CDS 460 Final Exam - Complex Communication Needs

CCN - Definition

Complex Communication Needs

significant speech, language, motor, and/or cognitive impairment preventing individuals from communicating in conventional ways, limits ability to participate independently in society

AAC - Definition

Augmentative and Alternative Communication

Augmentative: tools that support the communication abilities one already has in spoken language

Alternative: AAC is provided as an alternative to the speaker’s spoken language abilities

AT - Definition

Assistive Technology

technology that aids daily living (communication aids, prosthetics/orthotics, sensory aids, mobility aids, seating systems etc)

Static AAC

just one page/layer, does not change (cards, banners)

Dynamic AAC

AAC with multiple layers to navigate (ipads/devices where clicking one button provides more options for words)

Aided AAC

AAC that is external to the child (devices, cards, etc)

Unaided AAC

AAC that does not require external products (gesture, sign, facial expressions, etc)

Iconic symbols

symbols that clearly represent what’s being conveyed

Opaque symbols

symbols that are more abstract, meanings aren’t as readily available (see: alphabet)

Graphic symbols

written words or letters

Acoustic symbols

sound output

Manual symbols

signs, expressions, head movement

Tactile symbols

braille, physical objects

No tech AAC

boards, paper, letters, sign, expressions

Low tech AAC

simpler tech with few moving parts

High tech AAC

sophisticated electronics

AAC strategies for CCN

aim to improve message transition time and support grammatical formulation of messages

include: setting conversation topic before initiating conversation, using word-predicting software, distributing index cards to unfamiliar communication partners

Direct AAC device selection

selection through a direct motor act (physical contact, pointing, eye gaze, voice recognition)

Indirect AAC device selection

scanning and bluetooth switches

Visual and auditory scanning

buttons are highlighted or spoken while page is being scrolled so the AAC user can indirectly choose a button through a button

5 purposes of communication

needs and wants (regulating others’ behaviors)

information transfer

social closeness (example: shared stories)

social etiquette

communicating with oneself

4 main factors to discover following AAC assessment

Participation patterns and communication needs

Capabilities related to communication

Symbol Assessment

Feature Match

Participation patterns and communication needs

person’s communication needs and patterns, how they participate

Capabilities related to communication

strengths and areas of need

Symbol Assessment

symbol types that will work best

Feature Match

consider needs regarding access, display, portability, language output, operational needs, and voice

Heather’s Pedagogical Imperatives (describe 2)

Learn as much about each student as you can

Develop a keen sense of accurately “reading” the student’s non-verbal communication

Become familiar with the particular learning modalities that the student can access

If a student has major language-processing limitations, develop a “fine ear’’ for learning key words or phrases

Be aware of the attitude and empathy carried in your own voice

Maintain a person-to-person conversational tone appropriate to the student’s hearing

Identify the student’s parameters of frustration

Confirm frequently that the learner is “on the right track,”

Confirm significant progress and achievement

Share with a colleague (on site or elsewhere) your concerns, insights, methodologies, and resources

Celebrate your own achievements—the small gains and major triumphs