Language Competence: Don't Settle for a Piece of the Pie

Language Competence

Don’t Settle for a Piece of the Pie

Jane FarrallSpeech PathologistAAC Support Services Manager

Introduction to Language Competence

• Language (linguistic) Competence• Receptive and expressive language• Learning and using

• Vocabulary• Sentence structure• Pre-programmed messages

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• Examples of Linguistic Competence (SET-BC, 2008)• Communicate preferences and interests using patterned

phrases• I want...• I like...• I am...

• Communicate requests for school or personal objects • I need my walker.• I need a drink.

• Ask and answer basic questions (scripted, prestored) • My name is Sarah. What is your name?• I went to the movies. What did you do on the weekend?)• What’s that?

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• Communicate requests and comments using simple generative sentences

• “I + want+ book”• “Dad + like(s) + pizza”

• Construct simple grammatical sentences using present and past tense (then future tense, then complex and compound sentences)

• Use descriptive language• Funny• Big-little• Happy-sad

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• Participate in familiar, real-life situations using scripted patterns and/or generative language

• Ordering food in a restaurant• Participating in circle routine in school• Playing a card game

• Complete written and oral components of grade level assignments independently

• Write an essay• Give a presentation• Participate in small group

• Understand and discuss linguistic structures and forms and how this relates to their communication system

• Verbs and verb tenses may be entered separately

6(SET-BC, 2008)

Introduction to Language Competence• Part of a larger concept called

communicative competence• “The ability to communicate functionally in

natural environments to meet daily communication needs” (Light, 1989)

• A baseline level of success in a communicative opportunity based on the demands of that situation

• Composed of 4 parts—linguistic, operational, social, and strategic

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• Linguistic Competence• Receptive and expressive language• Learning and using

• Vocabulary• Sentence structure• Pre-programmed messages

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• Operational Competence• Skills related to the maintenance and

operation of the AAC system• Accessing the system (e.g.., touch, scanning, etc)• Positioning the system• Adjusting the volume• Charging the device• Programming the device• Troubleshooting common technical problems, etc.

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Introduction to Language Competence• Social Competence

• Skills needed to communicate effectively and in socially appropriate ways to:• Interact with others• Gain attention• Introduce a topic• Change a topic• Make comments• Ask questions• Communicate about a variety of topics• Use a variety of communicative functions10


• Strategic Competence• Strategies to overcome or minimize the

functional limitations of AAC• Slower rate• “Computerized” speech

• Strategies to prevent or repair communication breakdowns• AAC user doesn’t understand• Communication partner doesn’t understand

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• Communicative competence is NOT• An ending point• An indication of “perfect” communication skills

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• Part of language competence is being able to communicate for different reasons• Preferences and interests• Requests for school or personal objects• Ask and answer basic questions

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• Communicative functions (Light, 1988)• Social closeness

• “Can I tell you a story?”• “Let’s get together for coffee”• “Kiss please”

• Social etiquette• “Please”• “Sorry”• “I really appreciate all of your help”

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Introduction to Language Competence• Communicative functions (Light, 1988;

con’t)• Information transfer

• “My children went to the beach this summer”• “Two plus two equals 4”• “Big truck”

• Wants and needs• “I need my glasses”• “I would like to wear the red dress with the pink

tights”• “More juice”15


• Communicative functions—additional• Internal Dialogue

• “Remember the library book” • “First I have to listen to the story, then I can swing.”

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•Social

Etiquette•Needs and

Wants


• So, if language competence refers to… • Receptive and expressive language• Communicate functionally in the natural

environment• Variety of functions

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•How do we get there?

Elements of Language—Part One

• Lieven, E., Behrens, H., Speares, J., Tomasello, M. (2003). Early syntactic creativity: A usage based approach. Journal of Child Language, 30, 333-370.• Those of us who speak construct our utterances by combining

rote-learning forms/memorized chunks/strings of words and phrases with variable slots into which we insert appropriate categories of words/phrases.

• We need consider how to provide AAC users access to these language forms with variable slots across the age ranges in addition to the ability to construct language word-by-word or letter-by-letter.

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Elements of Language—Part One• Clendon, S. (2006). The language of beginning writers:

Implications for children with complex communication needs. Unpublished dissertation. University of North Carolina, Chapel Hill, NC.• Rote language forms and memorized “chunks” may comprise as

much as 70% of the language produced by verbal communicators

• Formulaic sequences include:• idioms (e.g.., that’s the way the cookie crumbles)• sentence frames and builders with open slots (e.g., Could you pass the

____?)• standard situational utterances (e.g.., “Can I help you?” or “What are you

getting?”)

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Elements of Language—Part One• What does this mean?

• We as verbal communicators use language “chunks” to communicate• In routine situations• Routine messages in ANY situation • Efficiently• Successfully

• AAC users should have access to the same language “chunks”!

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•Language Use

Elements of Language—Part One

• Language use vocabulary includes• Elements that encourage successful day-to-

day interaction. Makes use of preprogrammed words, phrases, and sentences for a variety of different contexts. Three types of messages:• Quickfires• My phrases• Common constructions

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Elements of Language—Part One• Quickfires

• Short, quick messages that allow for timely interaction

• A part of many different conversations• Messages that serve multiple functions

• Express opinion• Provide direction• Social interaction• Social etiquette• Interaction management

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Elements of Language—Part One• My Phrases

• Complete thoughts that have a specific purpose and may be used in multiple different conversations

• Various categories of formulaic sequences (Wray, 1998)• Greetings• Comments• Questions• Sayings• Standard situational utterances

(e.g.., Can I help you?)

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Elements of Language—Part One• Common Constructions

• Messages that are typically or frequently said by individuals in a certain context

• Not necessarily appropriate in other contexts • Can be both phrases and sentences• Can have variable elements

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Elements of Language—Part Two

• Bedrosian, J., Hoag, L., & McCoy, K. (2003). Relevance and speed of message delivery trade-offs in augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 46, 800 – 817.• Subjects in this study (sales clerks) preferred a precise and

100% relevant message, even if it took longer (1.5 min) to produce

• “Message relevance had the most positive impact on attitudes toward the AAC users and their communication”

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Elements of Language—Part Two• Clendon, S. (2006). The language of

beginning writers: Implications for children with complex communication needs. Unpublished dissertation. University of North Carolina, Chapel Hill, NC.• Creative language systems allow the freedom

to say what is unexpected• They also prevent speech from sounding too

repetitive and clichéd

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• What does this mean?• We as verbal communicators sometimes

access single words and put them together to meet our needs• Communicating in new contexts (not routine)• Being highly accurate (precise or detailed)• Successfully

• AAC users should have access to the same individual words (or spelling)!

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•Language Structure


• Language structure vocabulary includes• Elements that facilitate the development and

use of higher level language and literacy skills. These elements allow access to grammatical components and the creation of novel messages. Three components of language structure are:• Word lists• Keyboards• Core word strategies

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Elements of Language—Part Two• Word Lists

• Single words that fit into a category (food, drink, action)

• Can be used alone, but typically used with other messages for description or clarification

• Can be used in conjunction with core words

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Elements of Language—Part Two• Keyboards

• Promote participation in literacy activities• Allow spelling of any words (within abilities)• Utilize word and phrase prediction

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Elements of Language—Part Two• Core Word Strategies

• Single words to combine to create phrases and sentences

• Tools to learn/use grammatical skills• Do not require literacy skills to use

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Balance of Language Elements

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• Language Use• Quickfires• My phrases• Common

constructions

• Language Structure

• Word lists• Keyboards• Core word strategies


• Rick Hoyt• With father, Dick Hoyt

• Marathon runner • Triathlete

• AAC user• Has Cerebral Palsy• www.teamhoyt.com

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• “Letters appear on a small screen at Rick's eye level. He twitches his head to move the cursor through the letters, double-twitching when he wants to select one. Each twitch requires a concentrated effort. As he works, his arm waves spasmodically, occasionally getting caught in the computer wires.

He is asked, "Do you ever have a bad race?"

Rick considers for several moments, then sets to work. He scans down the letters, each twitch of his head accompanied by a small electronic beep, like a bird chirping. Y, he types. Then, three minutes later, E, and, after a similar interval, S.

The next question comes, but Rick isn't finished with the first one. W...three minutes...H...three minutes...E...three minutes, and so on for a half hour. Rick communicates no sense of frustration or impatience. "Yes, when the weather is too cold..." finally appears on the screen. The reply is read aloud, but Rick still isn't finished. The twitches and chirps continue. And then the full reply sounds through the voice synthesizer. "Yes," the disembodied electronic voice says after several more long minutes, "when the weather is too cold and the women are too covered up."

Rick laughs, his face twisting into a grin, his shoulders shaking. Forty-five minutes after the first question, the next one comes.

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• http://www.runnersworld.com/events/boston06/Mag_hoyt.html


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• Justin Birch• Active in his

community• Presents at national

conferences• AAC user• Had a brain aneurysm• http://

www.dynavoxtech.com/success/stroke/details.aspx?id=74


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Quickfires

My Phrases

Common Constructions

Word Lists

Keyboards

Core Word Strategy

Balance of Language Elements• Todman, J., Alm, N., Higginbotham, J. & File, P.

(2008). Whole utterance approaches in AAC. Augmentative and Alternative Communication, 24:3, 235 — 254 • A word construction strategy can compliment pre-

stored messages in less anticipated situations or when specificity is critical

• Need to move between pre-programmed utterances and the ability to construct specific novel messages when needed

• Caution: remember that devices should be designed to promote social interaction rather than just generate speech 40


• Wray (1998): We need to use formulaic language to support efficient conversations and “save” our creative language for when we must be precise

• Blockberger & Sutton (2003): Providing sentences, phrases, and single words is the best approach given “what we know now”

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• Emergent Communicators

Balance of Language Elements• Context Dependent Communicators

Balance of Language Elements• Independent Communicators

Teaching Language Elements

• Introduction to language competence• Why do we communicate?• How do we communicate?

• All communicators• Individuals with complex communication

needs• Balance of language elements• Teaching language elements

• Tools• Teaching strategies• Examples

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• Teaching strategies• Positive communication environment• Partner augmented input• Sabotage

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• Positive Communication Environment• Expectations and communication partner

behavior make a huge difference!• Positive environments foster

communication in many different ways.

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Teaching Language ElementsCreating a Positive Communication Environment

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• Aided Language Stimulation (ALS)• Pointing to pictures while you are talking• With no expectation for the AAC user to point

to pictures

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Teaching Language Elements• Benefits of ALS (references on resource page)

• Natural receptive language training • Variety of communicative functions such as

questions, comments, greetings, requests, etc.• Hear a wide variety of available vocabulary

• An immersion approach• How to communicate (what to say)• When to communicate• Why to communicate

• Demonstrates that AAC is acceptable• Can lead to AAC users using their device!

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• “The average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. • A child who has a communication system and

receives speech/language therapy two times per week for 20-30 minutes sessions will reach this same amount of language exposure in 84 years.” •(Jane Korsten, recorded at: http://atto.buffalo.edu/registered/ATBasics/Populations/aac/consider.php)


• Sabotage• Sabotage requires a communicative response• Sabotage changes the way an activity

typically happens

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Teaching Language ElementsSabotage Worksheet

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• Teaching Vocabulary in InterAACT Learning Path


• Examples• Introduction to language elements• Lesson plans• Brainstorming

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Introduction to Language Elements

Quickfires: Big Impact! Little Words!

Turn computer speakers on while watching video.


• Introduction Video• Role Play• Locating Quickfires• Choral Practice• Errorless Practice• Yes/No• Twenty Questions• Specific Quickfires (Bingo)• Combining Quickfires• Initiating• Specific Functions (Sorting)• Role Play• Scripting• Real Life58

Lesson Plans

Wrap-Up• Language Competence

• “The ability to communicate functionally in natural environments to meet daily communication needs” (Light, 1989)

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Information Transfer

“This” “is” “my” “brother”

(Core Words)

“His name is Sebastian.” (Common

Constructions)

“S” “E” “B” “A” “S” “T” “I” “A” “N”

(Keyboard)

“Brother” “Easter” “Eggs”

(Word Lists)

“Look” “Mine” “More” “There”

(Quickfires)“I love to do

this.” (My Phrases)

Wrap-Up

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Wants and Needs

“Let’s” “go” “to” “the”

“pool”(Core Words)

“I want a glass of wine.” (Common

Constructions)

“C” “O” “C” “T” “A” “I” “L” (Keyboard)“You” “Me”

“Pool” “Drink” (Word Lists)

“You know” “OK” (Quickfires)

“I’m thirsty.” (My Phrases)

Wrap-Up

• “AAC treatment philosophy stresses the functional value of communication and the use of any strategies and technologies to achieve successful communication.” (Ansel & Wienrich, 2002)

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Language Competence: Don't Settle for a Piece of the Pie

Health & Medicine

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