Communication Skills Flashcards

Which scenario best illustrates a student demonstrating the DLM skill of 'commenting' as a communication function?

Answer: A student points to a dog outside the window and activates a 'dog!' button on their device

Pointing to a dog and activating a label is a commenting function — sharing information about the environment without requesting anything.

In DLM, which factor is most important when selecting vocabulary for a student's AAC system to support communication?

Answer: Core vocabulary that is high-frequency and usable across many contexts

Core vocabulary — small sets of high-frequency words usable across many contexts — is the evidence-based foundation for robust AAC systems in DLM.

A student answers 'yes' by activating a symbol when asked if they enjoyed an activity. According to DLM, this demonstrates:

Answer: Responding to a yes/no question using a symbolic form

Activating a 'yes' symbol in response to a yes/no question is a foundational symbolic communication skill on the DLM map.

Which instructional practice best supports DLM communication skill development by modeling language without requiring a student response?

Answer: Aided language stimulation (ALS), where the teacher points to AAC symbols while speaking

Aided language stimulation models symbol use in natural context without demanding a response, making it a low-pressure, high-input strategy aligned with DLM principles.

A DLM student touches two symbols: 'more' + 'swing.' What communication function does this two-symbol combination represent?

Answer: Requesting continuation of a preferred activity

'More' + 'swing' is a requesting function — the student is asking to continue the swing activity.

According to DLM, what is a 'presupposition' skill in communication?

Answer: Adjusting the message based on what the listener already knows

Presupposition is the ability to adjust communication based on the listener's background knowledge, a pragmatic skill targeted at higher DLM map nodes.

A student is learning to use a voice-output device. Their teacher provides a model, then waits silently while looking at the student expectantly. This instructional technique is called:

Answer: Time delay

Time delay involves modeling the target behavior and then waiting expectantly, giving the student an opportunity to initiate without an immediate prompt.