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Chapter 6

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Chapter 6

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

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