You have accessPerspectives on School-Based IssuesCE Questions1 Jun 2011SIG 16 Perspectives Vol. 12, No. 2, June 2011Earn 0.35 CEUs on This Issue Jennifer Kent-Walsh, and Cathy Binger Jennifer Kent-Walsh Google Scholar More articles by this author and Cathy Binger Google Scholar More articles by this author https://doi.org/10.1044/sbi12.2.1-ce SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In “Technology as a Language Tool: Augmentative and Alternative Communication in the Classroom,” Kent-Walsh & Binger 1. Language intervention techniques for children who use AAC: must be addressed in individual therapy sessions outside the classroom will always differ from language intervention techniques used for children who do not use AAC can, in many instances, be similar to techniques used with children who do not use AAC should only involve vocabulary/messages that are objects or nouns 2. When writing goals and objectives for children who use AAC, the goals and objectives should: only focus on the child's use of AAC technologies include some objectives that are similar to the goals and objectives for children with language disorders who communicate via speech not take into consideration the typical sequence of language development be constructed without consideration for typical educational goals relating to spoken language 3. Expectant delays, natural cues, and open-ended question are all: ways to create initial opportunities for communication with a child who uses AAC ways to increase reading comprehension for a child who uses AAC examples of binary choices that encourage an individual to communicate methods of easing the burden on the non-AAC user in the communication dyad 4. Research indicates that communication partners of children who use AAC often: take the minority of conversational turns do not want to listen ask a high frequency of open-ended questions automatically communicate in a facilitative manner 5. Communication partner interventions: can often interfere with the learning of new skills for children who use AAC should not be facilitated by school-based SLPs are only relevant to family members of children who use AAC can increase opportunities for children to communicate in meaningful classroom contexts “iTherapy: The Revolution of Mobile Devices Within the Field of Speech Therapy,” Fernandes 6. SLPs should use the auto-lock feature on their mobile devices because the feature: provides extra protection from unauthorized use protects applications from being accidentally deleted prevents data loss when the iPad is connected to iTunes restores data from the device 7. Based on the survey featured in the article, the area that has been affected the most by apps usage is: voice language articulation therapy articulation assessment 8. When considering the implementation of iTherapy, SLPs should consider purchasing accessories such as: cases, a film protector, and speakers cases, cables, and bags a charger, a speaker, and cables cases, stands, a film protector, speakers, and cables 9. Instructors using an iPad: will always need an Internet connection to run applications will only need an Internet connection to download applications or to run web-based apps such as e-mail will never need the Internet are able to plug in the iPad to use the Internet 10. According to this article, to receive an educational institution discount on an app, one must purchase: 10 copies 20 copies 5 copies 30 copies “Teaching Social Skills Using Video Modeling Interventions,” Franke, Whalen, & Lara-Brady 11. A social skills deficit is a core deficit of students with: ASD learning disabilities language delays ADHD 12. An important feature of television that makes children imitate aggressive behaviors is: how much a child identifies with the characters the severity of the aggression the age of the aggressor the age of the victim 13. The research base indicates that for video modeling to be a successful intervention, it should: start with a behavior the student has mastered show the desired behavior in slow motion use one model to teach include goal-setting in which the target behavior is expected 14. Video modeling is a good intervention tool for children with ASD because these children: have the ability to process visual information more readily than verbal communication have strong language-processing skills do not understand emotions lack reciprocity 15. When using a commercially available video modeling program, one drawback a provider will want to consider is: the use of animated characters the use of child actors using provider-made videos the student's ability to understand the video Additional Resources FiguresReferencesRelatedDetails Volume 12Issue 2June 2011 History Published in issue: Jun 1, 2011 Get Permissions Add to your Mendeley library Metrics Topicsasha-topicsasha-sigsasha-article-typesleader-topicsCopyright & PermissionsCopyright © 2011 American Speech-Language-Hearing AssociationPDF downloadLoading ...
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