Communication Strategies in SLP 1312

The range of tasks a learner can perform with guidance but cannot do independently.

A common reason people might hesitate to communicate with older adults is due to differing interests. Fear of being perceived as judgmental should also be considered.

Age-related hearing loss.

Communicate clearly, face the person, and speak clearly.

A common fear young people may have is discussing aging, as it may relate to their own aging, leading to reluctance or discomfort.

Sometimes simplifying language is needed due to possible cognitive or processing challenges when communicating with older adults.

Use nonverbal cues and avoid correcting mistakes for better communication.

Young people may be uncomfortable communicatong with elderly people due to differences in interests or fear of inadvertently comparing the age of the persons.

Dementia can affect communication by causing impulsivity or inappropriate responses.

Use reflective listening to show understanding, not correcting statements immediately.

A comfortable environment to communicate reduces distractions, helping elderly individuals focus.

Early writing systems like cuneiform and hieroglyphs were primarily used for keeping administrative records.

Difficulty with everyday reading and writing tasks.

Approximately 54% of U.S. adults read below a 6th-grade reading level.

A widening gap between strong and struggling readers over time.

Decoding and language comprehension are crucial for reading comprehension, according to the Simple View of Reading.

Individuals with dyslexia often excel in big-picture thinking and creative problem-solving.

Intrinsic motivation in reading is driven by internal factors like enjoyment and curiosity, leading to deeper engagement and long-lasting reading habits.

The Indus script, an ancient writing system from the Indus Valley Civilization, remains undeciphered, meaning its symbols and language haven't been translated.

Health literacy involves understanding and using health-related information to make informed decisions about your health and well-being.

The term 'spectrum' in ASD highlights the wide variation in symptoms, skills, and support needs among individuals with autism.

Persistent deficits in social communication and restricted, repetitive patterns of behavior are core diagnostic criteria for ASD according to the DSM-5.

Echolalia is the repetition of words or phrases heard from others, often a characteristic of individuals with ASD.

Individuals with ASD who have hyper-reactivity to sensory input may feel overwhelmed by loud noises or bright lights, leading them to cover their ears or avoid certain environments.

The Picture Exchange Communication System (PECS) primarily aims to help individuals with ASD communicate their needs and requests.

Individuals with ASD often experience overgrowth in their brains during early development, which can impact brain function.

Gestational diabetes and high blood pressure during pregnancy are associated with an increased risk of ASD in the child.

Parent training in autism intervention equips parents with strategies to implement communication techniques and reinforce skills in everyday life.

According to attachment theory, a child's early relationship with caregivers, particularly their responsiveness and consistency, lays the foundation for how they relate to others later in life.

Augmentative and Alternative Communication (AAC) aims to enhance communication and improve quality of life for individuals who have difficulty speaking.

Unaided AAC is a form of communication that doesn't rely on external tools or devices. Examples include gestures like pointing or waving.

Anyone facing temporary or permanent speech or language challenges can benefit from AAC.

Augmentative and Alternative Communication (AAC) refers to methods and tools used to support individuals with communication difficulties to express themselves.

AAC aims to help individuals with communication challenges participate in activities like expressing needs, sharing thoughts, and interacting socially.

High-tech AAC typically involves devices with sophisticated features like touchscreens, dynamic menus, and synthesized speech for communication.

Individuals using AAC need motor skills to operate devices, select symbols, and control output methods. These skills vary depending on the technology and individual needs.

Access to funding for AAC devices and services can be a major hurdle, often due to limited insurance coverage or cost barriers.

Predictive text in AAC devices offers suggestions for words or phrases, reducing the need for extensive typing or selection, making communication faster and more efficient.

Allow extra time for someone using AAC to formulate their responses, as it may take more time for them to select words or phrases.

The internal working model in attachment theory is a mental blueprint that develops in early childhood, shaping our expectations and behaviors in future relationships.

A type of attachment in which individuals have difficulty with intimacy and tend to avoid emotional closeness, often due to past experiences of rejection or neglect.

A pattern of attachment characterized by a strong need for reassurance and validation from others, often stemming from a history of inconsistent or unreliable caregiving.

Trauma can significantly affect communication, often leading to heightened sensitivity to triggers, difficulty expressing emotions, and avoidance of certain topics.

A trauma response characterized by a state of shock or paralysis, leading to non-verbal communication or dissociation during conversations.

A coping mechanism used by trauma survivors to create physical space and safety during communication, such as placing objects on a table to create a barrier.

A communication approach emphasizing the importance of creating a safe and supportive environment for individuals who have experienced trauma, promoting understanding and healing.

Secure individuals can support those with insecure attachment styles by providing consistent reassurance, active listening, and a validating presence in communication.

A stage in language development where children use a single word to express a complete thought or sentence, like 'milk' to mean 'I want milk.'