Questions and Answers
What are forms of communication that do not require speaking?
augmentative and alternative communication
American Sign Language is a word-for-word translation of American English.
False
Which form of sign language is used frequently by native oral speakers who later lose their hearing and study ASL?
It is uncommon for the students that RBTs work with to use idiosyncratic signs.
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Learning sign language impairs a person's ability to learn to speak.
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Which type of language training requires the most sign language fluency from the RBT?
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Picture communication is easy for naive communication partners to understand.
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People who use picture communication may ____ or ____ the pictures.
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Picture communication is typically only used by people who cannot speak.
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A form of picture communication that is used to demonstrate a contingency is called?
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PECS are used mostly to?
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Speech Generating Devices should not be used if the person has some ability to speak unaided.
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Some devices will allow a person to say any word they can think of, even if it was not pre-programmed.
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A person with a complex vocabulary and multiple motor impairments would probably prefer?
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Only persons who have the ability to touch a screen or keyboard accurately can use a speech-generating device.
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In order to use a larger array of vocabulary words on an SGD, a user need to have __________ skills.
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Who conducts an AAC assessment?
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Which of the following should be considered when selecting an augmentative or alternative method of communication?
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Of all the communication modes, we are least knowledgeable about the effects of picture communication on the development of spoken language.
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The main difference between teaching communication goals with students who speak and those who cannot is that the RBT must also learn the mode of communication.
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Picture communication training might lay a good foundation for later training on a speech-generating device.
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FCT often teaches the child to use __________ communication in the early stages, regardless of what communication is being used outside the sessions.
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Study Notes
Augmentative and Alternative Communication (AAC)
- AAC encompasses forms of communication without spoken language, facilitating expression for those with speech difficulties.
American Sign Language (ASL)
- ASL does not translate word-for-word from American English; it follows its own grammatical structure.
Pidgin Sign Language
- Pidgin Sign is commonly used by individuals who were oral speakers and later lost their hearing, making it a bridge between spoken and sign language.
Idiosyncratic Signs
- Idiosyncratic signs are not uncommon among students, indicating personalized methods of communication can be prevalent.
Learning Sign Language
- Learning sign language does not impede a person’s capacity to develop verbal communication skills; both can coexist and enhance each other.
Language Training Types
- Intraverbals require the highest fluency in sign language from Registered Behavior Technicians (RBTs) among various language training methods.
Picture Communication
- Picture communication is easily comprehensible for naïve communication partners, promoting effective understanding.
Interaction with Pictures
- Individuals using picture communication can either point to or exchange pictures as a means of communicating needs or wants.
Usage of Picture Communication
- Picture communication is not limited to non-verbal individuals; it can also be utilized by those who have some ability to speak.
First-Then Schedule
- A first-then schedule is a specific form of picture communication that demonstrates contingencies, helping users understand sequences of activities.
Picture Exchange Communication System (PECS)
- PECS predominantly serve manding (requests) by enabling users to express their needs through pictures.
Speech Generating Devices (SGD)
- SGDs are beneficial even for individuals who possess some ability to speak, as they can enhance communication effectiveness.
Pre-Programmed Vocabulary
- Certain devices allow users to articulate any word they can conceive, independent of pre-programmed vocabulary.
Complex Needs
- Individuals with complex vocabularies and multiple motor impairments often prefer standalone speech-generating devices for enhanced communication.
Accessibility of SGDs
- Not solely dependent on fine motor skills, speech-generating devices can be operated by those with varying levels of physical ability.
Vocabulary Skills on SGDs
- To access a wider range of vocabulary on an SGD, users need to develop match-to-sample skills.
AAC Assessment
- Speech-Language Pathologists (SLPs) are primarily responsible for conducting AAC assessments to determine suitable communication methods.
Selection Criteria for AAC
- Important factors include cost and visual acuity, both essential when choosing an augmentative or alternative communication method.
Picture Communication and Spoken Language
- There exists a knowledge gap regarding how picture communication impacts the development of spoken language in users.
Communication Goals
- The primary distinction when teaching students who cannot speak compared to those who can lies in the RBT needing to learn the communication mode of the non-verbal students.
Foundation for Speech Generating Device Training
- Training in picture communication can effectively establish a solid foundation for subsequent training with speech-generating devices.
Functional Communication Training (FCT)
- FCT typically involves teaching children to use picture communication during initial stages of learning, regardless of other modes used outside therapy sessions.
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Test your knowledge of augmentative and alternative communication with these flashcards. Explore definitions and facts related to different forms of communication that assist individuals who may not speak. Perfect for students and professionals in the field of communication disorders.
