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Principles And Practices In Augmentative And Alternative Communication 1st Edition Donald R Fuller PhD CCC-SLP Fasha, Lyle L Lloyd CCC-A/SLP Faidd Fasha - Solutions
Describe non–speech-generating solutions that can be used at the bedside.
Identify the types of patients who face barriers to communication.
Characterize the barriers to communication encountered by hospitalized patients.
Describe the five Cs and how the framework could be applied to intervention with a person with ALS.
Discuss the differences in AAC strategies for individuals with dementia and individuals with acquired physical disabilities.
Discuss communication supports that can be used to facilitate communication in individuals with AD.
Discuss how a systems approach is helpful when considering AAC for people with progressive neurodegenerative disorders.
Describe a communication system that may be appropriate for an individual with severe aphasia.
What are the three components of the AAC transmission process?
What is the best way to determine the function of a behavior?
Name the four most common behavior functions.
Explain the ABC chart.
Define challenging behavior.
How is behavior communication?
What are some desirable characteristics that can guide a clinician in software selection?
How can technology help in developing literacy skills in AAC users?
Describe the differences between skill-based concepts and meaning-based concepts in literacy intervention for AAC users.
Describe the differentiations that need to be made according to age when conducting assessment and intervention with AAC users (i.e., young preschool, preschool–early elementary, later elementary, and adolescence/adulthood).
Name the variables that characterize effective literacy assessment.
What are the intrinsic and extrinsic factors that mold the communication and literacy needs of AAC users?
Discuss the models of literacy and how knowledge of these models impact how intervention is planned.
What are the different stages of reading and writing that impact literacy and learning in AAC users?
What is the complex integration of factors involved in learning to read and write?
What factors may impact the development of literacy in AAC users?
At what stage of PECS is it best to transition a child with ASD from PECS to an SGD?
Explain two factors contributing to ASHA’s position statement associated with facilitated communication.
Identify two types of reinforcement schedules that can be used to support intervention with AAC for individuals with cognitive challenges or challenging behavior.
Describe an object communication display and discuss for whom this type of AAC would be most beneficial.
Describe the levels of communication that should be assessed when considering AAC, from unconventional to conventional forms of communication. What other physical considerations should be made as part of the assessment process?
Contrast non-linguistic communication with linguistic communication, and describe how these stages of development occur in infancy and early childhood.
Explain how communication mastery differs from communicative competence.
Describe five risk factors associated with developmental disorders.
Describe thoroughly the speech-language pathologist’s role in the SGD funding process.
In what way(s) is funding of SGDs different between children and adults? In what way(s) is funding similar between the two?
Can third party payers use exclusions to deny coverage for SGDs? If so, what criteria must these exclusions follow in order to have legal standing?
Once SGD need is established, why must speech-language pathologists identify the least costly, equally effective SGD, and how is this device identified?
Why is it necessary to establish SGDs are “medically necessary” as defined by health benefits sources, and on what basis are they medically necessary?
Why is it necessary to establish SGDs are “covered” by health benefits sources, and on what basis are they covered?
Why are health benefits sources pursued as the primary funding source for SGDs?
How does “funding” for SGDs from health benefits sources overlap with speech-language pathologists’ professional roles and responsibilities?
Name and describe the six elements of motor control that determine whether a person can directly access an AAC device or may have to rely on indirect access, such as switches.
What is the relationship between seating positions, communication, and AAC devices?
What wheelchair components may be customized or added to a basic wheelchair to optimize proper positioning?
Identify the purpose and types of wheelchairs.
When considering a client who has severe physical and/or sensory impairments, what factors should be assessed and considered when choosing an AAC device?
Describe the role and function of each potential interprofessional team member who may be involved in seating and positioning assessment and intervention for AAC.
What is the ultimate goal of intervention for AAC users?
Explain how the communication partner impacts the effectiveness of AAC intervention.
Provide an example of how a clinician could use aided language stimulation to enhance meaningful interaction with a young child.
Discuss the diference between “imposing” and “infusing” the use of AAC strategies into an individual’s life.
Describe the differences between a task-oriented interaction and authentic interaction.
How has the changing landscape of AAC impacted assessment and intervention?
Define functional outcome measures.
Describe feature matching and identify at least one available tool to assist in this process.
What are six important considerations when formulating the trial period?
What are the major roles and responsibilities of AAC service delivery team members as they relate to selecting technology?
What are some inherent characteristics of unaided symbols that can be manipulated to maximize the possibility of immediate communication success? What are a couple of these characteristics for aided symbols?
Briefly discuss conceptual development. What is its importance in the symbol-referent matching process?
What is the guiding principle behind the process of matching symbols to referents?
Take one aided and one unaided symbol corpus. Compare them in terms of all appropriate symbol selection considerations.
Of all the symbol selection considerations, which one has received the greatest empirical attention? What do the research findings suggest?
Briefly describe how vocabulary variables are interrelated.
Name and briefly discuss two user variables. How do they relate to the process of symbol selection?
Describe the two phases of AAC symbol selection.
Discuss the pros and cons of using core vocabulary as an initial vocabulary set with individuals with intellectual and developmental disabilities.
Explain the role of morphology in communication and the ways AAC users can access morphology to support their communication.
Describe two or more vocabulary selection sources.
Discuss large-scale reference corpora and how they can be useful in vocabulary selection.
Describe the difference between core, fringe, and keyword vocabulary in the context of AAC.
Discuss the role of words in everyday communication across modalities.
Why is speech intelligibility an important element in an AAC evaluation?
Why is literacy an important element in an AAC evaluation?
How does a feature matching procedure inform the AAC assessment process?
Both an ecological inventory and use of the Participation Model can be applied easily to observation. Describe the similarities and differences between the two.
How might standardized tests be modified when used with a person during an AAC assessment?
A preinterview may provide essential assessment information not available through other evaluation procedures. Describe examples of important information that may be learned from a preinterview and how it might inform the assessment process.
Identify several of the key areas of an evaluation for AAC. What types of information are important in each?
Name and describe the roles of potential members of an AAC evaluation team.
AAC assessment teams may work under multidisciplinary, interdisciplinary, or transdisciplinary approaches. Describe the similarities and differences among the three approaches.
AAC assessment is described as an iterative process. Outline several points in time that a person who uses AAC should be re-evaluated.
List at least one ethical concern that needs to be addressed while choosing AAC systems and strategies.
What is the distinction between “dedicated” and “integrated” communication devices?
Describe at least three encoding systems used for storing and retrieving messages, and comment on their advantages and disadvantages.
What is meant by text-to-speech synthesizers? Give some examples.
What is the primary difference between partner-assisted scanning and device-generated scanning using computer-based SGDs?
Describe three non–speech-generating AAC devices, techniques, or approaches.
What differentiates digitized SGDs from computer-based technology with synthesized speech output?
What is meant by the term “feature matching,” and how does this relate to the four communication competencies discussed in this chapter?
How does the content and layout of displays influence the way in which individuals use AAC effectively and efficiently? Consider issues such as context and type of language use, access methods, and communication rate.
Discuss how recent technological developments have extended the type of input devices and systems. How have these advances impacted on access to communication for persons with a wide range of disabilities?
What are the strengths and limitations of the four different types of AAC technology (i.e., single function devices, graphic-based AAC systems, literacy-based AAC systems, and hybrid systems)?
In the past, AAC technology was organized into a low technology vs. high technology dichotomy. How does this differ from contemporary thinking of AAC technology being viewed from the perspective of non–speech-generating vs. speech-generating?
How have recent developments in mobile and connected technology advanced the field of AAC, and how has this impacted the lives of persons who use AAC?
Briefly describe the ways in which an AAC team should consider an individual’s neurological, sensory, and motor strengths and limitations to inform decision making in regard to the provision of appropriate AAC services for a person with complex communication needs.
What are some of the challenges associated with the implementation of an unaided AAC system with an individual? What are some of the benefits?
Choose one of the unaided AAC systems described as a “linguistic unaided symbol system.” Describe its features and the aspects of the system by which it qualifies as a symbolic linguistic system.
Select at least three individual manual signs. Analyze each of these manual signs in regard to each of the eight feature categories of manual signs that should be considered by an AAC team when selecting an unaided lexicon for an individual.
Consider the many various types of unaided AAC corpuses. Choose at least three of the following and compare and contrast their similarities and differences: PCAs, ENGs, Amer-Ind, KWS, Makaton, PGSS.
Briefly describe the expectations for the emergence of gestures in the process of typical communication development. Discuss the ways in which gestural development contributes to symbolic language and literacy skills.
Briefly explain the elements involved in an individual’s development of communicative intentionality. Be sure to contrast intentional behavior and intentionally communicative behavior.
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