Communication

• focus on understanding how the disorder affects individuals' daily lives and identifying ways to help them participate more full in society
• -considers the manifestation of a disorder and how activities and participation are impacted

• -effective communication
• -people use a combination of communication modalities to meet their inteded communication goals

• -term for severe communication disorders
• -emphasizes the importance of speech, language, and/or cognitive abilities for a person's participation in society rather than focusing solely on the disorder

• -four different components that are used to enhance communication:
• -symbols
• -aids
• -strategies
• -techniques

• -something that stands for something else
• -each AAC system contains symbols that are typically classified as either aided or unaided

• requires a device or accessory that is external to the body to transmit a message
• Ex:typing a message, drawing a picture, pointing to photographs

• symbols requier only one's body
• Ex: speaking, gesturing, vocalizing, and signing to represent meaning

• sounds or tones processed in the auditory system to interpret meaning
• -In AAC systems, usually morse code

• printed symbols that are usually represented on paper, boards or computer screens
• -Common AAC include photographs, colored line drawings, and orthographic characters

• are produced using the body
• Ex: gestures, sign language, facial expressions

• can be physically manipulated
• Ex: braille alphabet, other objects

• do not require movement or change to understand their meaning
• EX: a photograph or illustration
• AAC system uses static symbols might be one in which a child point to photos in a book to request to talk

• require movement or change to understand their meaning
• Ex: gestures

• degree to which symbols visually resemble what they refer to
• iconic symbol is very transparent

symbol has little resemblance to what it represents

• refers to a type of assistive device that is used to send or receive messages
• -aids often supplement natural speech or writing and can augment input of information

• the way symbols are effectively and efficiently conveyed
• -AAC strategies intended to improve message transmission time, support grammatical formulation of messages, and enhance communication rates

• refers to the way in which messages are transmitted
• -how an individual selects or accesses symbols
• -2 types: direct and indirect selection

• a direct motor act that is not dependent on time
• -four types: physical pressure, physical contact, pointing without contact, speech or voice input

• depression
• -individuals select symbols using a controlled body movement to depress a key or apply sufficient pressure for activation to occur

individual needs only to have physical contact with the AAC aid

EX: eye pointing in which an individual looks at an item long enough for a communication partner to assess the person's intent

some AAC systems can be acessed by speech or voice input to activate messages and functions

3 types: scanning, directed scanning, and coded access

• single or dual switches
• a selection set of symbols is presented in a predetermined configuration by either a communication device or a communication partner

the se of multiple switches or a joystick interface to move a cursor to a specified target location

• remains the same before and after a symbol is selected
• EX: a pic of a tv on a screen remains the same and does not change when you point to it

• are visual and change after a symbol is selected
• -usually involves a computer screen presenting a visual message, typically letters or pictures

use a combination of display types on the AAC system

pictures, photographs or depictions of virtual environments that represent situations, places, or experiences

• Goal: regulate behaviors of others
• Focus: desired action or object
• Duration: limited
• Predictability: very predictable

• Goal: share info with others
• Focus: shared info
• Duration: lengthy
• Predictability: not predictable

• Goal: establish and maintain relationships with others
• Focus: interpersonal relationship
• Duration: lengthy
• Predictability: ranges from very predictable to not predictable

• Goal: engage in social conventions
• Focus: social conventions
• Duration: limited
• Predictability: very predictable

having significant limitations in both intellectual functioning and adaptive behavior, as expressed in conceptual, social, and practical adaptive skills

• a neuromotor impairment resulting from trauma or damage to the devloping child before, during, or soon after birth
• -ability to communicate ranges from no problem at all to having no speech

group of developmental disorders characterized by impaired social interaction; difficulty with verbal and nonverbal communication; and unusual, repetitive, or severely limited activities and interests

• a speech disorder characterized by the inability to control the purposeful speech movements and sequences of speech movements.
• -intelligibility of speech can range from mild to severe

• occurs when the blood supply to part of the brain is interrupted or when a blood vessel in the brain ruptures
• -language expression and comprehension are frequently impacted by left-hemisphere strokes
• -language use is also impacted by frontal-lobe and right-hemisphere strokes

• a degenerative disease that significantly affects communication
• aka Lou Gehrig's disease

• model of AAC assessment
• helpful in identifying patterns and needs related to communication as well as possible barriers

• are imposed by other people and prevent an individual's participation in communication activities
• 5 types: policy, practice, skill, knowledge, and atitude

can also prevent participation in communication activities, but they stem from the capabilities, attitudes, and resources of the person using AAC

knowledge, judgment, skills, motivation to improve, attitude toward AAC, confidence and resilience

communication demands of interactions and the environment

often used to describe the presymbolic behaviors of infants: gurggling babbles, burps, coughs

individuals have reliable symbolic communication but communicate in only a few contexts or with only a few partners

individuals are usually literate and interact with both familiar and unfamiliar communication partners in a variety of communication environments

• children exhibiting problems with language achievements are having a late start with language development and can be expected to catch up with their peers
• -not really an accurate term

do show delays in the earliest stages of language development; about 1/2 of these children will catch up with their peers by 3 or 4 years old and half will continue to be behind

• most accurate representation
• children experiencing significant challenges in language development relative to other children

often describes older children with language disorders who experience difficulties with academic achievement in areas associated with language

children having substantial problems in one or ore of the basic psychological processes involved in understanding or in using language, spoken or written

• a significant impariment of language in the absences of any other developmental difficulty
• -affects 7-10% over age of 5

result of other intellectual or developmental disorders or is acquired by a brain injury

cause

• present from birth
• primary or secondary

acquired sometime after birth, typically as the result of some type of insult or injury

a disorder affecting only one domain

• disorder affecting multiple domains
• -less likely to resolve, and is viewed as more serious

children who are under 5 and acquiring two languages simultaneously

children over 5 who have a native language but are learning a second language

• difficulties in coming up with the right words at the right time
• -usually accompanied by frequent pauses, filler words, a reliance on nonspecific and general words and naming errors

• describes a variety of developmental conditions that are characterized by significant difficulties in social relationships, communication, repetitive behaviors, and overly restricted interests
• 4 types of disabilities: autism, childhood disintegrative disorder, Asperger's syndrome, and pervasive developmental disorder

• severe developmental disability with symptoms that are present before a child's 3rd bday
• -difficulties with social interactions with others, severe impairment of communication skill, and restricted and stereotypical behaviors and interests

children under 10 who appear to be developing normally until at least their 2nd bday but then display a significant loss or regression of skills in two or more of following areas: language, social skills, bowel control, play, or motor skills

• "higher functioning" children with autism
• -have substantial problems with social interation and show restricted and idiosyncratic behavioral patterns and interests

children who have severe problems with social interactions and communication and who display repetitive behaviors and overly restricted interests but do not otherwise meet the criteria for other disorders

• aka mental retardation
• condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period

close family

neighborhood and community

society

should follow referral to determine the need for a comprehensive language assessment

examines all domains of language (form, content, use) in both comprehesion and production

characterizes the extent to which children's language skills impact their ability to function in home, school, and community environments

a child does not have a language disorder is diagnosed as having one

a child who has a language disorder is not accurately identified as having one

• those in which the child is in the drivers seat
• the child sets the pace and chooses the materials and the professional seeks ways to facilitate language form, content, or use in the context of child-selected activites

those in which the adult selects the activities and materials and sets the pace of instruction

therapeutic interventions for children 3 yrs and under