Augmentative And Alternative Communication Supporting Children And Adults With Complex Communication Needs 5th Edition David R. Beukelman, Janice C. Light - Solutions

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Determine a firm’s financial position at a point in time based on its balance sheet.
Compute a company’s profits, as reflected by its income statement.
Explain the fundamentals of interest rate determination and the popular theories of the term structure of interest rates.
Be acquainted with recent rates of return.
Understand how funds are raised in the capital markets.
Describe key components of the U.S. financial market system and the financing of business.
Describe how this course and the skills you will develop in it will help you in your career and in your life.
Explain what has led to the era of the multinational corporation.
Distinguish among the different legal forms of business organization.
Describe the role of finance in business.
Understand the basic principles of finance, their importance, and the importance of ethics and trust.
Identify the goal of the firm.
What are the roles of a patient-provider communication coordinator in an acute medical setting?
What are the limitations and benefits of specific orders and standing orders for patients who require patient-provider support following oral or laryngeal surgery?
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?
In what situations would a scope of practice order be useful for an individual who relies on high-technology AAC equipment to support her communication?
If you were responsible for the selection of yes/no eye signals to be used in a medical setting, 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 prefers? Why?
Why is it useful to identify the communication needs of patients in a medical unit as part of an AAC intervention?
What are the roles of a daily communication facilitator for an individual who relies on AAC in a long-term residential care facility?
How frequently do nursing staff in acute care medical settings interact with patients who have AAC needs? What are the implications?
What are the differences between intensive care units and long-term acute care hospital 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 strategies might you use to support topic supplementation for a dysarthric speaker?
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? What strategies would you teach? Why?
Describe two strategies to use augmented input to enhance comprehension for persons with dementia.
How would you develop a multimedia biography, similar to those described in this chapter? Can you identify video-audio editing apps that you could use to construct such a biography?
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 for a person with dementia?Why not wait until the communication impairment is more apparent?
In what ways should intervention for primary progressive aphasia and nonprogressive aphasia be different? Explain why.
In what ways should intervention for primary progressive aphasia reflect interventions for nonprogressive aphasia? Explain why you think so.
Consider the “Intervention Issues” section of this chapter. Identify an intervention strategy or approach to address one potential barrier encountered by communicators with aphasia who may benefit from AAC.
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 spoken communication.
List some examples of specific-need AAC communicators’ AAC supports.
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 capability that transitional AAC communicators would benefit from learning? Describe one teaching activity in which you might facilitate its development.
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 capabilities 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.
Describe at least two characteristics of each of the six AAC-Aphasia Communicator Categories and state where they fall on the “continuum of support.”
List five general functions of AAC (low-tech and high-tech)for people with aphasia or apraxia of speech.
A young man has been diagnosed with multiple sclerosis. Do you expect that he will require AAC at some point in his life?
Is brain-computer interface currently an AAC option that is often recommended for individuals with locked-in syndrome?
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 long-term 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?
A woman has been diagnosed with spinal rather than bulbar (brainstem) ALS.How is that diagnosis likely to impact her walking, eating, and speaking? What are the implications for intervention?
A man has recently been diagnosed with ALS. What is the probability that he will maintain functional speech throughout the remainder of his life? What are the implications for intervention?
What are commonly encountered barriers to community participation for people with complex communication needs? How can intervention provide support to community partners who may interact with people with complex communication needs?
What key communication skills are important to successful patient-provider communication for people with developmental disabilities? How can intervention support the use of these skills?
Describe at least three ways in which health care services change for many children with developmental disabilities as they transition from childhood to adulthood.
Describe key areas of concern for individuals with severe disabilities with respect to assisted and independent living. What are the implications of inadequate preparation in one of these areas? How might intervention address this challenge?
What key elements should be considered in preparing for successful employment and volunteer activities? Describe an intervention that has been demonstrated to have a positive effect in promoting successful employment and volunteer outcomes for people with complex communication needs.
Describe key elements in providing a high-quality inclusive educational experience. For one of the key elements, explain the implications of failing to adequately address the element, and how intervention might address this challenge.
Identify at least three key supports that are important to successful intervention in all of the key participation domains. Describe how the three key supports could be provided in an intervention to address one of the key participation domains.
What are five key participation domains for all individuals, including people with complex communication needs? For one of these domains, describe a challenge that is commonly experienced by people with complex communication needs, and suggest adaptations and interventions that would help to
Identify the 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 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 individuals with complex communication needs? For one of these components, describe a challenge commonly experienced by individuals with complex communication needs, and suggest adaptations that would help to address the
Describe the knowledge and skills that individuals typically acquire during the emergent literacy stage of development. What are some of the challenges in providing emergent literacy experiences for individuals with complex communication needs? Describe some interventions that have been
What are the key extrinsic factors that can impact literacy learning, and which of these factors may be of special concern for individuals with complex communication needs? If the environment presents a challenge related to one of these extrinsic factors, what are the implications for literacy
What are the key intrinsic factors that can impact literacy learning, and which of these factors may be of special concern for individuals with complex communication needs? If an individual has a limitation or impairment related to one of these intrinsic factors, what are the implications for
What psychosocial factors affect communicative competence? Why are these factors important? What interventions have been used to build motivation, positive attitudes, confidence, and resilience?
What is meant by strategic competence? Provide some examples of strategies that might be used to overcome limitations in linguistic, operational, and social skills.
What are sociorelational skills? Why are they important for individuals who require AAC? What challenges do they face in developing sociorelational skills?What interventions might be used to build sociorelational skills?
What are sociolinguistic skills? Why are they important for individuals who require AAC? What challenges do they face in developing sociolinguistic skills?What interventions might be used to build sociolinguistic skills?
What operational skills do individuals who require AAC need to develop? What challenges do they face in developing these skills?
What language skills do individuals who require AAC need to develop? What challenges do they face in developing these skills? What interventions might be used to build semantic skills? What interventions might be used to teach morphosyntactic skills?
What is communicative competence? Individuals who require AAC need to develop knowledge, judgment, and skills in four interrelated domains to build communicative competence. What are these domains?
What are visual schedules and how can they be used?
What is meant by the following principles that underlie functional communication training: 1) functional equivalence, 2) efficiency and response effectiveness, and 3) goodness of fit between the individual and his or her environment?
What is functional communication training? Why is it important?
How might you teach beginning communicators to combine symbols to communicate more complex requests, comments, or questions?
How might you teach beginning communicators to request preferred objects or activities? Comment on shared activities? Ask questions?
What are potential goals for intervention with beginning communicators who are at the early stages of symbolic development (i.e., learning their first words)?
What is a signal dictionary? Why is it important?
What is joint attention? Why is joint attention important?
Why is it important to focus not only on the expression of needs and wants but also on social interaction?
What are potential goals for intervention with beginning communicators who are intentional but not yet symbolic?
What are some indicators of intentionality used by beginning communicators?
What is the goal of intervention for beginning communicators who are preintentional?
Why is it important to work closely with family and other communication partners when planning intervention for beginning communicators?
What is meant by the term beginning communicator? To whom does this description refer?
How might AAC be integrated with natural speech in interventions for children with childhood apraxia of speech? What factors impact the relative balance between AAC and natural speech intervention?
How is suspected childhood apraxia of speech defined?
What are the key characteristics of autism spectrum disorder? How do these affect the provision of AAC services and supports?

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Augmentative And Alternative Communication Supporting Children And Adults With Complex Communication Needs 5th Edition David R. Beukelman, Janice C. Light - Solutions

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