12/04/2016 �������������������������� ? • Charitable Trust, established 1991 in Auckland. • Provide services throughout New Zealand. Regional offices: Auckland, Wellington, Christchurch. • Staffed by therapists (SLTs and OTs), teachers, technical support and administrative teams Using Visual Supports to Assist • National contracts with the Ministry of Health and ACC Supported Decision Making • Not a therapy service; work with existing teams ������������� ? ����������������������������� ������������������� Linking you to the right Assistive Technology � Refers to all communication that supplements or augments speech Our purpose: To enable all people with communication � Augmentative system – adds to or assists existing speech or impairments to interact and participate to their communication full potential . � Alternative system – another means of communicating TalkLink provide: � Is Multimodal • Assistive Technology (AAC) Assessments • Equipment Trial https://www.isaac-online.org/english/what-is-aac/ • Recommendations and Reports • Training and on-going support ������������� ���������������������� ��������������� • Anyone who is unable to be understood. Common aetiologies include: • Life long disabilities such as • Cerebral Palsy Skills and Abilities • Autism Spectrum Disorder • Learning / Intellectual Disability • Acquired disabilities / Progressive Neurological Conditions such as Language Areas Assistive Technology Use • Stroke Receptive Related Areas e.g. AAC device Expressive Adaptive Behaviour Wheelchair • Traumatic Brain Injuries Vision Speech Glasses • Motor Neurone Disease Writing Hearing Hearing aids Reading Motor Function Walker • Parkinson's Disease Cognition Pointer switch • Multiple Sclerosis • Dementia 1
12/04/2016 �������� !�������� • is one means of communication • Speech – the combination of particular sounds to produce words • is a rule governed system that helps us communicate • Receptive language – the ability to understand language • Expressive language – the ability to prepare oral, written or • uses symbols such as speech, manual signs, picture signed messages that are meaningful and appropriate to the symbols and words listeners. It includes the capacity to organise thoughts in accordance with the capabilities of other speakers/listeners. ���������������#����������� "���������� ��������� ������������ • what to do • when to do it • Requesting • Expressing feelings & interests • who to do it with • Commenting • Initiating • morning/evening routine • Asking questions • Greeting • clothes to wear • Protesting • Answering • menus/food • Getting attention • chore schedule • recreation / leisure / community options %���������� ��������� ���������������$������� �&�����'����������(������ Acquantances Good Friends Life Partners Paid Partners Unfamiliar Persons 2
12/04/2016 ,�#�������� ���������� )��������&&����#����������*+ Little maintenance No batteries Simple to use • Things we see that enhance communication • Can be aided or non-aided • body language • natural environmental cues eg signs, logos labels • traditional tools for organising and giving • Visual Schedule Boards, Social Stories, Souvenir Books information eg calendars, schedules, • Simple choice making, requesting - PECs shopping lists, maps • News: ability to share info, Share Stories • Decisions making – Talking Mats �������������������.����� ��-����������������������� • Help people understand auditory input. • They are non-transient -can provide a record • Help focus attention • Help express ideas �������������������� ��&������������������������- (�����&�/���������0������� • There are multiple considerations for the introduction of any • WAIT communication strategy (even what may be thought of as a simple • for person to initiate topic strategy) • for responses • Value communication attempts • Step 1 = AAC strategy must be seen as useful, functional & achievable by both the individual & their support person/team • Respond consistently and appropriately • DON’T fake your understanding • It needs to be used all the time • Say “sorry I missed that – can you tell me again or another way?” • It’s not a quick fix – it takes time and effort to be successful. • Think multimodal 3
12/04/2016 �&��������������������� ��� ��&&�������-���������&���� $��������������������� • Ongoing assessment • Model the strategies that you’re asking the person to use • Reinforce understanding by using simple written language, drawing, • Consider the disease progression rating scales, maps, gestures, cue cards, pointing to objects/ • For example ↓ cogniHve-communicative skills momentos/illustrated step by step cookbooks, memory books, reminder cards, memo boards with written activity suggestions are • have strategies in place early to try and reduce useful for reminding people of the activities they would enjoy doing. frustration now & later on • Write down possible answers so the person can point to them, NB add in ‘it’s none of the above’ • use strategies that are ‘naturalistic’ & don’t involve • Ask questions, if necessary reduce to closed ‘yes/no’ questions learning new tasks • Keep it SIMPLE. • People need to have consistent approaches "���������1223� $���������������������� %��������&&���� (��������- ����������������������� � Very useful when the person cannot intentionally • Visual Strategies help make sense of the world for people who communicate may not gain much information from what you say to them � Close observation may reveal communication, • Personal Communication Dictionary / Gesture Dictionaries / Book gestures to communicate About Me • Touch cues � greeting, pushes away, banging • Sign � objects & people to reach a goal • Objects of reference • Photos / Symbols � Everyone contributes their knowledge • Wait time � Must be updated • Routine/environment • Repetition � May clarify similar/unique behaviours • Simple Language www.usevisualstrategies.com $���������������������� ��������������$���&���� (��������-*�4��&�� www.communicationpassports.org.uk When I do this … It means … You should … http://www.callscotland.org.uk/downloads/quick- Bang my head I have a headache Give me a panadol guides/communication-passports/ Smile and flick my hands I want a hug Hug me! Scream The room is too noisy Turn off the noise, or take me outside. Clap my hands I want to dance Turn some music on Cry I am sad or in pain Ask me to find out which. Comfort me or help me. Make a “T” with I need to go to the toilet Take me! Quick! Sometimes I don’t give you much warning. my hands Adult_A5.ppt 4
12/04/2016 $5�� 6������� PECS begins by teaching an individual to give a picture of a desired item • People have preferred routines to a “communicative partner", who immediately honours the exchange as a request. The system goes on to teach discrimination of pictures and • Happen daily in a set order how to put them together in sentences. In the more advanced phases, • Provide consistency individuals are taught to answer questions and to comment. • Routines help develop anticipation • Routines help the person understand what is going to happen next http://www.pecs.com/ The Picture Exchange Communication System Developed by Andrew S. Bondy, Ph.D. & Lori Frost, M.S., CCC/SLP 7�8����� �6� ������ ���������#���������.�4�� �������������� • Backs up verbal with visual • gives people info about their lives information • helps people see a logic and order to their world • Provides consistent visual cues • serve as a communication aid to discuss and about daily routine share daily events • Teaches that symbols can represent • improve vocabulary and language skills daily activities • assist in developing time concepts • Encourages participation in • teach sequence, before and after planning & choice-making • reduce or eliminate behaviour problems related to transitions and changing activities �-����������� ���9�����������-� ��������������� Sally Maria John B 5
Recommend
More recommend
