacy instruction for children with CCN? For one of these components, describe a challenge commonly experienced by children with CCN, and suggest adaptations that would help to address the challenge.
Describe the knowledge and skills that children typically acquire during the emergent literacy stage of development. What are some of the challenges in providing emergent literacy experiences for children with complex communication needs? Describe some interventions that have been demonstrated to
What are the key extrinsic factors that can impact literacy learning, and which of these factors may be of special concern for individuals with CCN? If an individual has a limitation or impairment related to one of these extrinsic factors, what are the implications for literacy instruction?
What are the key intrinsic factors that can impact literacy learning, and which of these factors may be of special concern for individuals with CCN? If an individual has a limitation or impairment related to one of these intrinsic factors, what are the implications for literacy instruction?
What are some of the skills that good readers require? For one of these skills, describe the implication of a skill that is missing or insufficiently developed.
What are the two basic types of repair strategies, and how can conversational repairs be taught?
What are nonobligatory turns and regulatory phrases, and how can both of them be taught?
What are five strategies that can be used to enable people to initiate and establish conversational topics?
Describe two strategies that can be used to teach the use of yes and no.
Describe the six main steps involved in teaching basic rejecting.
Describe two strategies that can be used to teach basic requesting.
What are elicited and self-initiated choices, and how can they be taught?
How can language modeling be used to support the development of grammatical morpheme use in people who rely on AAC?
How can strategy instruction and language modeling be used to support semantic development in people who rely on AAC?
What are the five principles underlying grammar interventions for people who rely on AAC that were proposed by Fey (2008)?
How can explicit instruction and language modeling be used to support semantic development in people who rely on AAC?
What are the four components of communicative competence proposed by Light (1989b), and why are they important for AAC intervention?
Describe the three main language modeling techniques, and discuss their similarities and differences.
What are the eight steps involved in strategy instruction?
What are the main components of the conversational coaching cycle?
Describe four incidental teaching procedures, and give an example of each.
What are explicit instruction and incidental teaching, and how are they related?
What are the advantages and disadvantages of short (i.e., word-level) versus long (i.e., phrase- or sentence-level) message units for people with CCN?
What are four common vocabulary organizational strategies, and how does each of them appear to affect language learning and ability in people with CCN?
What are four explanations for the morphological difficulties that are commonly experienced by people with CCN?
What are four common characteristics related to the use of syntax by people with CCN, and what might account for them?
What are three issues or practices that affect semantic knowledge in people with CCN?
What are talking switch techniques, and how can they be used?
What are visual schedules, and how can they be used?
What are the three components of a gesture dictionary, and what are some of the purposes of this technique?
What are the components of a scripted routine, and when can this technique be used?
How can attention getting and use of accept/reject signals be taught to a beginning communicator, and why are they important targets for instruction?
Why is facilitator training an important part of an AAC intervention? Describe the eight-step facilitator training process proposed by Kent-Walsh and McNaughton (2005).
What is person-centered planning, and why is it important? Describe two person-centered planning processes that can be used with people who rely on AAC.
What are predictable routines, and why are they important for young children who rely on AAC? Give five examples of how predictable routines can be used to encourage communication at home and at preschool.
What three principles are important to nonsymbolic and symbolic interventions for problem behavior?
What is meant by the term beginning communicator? To whom does this description refer?
Describe the five tiers of Ball and Stading’s (2006) model for AAC intervention for children with CAS.
How is suspected childhood apraxia of speech defined?
Describe the role of the intervener as a member of the AAC team of an individual who is deaf-blind.
What are the two main types of deaf-blindness, and what are the communication and AAC implications of each?
What does current research say about the use of SGDs with people with autism and CCN?
How do the characteristics of autism spectrum disorders affect the provision of AAC services and supports?
Describe three particular considerations in delivering AAC services to people with intellectual disabilities.
How is intellectual disability currently defined and evaluated?
Describe three particular considerations in delivering AAC services to people with cerebral palsy.
Differentiate between spastic, dyskinetic, ataxic, and mixed cerebral palsy and discuss the AAC-related implications of each.
Name two specific instruments or processes that can be used to measure functional limitations, consumer satisfaction, and quality of life of people with complex communication needs.
What types of AAC-related questions would be answered by evaluations of functional limitations, consumer satisfaction, and quality of life?
Why is facilitator training an important component of AAC intervention?
What is the difference between intervention efficacy and intervention effectiveness?
Why are strategies aimed at increasing natural motor and speech ability important as part of an AAC intervention?
What are the six steps of the evidence-based practice process?
What are the three main components that are used to make evidence-based practice decisions?
What is the principle of AAC intervention for today and tomorrow?
What strategies can be used to address the five types of opportunity barriers?
Why are opportunity barrier interventions important in AAC?
Describe five considerations that should be addressed in a visual assessment and how each of them is related to AAC.
Describe five components that should be examined in a literacy assessment and how to assess each of them.
Describe three strategies that can be used to assess morphosyntactic knowledge during an AAC assessment.
Why is assessment of single-word vocabulary important, and how can this be done?
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