AAC Exam Study Questions With Correct Answers

AAC Exam Study Questions With Correct
Answers

[1] |What |comprises |AAC? |- |CORRECT |ANSWER✔✔-Symbols |(letters |of |alphabet, |pictures, |
gestures/signs)

Devices/aids |(unaided |= |just |your |body)

Techniques |(methods |of |transmitting |ideas, |eg |voice, |paper)

Strategies |(being |effective |and |efficient, |putting |the |focus |on |comm |partners)



[1] |What |is |ASHA's |definition |of |AAC? |- |CORRECT |ANSWER✔✔-"AAC |refers |to |an |area |of |
research, |clinical |and |educational |practice. |AAC |involves |attempts |to |study |and |when |
necessary |compensate |for |temporary |or |permanent |impairments, |activity |limitations, |and |
participation |restrictions |of |persons |with |severe |disorders |of |speech-language |production, |
and/or |comprehension, |including |spoken |and |written |communication."



[1] |Who |needs |AAC? |- |CORRECT |ANSWER✔✔-...



[1] |What |is |NOT |AAC? |- |CORRECT |ANSWER✔✔-NOT |a |device |or |technology, |per |se! |If |you |
come |out |of |this |class |thinking |it |is, |you |have |failed |and |broken |Charlotte's |heart. |The |device |
is |a |means |to |an |end, |combined |with |other |things. |If |you |think |it's |just |a |device, |you'll |have |a |
lot |of |unused |devices |sitting |on |shelves.



[1] |How |fast |do |typical |verbal |communicators |speak |versus |the |average |AAC |user, |and |how |
does |that |guide |our |practice? |- |CORRECT |ANSWER✔✔-Typical |verbal |communicator: |~ |100 |
WPM, |on |average

AAC |user: |~ |17 |WPM. |

We |want |to |help |them |speed |it |up.

, [1] |What |is |a |quick |fire |message? |- |CORRECT |ANSWER✔✔-a |canned |message |that |can |be |
delivered |very |quickly |to |explain |person's |mode, |help |repair |a |breakdown, |etc.



[1] |What |do |you |need |to |be |an |AAC |user? |- |CORRECT |ANSWER✔✔-Linguistic |competence: |
need |to |understand/produce |language

Operational |competence: |need |to |get |efficient |with |a |certain |mode, |despite |constraints

Social |competence: |do |they |have |access |to |all |pieces |of |conversation |with |what |you're |setting |
up?

Strategic |competence: |they'll |be |slower--how |do |we |help |them |strategize |around |this |and |
keep |convos |going?



[2] |What |are |some |message |selection |factors? |- |CORRECT |ANSWER✔✔-Depends |on |age, |
gender, |social |roles, |individual |needs/preferences, |environments, |and |life |experiences.



[2] |What |are |some |of |the |messages |of |conversation? |- |CORRECT |ANSWER✔✔-greetings, |small |
talk, |story |telling, |procedural |descriptions, |content-specific |conversations, |wrap-up
|remarks/farewells




[2] |How |might |vocabulary |needs |change |for |different |modes |and |contexts |of |communication?
|- |CORRECT |ANSWER✔✔-Need |different |vocab |for |spoken |and |written |comm, |school |and |


home |talk, |depending |on |age, |and |depending |on |gender.



[2] |What |are |some |different |considerations |for |people's |vocabulary |needs? |- |CORRECT |
ANSWER✔✔-* |Nonliterate |individuals |(need |aided |symbols |and |core |vocab |of |symbols |to |
communicate |now; |doesn't |depend |on |dev |sequence)

* |Preliterate |(children |or |adults |who |maybe |have |some |skills, |but |aren't |necessarily |literate)

* |Literate |individuals |(enhance, |accelerate |timing, |reduce |fatigue, |incorporate |social |media) |



Also |consider: