5344 midterm

6:Self-monitoring strategies, such as checklists and token boards, may be used to increase independent implementation and reduce the need for teacher or practitioners prompting.

True

77: FAs are sometimes conducted in less structured contexts, such as within natural environments

True

2: AAC display must take into account the

age functioning preferences of the person

3: An AAC assessment should involve the following:

all the above

3: Assessing the individual's receptive language is important:

all the above

4: Specific tasks and roles that speech therapist play in the AAC multidisciplinary team:

all the above 1. first to recognize the need for AAC and play a role in referring the individual for further eval 2. plays a role in assessment and selection of gals and objectives 3. instrumental in identification of general education and individualized language and literacy objectives 4. find and select devices

4: AAC considerations must include several factors:

all the above preferences of family members of and individuals with ASD amount of time needed to learn to use such systems and to program them assistance identifying and planning for opportunities to communicate

66: Why are peer mediated strategies implemented

because peers are considered to be ideally situated to assist young people with ASD in practicing social and communication skills in natural settings. This is the best way to promote generalization of skills across contexts and maintenance of skills over time

33: Prior to a formal AAC assessment what should be provided

client's education family social history needs and motivation motor, cognitive, literacy, and communication skills

55: errorless learning

consist of immediately providing necessary prompts to assist the person in a correct responses, while preventing incorrect responses may be used in tandem with time delay

33: Verbal Behavior Milestones Assessment and Placement Program

criterion referenced and provides feedback related to milestones for typically developing individuals up to 4 years. For older people parent, teacher, and caregiver reports or skill probes may be used

commonly Co-occuring conditions and characteristics

deafblindness and significant intellectual impairments have similar impairments in communication and social interaction ASD and Down syndrome and Prader-Willi syndrome

22: applied behavior analysis

discrete, evidence based teaching procedures to teach new communication skills of verbal and other communication behaviors prompting prompt-fading backward chaining

33: language context

examining the communication modes and symbols in use by the individual with CCN, family, and others whom they interact understanding of language in the person's current situation/future daily environment

3: speech should not be used in with AAC method.

false

3: Assessments to determine the suitability of AAC and to select a system and relevant goals should include

formal test informal test observations professional judgement

6: Which one of the following strategy is LEAST useful when child's AAC attempts are inappropriate or random?

ignoring communicative behaviors

33: social context

interactions between the person with CCN and others, including communication barriers that exist

77: Functional Communication Training FCT

involves implementation of instruction in the new communication mode to replace a challenging behavior 1. Selecting a communication mode once a hypothesis regarding the function of the bad behavior is obtained an alternative behavior is selected for intervention ---can be used with ANY communication mode 2. Teaching the client to use the new communication mode 3. Reinforcement contingent upon the desired communicative behavior ---Extinction of challenging behavior implemented at the same time as FCT ---Teaching for generalization: that skills learned in one context, with one instructor, in one setting, and with one set of materials are also able to be performed in other contexts, with other people , in other settings, and with other materials

55: Naturalistic teaching milieu teaching incidental teaching

involves setting up numerous communication opportunities , engaging and using LEAST-TO-MOST prompting sequences to teach the participant to use the photo exchange or other AAC

2: Examples of unaided AAC systems are...

manual signs and gestures

2: There are numerous advantages of using digital technologies as AAC devices, such as

more appealing speech output provides a consistent verbal model can add vocabulary

77: functional behavioral assessment

Direct and Indirect observation --interviewing the individual and caregivers --observing challenging behaviors using behavioral tools --behavioral checklists --conducting experimental functional analysis

55: Aided AAC modeling natural aided language

---involves speaking while selecting or pointing to the relevant symbols on the AAC device ---placing communication books or boards around the setting to encourage opportunities to use language throughout the day Key components 1. implemented in the setting in which AAC-based communication is expected to be use 2. includes modeling of AAC use by instructors 3. involve expanding and scaffolding based on current verbal, nonverbal, and AAC-based communication skills 4. implementation of direct instruction via behavioral techniques --time delay --positive reinforcement --prompting 5. the natural communication partners are usually key interventionists

77: Hypothetical questions that are run through the FAs

--role of preferred items --attention --desire for escape from aversive activities --self stimulation

77:What factors must be considered in determining whether to conduct an experimental FA or use a checklist

1. FAs are time consuming /QABF takes about 20 minutes 2. FAs are best conducted by individuals with advanced training 3. checklists may be better at evaluating behavioral functions for behaviors that occur at low frequencies thus are less detectable in experimental FAs that reflect only a short period of time and limited conditions

22: 6 Phases of Instruction for PECS (1st)

1. Reinforcer assessment May be repeated as preferred items very over time and even within a day depending on deprivation/satiation or changing desires GOAL: student learns to independently pick-up a picture card and hand it to a communicative partner in exchange for a preferred item, food, or activity 2 trainers --prompter behind student/communicative partner in front Example: communicator places item on the table in front of student. If interest is not shown the communicator replaces it with another item. If 2nd attempt fails the prompter physically helps the student Strategies: backward chaining introducing a wide variety of cards targeting PECS instruction across a wide variety of context and settings including a variety of communicative partners --informal asking caregivers to identify the client's preferred items and activities --formal placing items in front of the client and collecting data regarding which items are picked most often

3: What variables should be considered when selecting a particular AAC mode for an individual with CCN?

1. amount of effort necessary to produce the AAC behavior 2. The novelty 3. intellectual functioning of the individual 4. individual's proficiency with the communicative mode 5. preference of the individual and the family

44: what responsibility does the team have

1. collaboration skills are one key to successful interdisciplinary teamwork 2. teams must determine how students will use AAC to access general education curriculum ---literacy instruction ---access of the general education curriculum via AAC ---instructional practices with AAC 3. team members particularly those who are providing direct services to the individual with CCN, must have a basic understanding and abilities regarding the student's AAC system operation, maintenance, and programming 4. knowledge of resources that may be used for tech support 5. have training in how to promote participation of students with CCN in their classrooms

3: Calculator and Black (2009) provided several recommendations to improve inclusion of students with severe disabilities and CCN in the general education settings. These recommendation are:

1. communication skills should be selected related to their importance to the student 2. skills should be selected that will prioritize the student's preferences 3. skills should be selected that will enable the student to have more independence and choice-making opportunities 4. challenging behaviors should be addressed by providing the student with alternative and more desirable communication behaviors 5. goals should reflect the need of the student to communicate across all necessary contexts , situations, and the entire day 6. communication goals should be related, as possible, to the learning goals in the general education setting 7. AAC goals should reflect needs for participation in activities with family/friends 8. skills and the AAC system selected should be based on assessment results related to previous communication skills, literacy skills,, intellectual and cognitive skills, type of display, symbol comprehension, and categorization and arrangement of symbols 9. skills targeted should include both expressive and recetive communication

55: 6 subcomponents to expand on the child's communicative attempts based on incidental teaching

1. communicative partners stay in close proximity 2. new words and concepts are modeled 3. communicative partners repeat what the children communicate, then provide an expansion on what he or she said --adding descriptor --labeling an item --modeling a longer sentence --using parts of speech not yet acquired --incorporating preschool or school curricular content 4. attention should be paid to all of the potential communicative functions that a child might need to use in daily interactions --requesting --commenting and labeling --asking questions for information --responding to questions for information --refusing --requesting assistance -- taking turns in conversation 5. communicative partners may ask questions related to objects and activities in the immediate environment and to encourage turn-taking in conversation 6. redirection may be useful if the individual is engaging in self-stimulatory behaviors or otherwise not responding to attempts to engage in the activity

44: recommendations from school psychologist that assess and assist in picking out AAC

1. consideration of the child 2. observation of the student in a variety of contexts, and consideration of the student's preferences 3. family's needs ---expectations related to assessment ---concerns for their child ---inclusion of them as partners in the assessment ---selection process and prior experience with technology 4. cultural expectations

44: Domain of the FLATS-AAC

1. family role in caregiving 2.parental concerns regarding safety 3. social interaction 4. conversation 5. parental health and well-being 6. parent level of effort in caring for their child 7. child level of control over his or her activities 8. appropriateness of child behavior 9. success at school 10. need for supervision from family members 11. parental need for respite and relief 12. child level of contentment 13. child ability to engage in activities autonomously 14. level of family financial difficulties

77: four areas of consideration when selecting a communication mode when implementing FCT

1. implementers should consider response match --new communication behavior should fulfill the same function as that identified through the FBA EX: if the client throws things to demonstrate frustration teach them a new way to express themselves 2. implementers should consider response mastery --how successful the communicative behavior is in gaining the desired response from others EX:the client states "no thank you" but is continued to be pushed by instructors --- the efficiency of the new communicative behavior --- social acceptability ---should consider how recognizable the communicative behavior is to those who will likely respond to the person 3. The implementer should address "response milieu --environments that allow the individual to have choices regarding their daily activity will promote learning of and use of new communication skills 4. consequences for the person engaging in challenging behaviors

66: What are some of the barriers to successful inclusion of students in the classroom

1. lack of training for teachers and instructional assistants in how to implement AAC 2. A low rate of interactions between students who use AAC and their peers 3. limitation on the part of the devices 4. lack of skills in using AAC devices on the part of the students with CCN 5. breakdowns in communication may be common between children using AAC and their peers

55: what key components does the quality of interaction play on a child's IQ

1. parents frequently repeated and expanded on what their children said 2. parents often asked their children questions to encourage them to take a turn in conversation 3. parents infrequently used prohibitions or redirected their child to age-appropriate materials rather than restricting, correcting, or criticizing

when peers or parents are introduced to strategies to increase interactions, practitioners should consider the following concepts

1. peers may be introduced to the particular strategies by name and told what they are expected to do 2. interventionists can give them opportunities to role-play to practice implementing newly taught mediation skills 3. peers and parents may be taught to prompt and respond to communicative behaviors and to provide other supports ---expansions strategies ---social interaction objectives ---initiating and responding to joint attention bids ---modeling and prompting AAC ---asking questions of their peers ---providing wait time to allow for slower interactions ---joining into the person's preferred activities and play ---focusing on responsiveness to the person with CCN instead of giving directions ---asking for clarification or more information to repair communication breakdown ---commenting on the specific activities and items with which the person with ASD is engaging

66: additional guidelines for increasing the integration of students with CCN in inclusive classrooms

1. plan and initiate cooperative group activites in which all students have a role 2. ensure that concrete objects are available to support conversational turn related to present activities or conversations 3. encourage classroom dynamics that increase interactions between small groups of students

55: Behavior strategies

1. prompts 2. reinforcement 3. time delay 4. errorless learning

77: Indirect behavioral checklists

1. the Questions about behavioral function (QABF) high convergent validity with experimental FAs and with other behavioral checklists --results in a determination of function of the behavior that closely matches other FBA checklists and the results of experimental FAs including A. when evaluating challenging behaviors B. Stereotypic behaviors C. Individuals with ASD --good test-retest reliability --fair inter-rater reliability --internal consistency (related questions)

55: The system for Augmenting Language includes specific intervention components

1. using a speech generating device 2. naturalistic communication opportunities 3. providing feedback for the child's communicative attempts 4. expanding vocabulary 5. giving items to the child

55: three main phases of incidental teaching

1. when using incidental teaching with people with ASD the communicative partner must prepare the environment so that there are objects and activities that will likely motivate the individual with ASD to initiate an interaction with a person or object 2. there is a consequence to the child's initiation that promotes language use --labeling --asking a question --modeling --repeating --redirecting 3. the communicative partner ends the exchange on a positive note

2: Comparisons across AAC mode have found that SGDs and PECS had significantly better overall effects than other types of picture-based AAC.

True

4: What are some strategies that have been found to improve the positive attitudes of peers about their classmates with disabilities who are using AAC devices?

AAC must be integrated into all other educational planning promotion of friendship and cooperation peers who are more familiar with and have more experience with people who use AAC have better attitudes towards them, thus they should be seen as full members of the classroom newer systems are viewed better by peers

6: What are the key components that peer-and parent mediated interventions should include?

All the above

77: Method for testing Hypothesis

Conditions that occur before or after the behavior are manipulated and data are collected in each condition to determine what triggers the highest instances of the challenging behavior repeated several times to confirm the hypothesis that one or more of the conditions triggers the behavior or what are the primary functions of that particular challenging behavior

2: PECS was developed specifically for individuals with Autism Spectrum Disorders (ASD) and has been used with people with a variety of developmental disabilities.

True

2: Studies have shown that using AAC system have inhibited speech production.

False

4: Family member do not need assistance in identifying and planning for opportunities for individuals with ASD and CCN to communicate.

False

4: Preference of AAC methods should be evaluated once to determine if preference has changed.

False

4: The purpose of AAC is only for communication, not used to enhance functional communication.

False

4: .......................................was developed to evaluate the impact of AAC implementation on families of children who use AAC via Likert scale parent report tool.

Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication (FIATS-AAC)

2: Evidence-based teaching procedures are used to teach new communication skills. All of the following are examples of these procedures except for one.

Fast-based teaching strategy

3: Which one of the following areas Test of Aided-communication Symbol Performance (TASP) evaluate?

Grammar

6: If you want the child to learn requesting behaviors, select items that are -

Highly reinforced or preferred

22: Important selection elements of VSD

Human figures vocabulary presented visually and in context vocabulary presented in a context that is familiar to the child

6: Which of the following statement is TRUE of immediacy of reinforcement?

If the child points to AAC device and request an appropriate item, immediately reinforce the child with the item

4: Which of the following statements is true

Input from all stakeholders, including family members and the person with CCN, related to multimodal AAC options and preferences should be investigated

6: Which one of the following is a wrong assumption of introducing AAC for beginning communicators?

Introducing 'yes' or 'no' concepts first

3: AAC assessments should include evaluation of the individual's ability to use an comprehend communication and symbolic language, particularly related to symbols that may be used in AAC devices.

True

22: 6 Phases of Instruction for PECS (4th)

Learner is taught to create simple sentences to make requests, combining an I-WANT symbol with an icon of a preferred item Begin with backward chaining by having the picture already on the strip with I-WANT and teaching them how to do this for themselves..eventually turning it into a full sentence

22: 6 Phases of Instruction for PECS (3rd)

Learner is taught to discriminate among pictures to select the one that corresponds with one of a variety of preferred items 1 instructor/2 stages 3A: 2 picture cards are placed on the front of the communication book-one preferred item/one not preferred. If the learner picks the wrong one the communicator blocks, corrects, or prompts with the correct item. 3B: 2+ pictures card are place on the front of the communication book of preferred items and they pick the correct item Involves a correspondence check--determining whether or not the student is accurately discriminating between the available pictures If the student is NOT Structured error-correction procedure

2: examples of naturalistic instructional techniques

Milieu teaching and mand-model

22: 6 Phases of Instruction for PECS (2nd)

OUTCOME Learner will retrieve his or her PECS communication binder , retrieve the desired picture from the front of the book, and bring it to a communicative partner 2 INSTRUCTORS communicative partner begins phase 2 far enough away that the learner may independently stand and bring the picture card to the communicative partner physical prompter nudges or provides other physical prompts to assist the learner in moving toward the communicative partner

Which of the following statements is true?

Parents may be involved in programming the device and should be provided with information and resources regarding how to select and organize images or concepts.

2: Low-tech aided devices includes:

Picture Exchange Communication book (PECS)

6: John screams to get his needs met (e.g., water). What should the teacher do in this scenario using AAC?

Reinforce and prompt John to point to a picture of 'cup' on AAC

4: It is important that both general and special education teachers become accepted members of the AAC team

True

6: Interventions for people with ASD, including those involving AAC, should include family members and peers as key partners.

True

22: 6 Phases of Instruction for PECS (5th and 6th)

Teaching the learner to answer questions regarding what they want and see and to comment on their surrounding

3: An example of a communication assessment that has been recommended for children with ASD would be...

The Sequenced Inventory of Communication Development-Revised (SICD)

qualifications for ASD

must meet the 3 social-communication criteria and at least 2 of the four criteria related to restricted and repetitive behaviors SOCIAL COMMUNICATION CRITERIA 1. Must have deficits in emotional reciprocity Example: problems understanding feelings/emotions Less oriented toward other people than their peers are, such that the quality and quantity of their interactions may appear significantly different Less awareness of the need to share interests and take turns 2. Must have difficulty appropriately using and interpreting nonverbal communication Example: tone, body posture, facial expressions avoid eye contact monotone/unusual pitch 3. Must have difficulties forming and sustaining relationships with others to a significant degree RESTRICTIVE AND REPETITIVE BEHAVIOR 1.May engage in speech or motor movements that are repetitive or stereotyped. Motor movements ( young children/more significant intellectual impairments) seeking sensory stimulation using items in a repetitive typically not functional manner (older people with higher intellectual functioning) 2. May be particularly drawn to routines and rituals involving verbal and/or nonverbal behaviors or be particularly resistant to change repetitive routines 3. May have intensely focused restricted interests compared to others Example: obsessed with trains

33: what different multimodal options may be needed with individuals with CCN

natural speech speech approximations AAC devices gestures facial expressions

55: Aided language stimulation

naturalistic, supportive approach to improving communication in children with LANGUAGE DELAYS --selecting AAC symbols while paring selections with verbal models --demonstrating various syntactic and semantic combinations

33: communication symbolic behavior scales

normal and standardized up to 36 months evaluates rate on intentional communicative acts through play wherein the evaluator probes skills arranging communicative temptations during naturalistic interactions

key characteristics of ASD

observable deficits in social-communication skills presence of restrictive repetitive and stereotypical interests/or behaviors

3: What aspects of the individual's language learning environment that should be evaluated and later addressed in intervention?

physical functional language social cultural contexts

6: Response effort includes:

physical and cognitive efforts

2: There are many advantages of using low-tech aided AAC devices, such as

portability ease of creation of new materials low expense low probability of loss or damage ease of interruption by much of the public

55: Time delay

provides the person with ASD with time to respond following the presentation of a stimulus --frequently used when the individual has the behavior in their repertoire , but doesn't display it frequently or at the correct time

55: reinforcement

providing a consequence to a behavior that encourages the individual to continue engaging in the behavior or increase the rate of engaging in the behavior

4: People with ASD and CCN are typically served by a wide range of professionals, such as..................

school psychologist speech paths teachers paraprofessionals (aides)

22: typically developing children use communication interactions for.... while ASD children use communication interactions for...

social gain preferred items

33: Sequenced inventory of Communication Development revised

standardized assessment of receptive and expressive language based on parent report/observation 4-48 months

33: Test of Aided-communication symbol performance TASP evaluates

symbol size and quantity (grid format/picture symbols) grammar categorization of symbols syntax

challenging behaviors of ASD

tantrums aggressive oppositional noncompliant behavior self-injury (banging their heads against hard surfaces or biting themselves) a

55: what is found to be correlated with a child's IQ

the amount of language parents modeled for and feedback given to their children and the quality of the interaction 1. parents stayed in close proximity for a greater extent of time 2. parents joined in activities and communications in which the children were engaging 3. parents modeled a variety of different words and concepts

33: functional context

time, place, structure, and function of interactions within the person's daily activity 1. describe when language is facilitated thoughout the day 2. When language intervention would not be ideal due to other demands 3. when the individual is free from structured activities 4. when additional language instruction could occur

research has revealed that people with ASD frequently engage in challenging behaviors .....

to communicate a desire to escape demands or gain access to preferred items and activites, including those related to their preferred repetitive motor movements

33: Test A--Battelle Developmental Inventory BDI Test B--Bayley Scales of Infant development

used to identify area of impairment related to motor and cognitive functioning and language functioning in young children Test A--standardized assessment that evaluates student's performance in through observation or parent report 1. motor 2.cognitive 3. receptive 4. expressive 5. social 6. adaptive skills

55: prompts

used to teach behaviors that are not currently displayed by the individual with DD or are used infrequently should be faded as soon as possible to avoid prompts dependence --increase the length of delay --gradually using a less invasive prompt 1. hand-over-hand 2. leading by the wrist 3. leading by the elbow 4. light tap on the elbow 5. no prompt --provided in a least-to-most 1. verbal prompt 2. gestural prompt 3. physical prompt

33: cultural context

values, beliefs, and expectations of the person's family, community, and other stakeholders

22: VSD

visual scene displays useful to people with intellectual disability and young ASD children presents concepts in a manner that more closely matches principles of visual processing to better enable people with CCN to communicate Have language concepts imbedded in contextual experiences, rather than in isolation