Transcript AAC Messaging, Vocabulary

AAC Messaging, Vocabulary
SLA G304
Kim Ho, PhD CCC-SLP
Overview
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Quiz
Guest speaker Paul Remy
Questions and answers
Discussion of “Research Article” reading
Lecture
Vocabulary Needs
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AAC simulation
Vocabulary provided
Vocabulary needed
Factors That Influence
Vocabulary Needs
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Age
Gender
Social role
Environment
Type of disability
Life experiences
Individual differences
Conversation Contour
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Greeting
Small talk
Information-sharing
Wrap-up remarks
Farewell
Greetings
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Generic
Signals:
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Awareness
Friendliness
Bid to start conversation
Requires Social awareness
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Social status, age, gender, cultural group
Formality affected
Small Talk
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Initiate and maintain conversation
Cocktail party
May transition to information sharing
Important if partners don’t know each
other or have shared information
Many AAC users can’t do
Types – generic/specific
Information Sharing
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Storytelling
Procedural Descriptions
Content-Specific Conversations
Storytelling
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Purpose
Important for adults
Especially important for older adults
High and low tech options
Procedural Descriptions
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Detailed information
Information must be related
sequentially
Timely and efficient
Examples
Content-Specific Conversations
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Informational give-and-take
Not scripted
Vocabulary varies widely
Unique and novel utterances
Letter-by-letter or word-by-word
Minspeak: http://www.prentrom.com/
Wrap-up Remarks and
Farewell Statements
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Signals desire or intent to end an
interaction
Wrap-up examples
Farewell examples
See Barkley AAC Center’s WWW site
http://aac.unl.edu/vocabulary.html
Diverse Vocabulary Needs
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Spoken versus Written Communication
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School Talk and Home Talk
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TTR lower for spoken than written words
Written vocabulary is more diverse
(McGinnis, 1991)
Purposes of communication home v. school
Vocabulary varies dramatically
Age, gender, cultural variables
Vocabulary for Preliterate AAC
Users
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Coverage vocabulary
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Context-specific communication boards
Themes or levels of a SGD
Developmental vocabulary
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Not yet “functional”
For vocabulary and language growth
Various structures and combinations
Semantic categories
Vocabulary for Nonliterate AAC
Users
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Functional, not developmental
perspective
Often use whole phrases
Make age and gender appropriate
Include some developmental vocabulary
Vocabulary for Literate AAC
Users
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Word-by-word or letter-by-letter
Complete messages
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Timing enhancement
Message acceleration
Fatigue reduction
Timing Enhancement
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Messages that must be fast
Examples
Message Acceleration
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Speed overall communication rate
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Acceleration vocabulary (Vanderheiden and
Kelso, 1987)
Fatigue Reduction
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May be acceleration vocabulary
Time of day
Analyze vocabulary patterns during
periods of fatigue
Core vocabulary
Empirical research or clinical reports
1. Successful AAC users
2. Specific individual
3. Natural speakers/writers in similar
contexts
Fringe Vocabulary
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Specific or unique to the individual
Examples
Personalize the vocabulary
Must be recommended by user or
informants
Informants
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Multiple informants
Examples
AAC user
High interest to the individual
Potential for frequent use
Range of semantic notions & pragmatic
functions
Reflect the “here and now”
Potential for later multiword use
Ease of production or interpretation