AAC Applications for Autism Spectrum Disorder

Choose a study mode

Play Quiz
Study Flashcards
Spaced Repetition
Chat to Lesson

Podcast

Play an AI-generated podcast conversation about this lesson

Questions and Answers

What are the three main factors that can influence the outcomes of AAC interventions for individuals with ASD?

Predictors, Moderators, Mediators

Which of the following is NOT a barrier to AAC use in individuals with ASD?

  • Limited training of communication partners
  • Availability of devices with a wide range of features (correct)
  • Access to services
  • Lack of professional competence

Visual stimuli are generally considered to be less effective than spoken cues for individuals with ASD.

False (B)

What are two challenges associated with teaching AAC to individuals with ASD?

<p>Establishing and maintaining joint attention, avoiding disengagement</p> Signup and view all the answers

AAC can be a useful tool for teaching social skills to individuals with ASD.

<p>True (A)</p> Signup and view all the answers

What is the main question regarding the teaching of AAC to individuals with ASD discussed in the text?

<p>Should AAC be taught through structured lessons or simply provided through exposure and interaction?</p> Signup and view all the answers

Visual perception is a simple process that does not require complex integration of information.

<p>False (B)</p> Signup and view all the answers

What does the term 'communicative remediation' refer to in the context of AAC for individuals with ASD?

<p>Strategies and interventions aimed at improving communication skills in individuals with ASD.</p> Signup and view all the answers

What is a primary function of AAC within the ASD population, as stated in the text?

<p>Making communication more learnable and effective.</p> Signup and view all the answers

Which of the following is NOT a potential area where both barriers and facilitators play a role in AAC intervention for individuals with ASD?

<p>The social environment (D)</p> Signup and view all the answers

What is the main reason that AAC often utilizes visual stimuli instead of acoustic stimuli?

<p>To replace or supplement speech signals with a visual format, making communication more accessible for individuals with ASD.</p> Signup and view all the answers

Why is it important to consider both barriers and facilitators within AAC intervention for individuals with ASD?

<p>To develop effective strategies and interventions that address challenges and leverage opportunities for success.</p> Signup and view all the answers

The text emphasizes that AAC intervention should focus solely on therapeutic settings rather than natural environments.

<p>False (B)</p> Signup and view all the answers

Give an example of how AAC can be helpful in learning and acquiring social skills.

<p>Using an AAC system to request permission before engaging in a desired activity.</p> Signup and view all the answers

What is one way in which AAC can be more susceptible to systematic learning and training than other forms of communication, according to the text?

<p>Through multistep requesting approaches, AAC systems allow for structured instruction and practice of social interactions.</p> Signup and view all the answers

Flashcards

AAC for Autism

Augmentative and Alternative Communication (AAC) is used to improve communication skills in individuals with Autism Spectrum Disorder (ASD).

Barriers to AAC

Obstacles to using AAC, including limited access to services, professional competence, AAC device limitations, and communication partner training.

Facilitators of AAC

Aspects that support AAC use, including expert professionals, devices matching learning needs, and positive intervention outcomes.

Predictors (AAC)

Factors affecting AAC outcomes, including cognitive ability, ASD severity, communication skills, motor skills, and language comprehension.

Signup and view all the flashcards

Moderators (AAC)

Factors impacting outcomes related to a specific intervention, e.g., joint attention or imitation.

Signup and view all the flashcards

Mediators (AAC)

Factors revealed during an AAC intervention that help improve outcomes, e.g., AAC use frequency or social interaction.

Signup and view all the flashcards

Visual Modality in AAC

Using visual cues like symbols, signs, and displays instead of or alongside spoken word in AAC.

Signup and view all the flashcards

Visual Processing & Attention

How individuals with ASD perceive and process visual information, which is often crucial in AAC.

Signup and view all the flashcards

Eye Gaze Tracking

Tracking eye movements to understand attention and interest during AAC interactions, providing insights for better support.

Signup and view all the flashcards

Systematic Teaching

Structured lessons/activities supporting AAC skills development for students with ASD.

Signup and view all the flashcards

Joint Attention

The ability to share focus between people in an interaction, essential in AAC and social interaction.

Signup and view all the flashcards

Social Skills in AAC

Using AAC to learn and improve social behaviors (e.g., asking, commenting, interacting).

Signup and view all the flashcards

Multistep Requesting

A structured approach to teaching requesting using AAC, for example, Van der Meer et al.’s approach.

Signup and view all the flashcards

Intervention Generalization

The ability to use AAC skills in different settings or situations beyond the initial learning environment.

Signup and view all the flashcards

Communication Partner

A person who regularly interacts with an individual using AAC, important in supporting AAC use.

Signup and view all the flashcards

Cognitive Ability

A person's mental abilities crucial in AAC intervention planning and effectiveness.

Signup and view all the flashcards

Communication Complexity

The intricacy and sophistication involved in a person's communication needs.

Signup and view all the flashcards

Study Notes

AAC Applications with Individuals with Autism

  • Augmentative and alternative communication (AAC) serves the same functions in individuals with autism spectrum disorder (ASD) as in other populations, making communication more learnable and effective.
  • Single case studies are crucial.

Barriers and Facilitators

  • Barriers:

    • Access to services
    • Professional competence (knowledge and system use, device limitations)
    • Communication partner training
    • Emotional/cognitive characteristics (attention span, motivation, social understanding) in children with ASD.

  • Facilitators:

    • Experienced professionals
    • Devices with varied features matching learning potential
    • Positive effects of AAC intervention
    • Portability of devices

  • Donato, Spencer, & Arthur Kelly (2018) identified intervention services, AAC systems, communication partners, parents, and children with ASD as areas where barriers and facilitators play a role

Predictors, Moderators, and Mediators

  • Predictors: Factors impacting outcomes (e.g., cognitive ability, ASD severity, communication complexity/competence, motor skills, language use, comprehension)

  • Moderators: Factors influencing outcomes tied to specific interventions (e.g., joint attention, imitation)

  • Mediators: Factors facilitating outcomes during intervention (e.g., AAC exposure frequency, communication partner perception, social interaction)

The Specific Nature of Autism and AAC

  • Individuals with ASD share similarities in typical and atypical developmental patterns.
  • Future research will hopefully reveal specific AAC patterns and remediation methods.

The Visual Modality, Visual Processing, and Attention

  • AAC primarily uses visual processing (e.g., decoding symbols, interpreting visual displays).
  • Visual information processing may be more robust and less vulnerable than auditory processing.
  • Visual stimuli are often static, allowing more processing time.
  • Observations with individuals with ASD suggest visual cues (both static and dynamic) are more effective than spoken cues

Visual Perception is Still a Complex Process

  • Visual perception integrates global and local information (top-down and bottom-up).
  • Eye-gaze tracking is proving to be a useful tool.

Teaching Needs

  • Question: Do communication partners simply need to provide exposure and interactions? OR Should AAC use be taught through structured lessons?
  • Teaching all learning is a combination of exposure and structured teaching.
  • For ASD, structured systematic teaching often is essential.
  • The challenges of teaching AAC to individuals with ASD involve maintaining joint attention, avoiding disengagement, and decreasing attention loss.
  • Intervention needs to expand beyond therapy settings to involve natural environments

AAC and Social Skills

  • How can AAC support learning and acquiring social skills (e.g., asking permission, commenting, and socializing)?
  • AAC can be a tool for systematic learning and training, potentially through multistep requesting approaches.

Studying That Suits You

Use AI to generate personalized quizzes and flashcards to suit your learning preferences.

Quiz Team

Related Documents

Chapter 7 AAC Applications with Individuals with Autism PDF

More Like This

Is Your Team Ready for AAC Transition Planning?
8 questions

Is Your Team Ready for AAC Transition Planning?

AmenableNurture avatar
AmenableNurture
AAC Instrucción
10 questions

AAC Instrucción

ChivalrousKansasCity avatar
ChivalrousKansasCity
AAC: Communication Process Explained
15 questions

AAC: Communication Process Explained

SurrealAluminium6182 avatar
SurrealAluminium6182
Augmentative and Alternative Communication (AAC)
15 questions

Augmentative and Alternative Communication (AAC)

IntuitiveWhistle5975 avatar
IntuitiveWhistle5975
Use Quizgecko on...
Browser
Open
Browser
Browser