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Chapter 6 Chapter 6 Presentation Transcript

  • Chapter 6: Assistive Technology for Communication (Speech) By: Renee-Lynn L. Sanchez
  • Presentation Objectives
    • Definition of speech and speech impairment
    • Examples of conditions or disorders that causes speech impairments
    • Augmentative and Alternative Communication (AAC) and how they differ
    • How AAC choices are determined
    • Technology Continuum for AAC
    • Roles of a Speech-Language Pathologist
    • Assistive Technology strategies for speech
  • What is Speech?
    • Forming and production of oral language
    • Sounds produced by four separate but related physiological processes
      • Respiration
      • Phonation
      • Resonation
      • articulation
  • What is a Speech Impairment?
    • Disorder that affects
      • the articulation of speech sounds
      • Fluency in speech
      • voice
  • Examples of disorders or conditions that cause speech impairment
      • Cerebral Palsy (CP
      • Cleft lip or Cleft palate
      • Stuttering
      • Significant hearing loss
  • Augmentative and Alternative Communication (AAC)
    • Combination of different forms of communication
    • Supplements, enhances or replaces conventional communication methods
  • Augmentative vs. Alternative
    • Augmentative Communication System
      • Helps students utilize the communication system the student already has
    • Alternative Communication System
      • Bypasses oral system altogether
  • Choosing an Augmentative and Alternative Communication System..
    • Depend on student’s physical, cognitive, sensory and receptive communication skills
    • Depend on how well others understand student
    • Must be evaluated by many professionals
    • Must address indications
      • Scanning
      • Encoding
      • Direct selection
  • Technology Continuum for Augmentative and Alternative Communication (AAC)
    • No Tech
    • Light Tech
    • High Tech
  • No Tech
    • Student able to indicate wants and needs
    • Examples
  • Light Tech
    • Usually designed by general ed, special ed, or school staff
    • Made with materials within classroom
    • Requires no power
    • Examples (gestures, communication boards, eye gazing objects, choice boards etc)
  • High Tech
    • Usually requires a power source
    • Ex:Text to speech device, single level voice output, multiple level voice output
    Text to speech device
  • Role of the Speech Language Pathologist
    • Provide speech language therapy to the student (small or large group)
    • Be a part of IEP team (which chooses at device)
    • Help assist students in accessing the general curriculum
    • Serve as consultants
  • Assistive Technology Strategies for Speech
    • Samples
      • Picture Exchange Communication System (PECS)
      • Picture Communication System (PCS)
      • Expression Cards
      • Communication Rings
      • Schedule Boards
  • References
    • http://www.asha.org/public/speech/disorders/AAC.htm
    • http://www.asha.org/public/speech/disorders/accPrimer.htm
    • http://www.superduperinc.com/handouts/PDFs/95_AugmentativeAlternative.pdf
  • Questions or Comments