Augmentative and Alternative Communication – Like A Second Language

 

AAC communicative process is really complex:

1. User receives auditory information
2. User processes the linguistic message
3. User formulates or identifies an appropriate response
4. User translates and executes a response using AAC system

It is a similar process a bilingual speaker experiences:

1. He first thinks of responses in his primary language
2. Then he translates
3. Finally he implements the response using the second language

If you are interested in the topic read:
Is AAC a Separate Language? by Stephanie Coogan

https://leader.pubs.asha.org/do/10.1044/leader.FMP.25062020.6/full/

To learn about AAC read my other post “Augmentative and Alternative Communication (AAC) – List of Low and Light Tech Devices”

http://slpzone.blogspot.com/2013/10/list-of-augmentative-and-alternative.html

Check also “Augmentative and Alternative Communication Evaluation – Sample”

http://slpzone.blogspot.com/2013/10/augmentative-and-alternative.html

Check also “Augmentative and Alternative Communication Evaluation – Sample 1”

http://slpzone.blogspot.com/2013/10/augmentative-and-alternative_10.html

Good News - FDA Approved Cochlear Implantation at 9 Months

Cochlear receives FDA approval to lower the age of pediatric cochlear implantation to 9 months.

https://www.cochlear.com/us/en/corporate/media-center/media-releases/2020/fda-ped-9-months#:~:text=Centennial%2C%20Colo.,bilateral%2C%20profound%20sensorineural%20hearing%20loss.

Cochlear received FDA approval to lower the age of implantation at the beginning of COVID-19 crisis; earlier access to cochlear implantation for children provides opportunity for better hearing, speech and language outcomes in children born deaf.

https://www.prnewswire.com/news-releases/as-surgeries-resume-pediatric-cochlear-implantation-can-now-be-done-as-young-as-9-months-301060328.html

Nucleus 24 Cochlear Implant System - P970051/S172

https://www.fda.gov/medical-devices/recently-approved-devices/nucleus-24-cochlear-implant-system-p970051s172

Check “Cochlear Implant in Children” to learn about Cochlear Implant

http://slpzone.blogspot.com/2013/06/cochlear-implant-in-children.html

Emotional eating – Obesity and COVID-19 mortality

Eating disorders - In clinical terms, the American Psychiatric Association's http://glossary.feast-ed.org/home      current diagnostic manual, identifies three categories of eating disorders: 

Anorexia Nervosa, 

Bulimia Nervosa and 

Eating Disorder Not Otherwise Specified (EDNOS).

https://youtu.be/lsxnG2dBrr4

Video - Stress Eating

EMOTIONAL EATING

Definition

Emotional eating is defined as the "propensity to eat in response to positive and negative emotions” https://en.wikipedia.org/wiki/Emotional_eating, as a means of suppressing, numbing and/or soothing emotions such as Stress, Anger, Frustration, Fear, Anxiety, Depression, Boredom, Loneliness, Insecurity, Resentment, Fatigue or Happiness.

http://glossary.feast-ed.org/5-psychology-and-therapies/emotional-eating 

Common signs of emotional eating are:

https://www.uofmhealth.org/health-library/aa145852

• Changing your eating habits when you have more stress in your life.
• Eating when you are not hungry or when you are full.
• Eating to avoid dealing with a stressful situation.
• Eating to soothe your feelings.
• Using food as a reward. (For example, "That was really a tough job/ assignment/ argument. I need some ice cream/candy/popcorn!")

Long-term effects of an emotional eating include:

https://www.psychguides.com/eating-disorder/symptoms-causes-and-effects/

• All of the many health risks associated with obesity, such as heart disease, hypertension and stroke
• Rickets, scurvy and other diseases caused by chronic vitamin deficiency
• Tooth decay
• Depression, either caused or exacerbated by the underlying eating disorder

"Comfort" Foods

We all have our own comfort foods. Interestingly, they may vary according to moods and gender. One study found that:

• happy people seem to want to eat things like pizza,
• sad people prefer ice cream and cookies, while
• bored people crave salty, crunchy things, like chips,
• guys seem to prefer hot, homemade comfort meals, like steaks and casseroles, while
• girls go for chocolate and ice cream.

Why does no one take comfort in carrots and celery sticks?

High-fat foods, like ice cream, may activate chemicals in the body that create a sense of contentment and fulfillment. This almost addictive quality may actually make you reach for these foods again when feeling upset. https://kidshealth.org/en/teens/emotional-eating.html

Physical Hunger vs. Emotional Hunger

The trouble with emotional eating is that once the pleasure of eating is gone, the feelings that

cause it remain. And you often may feel worse about eating the amount or type of food you did.

The differences between physical hunger and emotional hunger.

Physical hunger:

• comes on gradually and can be postponed
• can be satisfied with any number of foods
• means you're likely to stop eating when full
• doesn't cause feelings of guilt

Emotional hunger:

• feels sudden and urgent
• causes very specific cravings (e.g., for pizza or ice cream)
• you tend to eat more than you normally would
• can cause guilt afterward

https://youtu.be/CSHO9VdVRfg

Treatment 

First step

Break the Cycle and get emotional eating under control.

https://www.helpguide.org/articles/diets/emotional-eating.htm

Tips to Try https://kidshealth.org/en/teens/emotional-eating.html

1. Explore why you're eating and find a replacement activity. For example:

• If you're bored or lonely, call or text a friend or family member.
• If you're stressed out, try a yoga routine, listen to some feel-good tunes and let off some stress by jogging in place, doing jumping jacks, or dancing around your room until the urge to eat passes.
• If you're tired, rethink your bedtime routine. Tiredness can feel a lot like hunger, and food won't help if sleepless nights are causing daytime fatigue.
• If you're eating to procrastinate, open those books and get that homework over with. You'll feel better afterwards.

2. Write down the emotions that trigger your eating in journal.

• Write down what you ate, how much, and how you felt as you ate (e.g., bored, happy, worried, sad, mad) and whether you were really hungry or just eating for comfort.
• You'll be able to use this information to make better choices (like choosing to clear your head with a walk around the block instead of a bag of chips).

3. Pause and "take 5" before you reach for food. Just tell yourself to wait and take time to reflect.

• Can you put off eating for five minutes? Or just start with one minute. Don’t tell yourself you can’t give in to the craving; remember, the forbidden is extremely tempting. 

Second step

Eat balance and healthy food. Stop snacking between meals. Practice mindful eating, at the table, without distractions (TV, phone…)

Third step

Exercise regularly. Physical activity does wonders for your mood and energy levels, and it’s also a powerful stress reducer.

Support yourself with healthy lifestyle habits!

Most Popular Tests Used to Assess Speech and Language as well as Articulation Skills to Children Birth to 21yo

Preschool Language Scale- 5 (PLS-5)

Age - birth to 7:11 years old

Administration time:

0-11month 25-30 min

1yo + 45-60 min

Description and instructions done by tree SLP students, 9min https://youtu.be/20O_tYzs5OQ

Mock Evaluation administered to “Elisabeth, age 5 years with Cornelia de Lange Syndrome” by two students, 15 min. https://youtu.be/l2kHLCQj5O4

Preschool Language Scales (5th Edition) Receptive Subtests administered to Jane, 4 years, 4 mo old girl. https://youtu.be/oA5bkoY2H7o 32 min.

Preschool Language Scales Expressive Subtests 23 min https://youtu.be/9MnhtYqZnbc

PLS-5 administered to Taylor, a boy https://youtu.be/7ukfNChpsA0 29min

The administration of the PLS-5 on a 9 month old baby. https://youtu.be/1chg7XXUGqY

Clinical Evaluation of Language Fundamentals (CELF) 5

Age 5:00 to 21:11 years old

Administration time: LONG

Two record forms for different age range (5:00-8:11 years old) or (9:00-21:11 years old), 2 stimulus books.

CELF-5 Assessment Overview by SLP https://youtu.be/d4k5wouvYoE

CELF-5 Overview and practice by two SLP students https://youtu.be/V2bIGyLYtuY

CELF-5 Assessment Demonstration by two SLP students https://youtu.be/m-Po2NR08_U

Mock eval with CELF https://youtu.be/R64bkGsrJIc 2h

CELF-5 Assessment Demonstration with 13yo boy, 1:30 hours https://youtu.be/jpMYw-muERA 

Ann administers the CELF 5 to about 5yo Ellie https://youtu.be/ko9Q9CUH1C0 

CELF Preschool 2 Age - 3:00-6:11 years old

Preschool children, use CELF-P2 School-age children, use CELF- 5

Tests and Assessments https://youtu.be/lQ1av_akjgk  

https://youtu.be/FWVhMPR_WnA, https://youtu.be/tt4fnMK2zJo

PLS-5 and CELF Preschool 2: Case Studies by Pearson approved by ASHA

https://youtu.be/xOL3kduBc0Q

Goldman-Fristoe Test of Articulation-2 (GFTA-2)

https://youtu.be/kd55ZWoTDc8 Administered to a girl 2:5 years old

Age range: 2 years to 21 years 11 months

Administration time: 5 to 15 minutes

The Goldman Fristoe Test of Articulation-2 (GFTA-2) is designed to provide a systematic means of assessing an individual's articulation in single words.  Descriptive information about the individual's articulation skills is obtained through three subtests: Sound-in-words, Sound-in-syllables, and Stimulability.

Informative video about the Goldman Fristoe Test of Articulation 2, including a complete demonstration. Mock Test by two students https://youtu.be/6OBvfe3iNC4 15min

Administration of Goldman-Fristoe Test of Articulation to Julia, aged 2 years 5 months, at Sacred Heart University, Speech-Language Pathology Lab, on Oct 9, 2013. Julia is typically developing.

https://youtu.be/kd55ZWoTDc8

NEW GFTA- 3 Mock administration, two students https://youtu.be/_WUip0VLDmQ 15 min

GFTA- 3 Mock administration https://youtu.be/-UUkGYkPAEE via internet, 15 min.

Goldman-Fristoe Test of Articulation-3 Spreadsheet https://youtu.be/_hVYxuJLhDQ

The Goldman-Fristoe Test of Articulation, 3rd Edition (GFTA-3) This course/WEB provides a review of new administration and scoring procedures, https://youtu.be/qxctXkjH6Gc PDF: Overview of the Goldman-Fristoe Test: http://downloads.pearsonclinical.com/...

Clinical Assessment of Articulation and Phonology (CAAP)

https://youtu.be/zC2oqiki1U0

The Clinical Assessment of Articulation and Phonology (CAAP) is a norm-referenced instrument designed to assess English articulation and phonology in preschool and school-age children. 

It provides two types of standard scores that measure articulation competence.  These are a Consonant Inventory Score (CI) and a School Age Sentence Score (SAS) both of which have a mean of 100 and 85-115 as the range of average. 

Clinical Assessment of Articulation and Phonology T&A 2012

https://youtu.be/DEoKzKYCJJo

Structured Photographic Expressive Language Test Preschool (SPELT-2 P)

Administered to Jane, aged 4 years 4 months, on October 7, 2013 at Sacred Heart University, Speech-Language Pathology Lab. Jane is typically developing.

https://youtu.be/YoDSl9W6EZo