17 ways to say yes:Toward nuanced tone of voice in AAC and speech technology

People with complex communication needs who use speech-generating devices have very little expressive control over their tone of voice. Despite its importance in human interaction, the issue of tone of voice remains all but absent from AAC research and development however. In this paper, we describe three interdisciplinary projects, past, present and future: The critical design collection Six Speaking Chairs has provoked deeper discussion and inspired a social model of tone of voice; the speculative concept Speech Hedge illustrates challenges and opportunities in designing more expressive user interfaces; the pilot project Tonetable could enable participatory research and seed a research network around tone of voice. We speculate that more radical interactions might expand frontiers of AAC and disrupt speech technology as a whole

PASS: Picture Augmentative Synsemic System : A new system for AAC habilitative practices, theoretical background

In this paper we discuss the theoretical linguistic and graphic preconditions of the design of PASS, a glyph system which we designed for use in Augmentative and Alternative Communication (AAC) habilitative practices that has been released under open source licence. We highlight the relevance of graphic design supporting sustainable practices for people with Autism Spectrum Di- sorders (ASD), in a context in which the o er of public healthcare services for rehabilitation is insufficient. We present the context in which the AAC is adopted and how a glyph system can be used by people with ASD to learn a language. is particular group of users can access a language by using the glyph system as an interlanguage or as an alternative language. We analyse the most common glyph systems (ARASAAC, PCS, WLS, Blissymbolics), highlighting their strengths and weaknesses from a graphic and linguistic point of view. We present the theoretical background of the design process for the PASS glyph system

The language and communication attributes of graphic symbol communication aids – a systematic review and narrative synthesis

Background: Symbol communication aids are used by children with little or no intelligible speech as an Augmentative and Alternative Communication strategy. Graphic symbols are used to help support understanding of language and used in symbol communication aids to support expressive communication. The decision making related to the selection of a symbol communication aid for a child is poorly understood and little is known about what language and communication attributes are considered in this selection. Aim: To identify from the literature the language or communication attributes of graphic symbol communication aids that currently influence AAC practice. Method and Procedure: A search strategy was developed and searches were performed on a range of electronic databases for papers published since 1970. Quality appraisal was carried out using the CCAT tool and papers rated as weak were not included in the review. Results: Eleven studies were included in the review reporting data from 66 participants. Weaknesses were identified in most studies that would limit the validity of the results for application to practice. Included studies investigated aspects of vocabulary organization and design, the process of vocabulary selection, and the choice of the symbol system and encoding method. Two studies also evaluated innovative communication aid attributes. Conclusions: Information from studies reported in the research literature provides a sparse source of information about symbol communication aids from which clinicians, children or family members may make informed decisions

Developing Augmentative and Alternative Communication Systems in Languages Other Than English: A Scoping Review

Introduction: Access to augmentative and alternative communication (AAC) systems in languages other than English and multilingual AAC systems remains limited for many people with complex communication needs, despite a growing interest in this field, and an acknowledged need for culturally responsive AAC practice. Purpose: The purpose of this scoping review was to identify published research that has reported on the development of components or whole AAC systems in languages other than English, and the linguistic and cultural factors that influenced research methods and AAC system development. Method: Nine databases were systematically searched for published research that presented development of components or whole AAC systems in languages other than English. The Mixed Methods Appraisal Tool was used to assess the quality of studies. Charted data from studies included journal and publication date, research team, language of AAC system, aims of the study, study methodologies, study participants, and type of AAC systems developed. An analytical framework was developed to identify the cultural and linguistic factors that influenced research methods and or AAC system outcomes. Results: A total of 22 studies were included (13 qualitative, one quantitative nonrandomized, six quantitative descriptive, and two mixed-methods studies). Overall quality of studies was high. Some qualitative studies were of lower quality due to limited analysis or interpretation of results. Linguistic factors were extensively reported in the existing literature, whereas cultural factors were rarely explicitly reported. Conclusion: Factors contributing to lack of reporting of cultural considerations are posited with suggestions for future research

The Effects of Closed Head Injury on the Learnability of Blissymbols

This study attempted to determine the effects of cognitive-communicative functioning in individuals who have sustained closed head injury on learnability of Blissymbols. Two features of Blissymbols, translucency and complexity, were examined to find their effects on Blissymbol learnability. Another focus of the study was to determine the effects of translucency and complexity interaction on learnability. The final research question concerned the relationship of cognitive-communicative functioning and Blissymbol learnability. Nine Subject, each rated with the Ranch Los Amigo Scale of Cognitive Functioning, participated in a task that required learning forty Blissymbols in a paired-associative learning task. The subjects were divided into three groups; Group One contained Level III/IV subjects, Group Two contained Level V/VI subjects, and Group Three contained Level VII/VIII subjects. Forty Blissymbols utilized in this study encompassed four conditions: 1) high translucency-high complexity (HTHC), 2) high translucency-low complexity (HTLC), 3) low translucency-high complexity (LTHC), and 4) low translucency-low complexity (LTLC). Each condition was represented by ten symbols. Subjects were required to point to each symbol five times as the label was called orally. Results showed a significant main effect for translucency, indicating that more high translucency symbols were learned than low translucency symbols. The effects of complexity and the translucency by complexity interaction were not found to be significant. No significant within group differences were found. Differences between trials were significant and post hoc analyses revealed that the means in Trials One and Two were significantly lower than Trials Three, Trials Four, and Trials Five. Limitations and implications of this investigation were discussed

The Effects of Closed Head Injury on the Learnability of Blissymbols

This study attempted to determine the effects of cognitive-communicative functioning in individuals who have sustained closed head injury on learnability of Blissymbols. Two features of Blissymbols, translucency and complexity, were examined to find their effects on Blissymbol learnability. Another focus of the study was to determine the effects of translucency and complexity interaction on learnability. The final research question concerned the relationship of cognitive-communicative functioning and Blissymbol learnability. Nine Subject, each rated with the Ranch Los Amigo Scale of Cognitive Functioning, participated in a task that required learning forty Blissymbols in a paired-associative learning task. The subjects were divided into three groups; Group One contained Level III/IV subjects, Group Two contained Level V/VI subjects, and Group Three contained Level VII/VIII subjects. Forty Blissymbols utilized in this study encompassed four conditions: 1) high translucency-high complexity (HTHC), 2) high translucency-low complexity (HTLC), 3) low translucency-high complexity (LTHC), and 4) low translucency-low complexity (LTLC). Each condition was represented by ten symbols. Subjects were required to point to each symbol five times as the label was called orally. Results showed a significant main effect for translucency, indicating that more high translucency symbols were learned than low translucency symbols. The effects of complexity and the translucency by complexity interaction were not found to be significant. No significant within group differences were found. Differences between trials were significant and post hoc analyses revealed that the means in Trials One and Two were significantly lower than Trials Three, Trials Four, and Trials Five. Limitations and implications of this investigation were discussed

The iconicity of picture communication symbols for children with English additional language and intellectual disabilities

Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided and/or unaided symbols are used as a means of reception and expression to create shared meaning. The selection of an appropriate symbol set/system is vital and iconicity plays a central role in this process. The Western-based symbol set, Picture Communication Symbols (PCS) (Johnson, 1981), is readily available and widely used in South Africa, despite little information existing on its iconicity to South African populations with disabilities. This study aimed to determine the iconicity of Picture Communication Symbols (PCS) for children with English Additional Language (EAL) and intellectual disability. A quantitative, non-experimental, descriptive design was used. Thirty participants between the ages of 12;00 and 15;11 (years; months) with EAL and intellectual disability were required to identify 16 PCS presented thematically on a ‘bed-making’ communication overlay in response to a gloss read out by the researcher. The results indicated that, overall, the 16 PCS were relatively iconic to the participants. The results also indicated that the iconicity of PCS can be manipulated and enhanced and that it can be influenced by other PCS that are used simultaneously on the communication overlay. The reasons for these findings are described. The clinical and theoretical implications of this study’s results are discussed, followed by a critical evaluation of this study and, finally, recommendations for future research are suggested.Dissertation (Master of Arts)--University of Pretoria, 2012.Centre for Augmentative and Alternative Communication (CAAC)unrestricte

Effects of symbol type on naming and identification of graphic symbols by typically developing three, four, five and six-year olds children.

Speech-language pathologists and educators face unique challenges in assessing the language skills of children with complex communication needs due to the wide array of impairments with which these individuals present. For example, most receptive language assessment tools require that children either point to or label line drawings to determine whether or not they comprehend the depicted concepts; task demands such as these preclude administering such assessment tools with children who are unable to physically point to or verbally label presented stimuli. In light of these challenges, the use of eye tracking technologies has become particularly appealing since this alternate response mode reduces the behavioral demands associated with standardized assessment procedures. Another challenge clinicians and educators face as they strive to ensure accurate receptive language assessment results with children who have complex communication needs is the type of stimuli utilized in such assessments. When individuals with cognitive delays are presented with stimuli that may not be comprehensible to them, there is a risk of under-estimating language comprehension abilities (Emerson, 2003). Given the documented challenges that individuals with disabilities often have in identifying constructs depicted by the types of line drawings typically included in receptive language assessment tools (e.g., Mirenda & Locke, 1989; Mizuko, 1987), there is a critical need to include recognizable stimuli in assessment tools in order to determine this population\u27s true receptive language capabilities. Beyond this potential to improve the validity of receptive language assessments, improvement in assessment practices such as these also have potential positive implications for effective AAC technology selection and AAC treatment planning. The current investigation examined the effect of symbol type (color photograph symbols1 vs. SymbolStix©2 color line drawing symbols) on identification and naming of graphic symbols for nouns, verbs and adjectives in typically developing three, four, five and six-year old children. A quasi-experimental design was employed, with counterbalance for experimental stimuli (color photograph symbols1 vs. SymbolStix©2 symbols) and task (identification task vs. naming task). Eighty-nine participants completed the identification and naming tasks with both examined symbol types (color photograph symbols1 vs. SymbolStix©2 symbols) on two different days. Multivariate Analysis of Variance (MANOVA) was used to examine the effects of symbol type on both accuracy and rate of identification, and on accuracy of naming. Bivariate correlation was completed to determine the relationship between participants\u27 touch and eye identification rates, and to determine the relationship between identification accuracy and eye rate. Mean scores revealed that all participants achieved higher accuracy for the identification and naming tasks with color photograph symbols1, and that participants evidenced faster touch and eye identification rates for the color photograph symbol1 condition. These findings suggest that color photograph symbols1 are more transparent and thus more easily identifiable. Therefore, potential future assessment modifications include the incorporation of color photograph symbols1 as stimuli and eye gaze as a selection option within AAC assessment tools. Overall, results of this study have the potential to change the way speech-language pathologists and educators assess the receptive language skills of children with complex communication needs to yield more accurate assessment results

Direct speech and language therapy for children with cerebral palsy: findings from a systematic review

Children with cerebral palsy (CP) often have speech, language, and/or communication disorders and are referred to speech and language therapy (SLT). They may also be referred to SLT services for dysphagia: treatment of which is beyond the scope of this review. Although the exact prevalence of the communication disorders associated with CP is not known, it has been estimated that approximately 20% of children with a diagnosis of CP have severe communication impairment and are classified as non-verbal. Many more will have less severe speech and communication disorders as a consequence of their motor impairment, or disorders arising from speech, language, and cognitive processing deficits associated with CP

The iconicity and learnability of selected picture communication symbols : a study on Afrikaans-speaking children

Everyday communication occurs mostly through speech, thus learners who have little or no functional speech (LNFS) need to augment their communication by using additional communication strategies to ensure that they are able to participate in the interaction process. The use of Augmentative and Alternative Communication (AAC) can and should play an important role in assisting learners with LNFS to access information and services and to communicate. Graphic symbols form an important part of most AAC users’ communication systems. Therefore studies which focus on increasing understanding of the way different graphic symbols are learnt and retained by children and adults, are pivotal for a better understanding of the processes involved in graphic symbol learning. Iconicity and learnability of symbols are two important factors to consider when choosing an appropriate graphic symbol set/system. The purpose of the current study was to determine how accurately typically developing urban, 6-year-old Afrikaans-speaking children could firstly, identify 16 PCS presented thematically on a commercially available communication overlay, and secondly, recognize these symbols following exposure to a learning experience. Forty-six participants, divided into 2 cohorts, were each presented with 16 copies of a 16-matrix overlay and required to match a symbol with a spoken Afrikaans label. The participants were then divided into two groups, one group receiving training in the meaning of the symbols and the other group receiving no training. Finally the test-procedure was repeated with the cohorts. The results indicated that the 16 PCS symbols had an iconicity of between 12.5 % (accuracy score > 50 %) and 25 % (accuracy score > 75 %) for the combined group. Results further indicated a significant improvement in both the experimental and the control groups’ post-test results. The significant difference between the two groups’ post-test results does, however, indicate that the experimental group recognized more symbols during the post-test administration than the control group and they had thus benefited from the training session. The control group’s better post-test results can be attributed to the single exposure through the pre-test procedure. The participants made use of the information afforded them by the postural cues implying motion. They did not, however, make full use of the arrow cues or the direction of the arrows, which also implied motion. Once the participants of the experimental group were made aware of the arrows, they seemed to use the information the arrows offered to help them remember the symbol meanings during the post-test procedure. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Basson, HM 2004, The iconicity and learnability of selected picture communication symbols : a study on Afrikaans-speaking children, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd Dissertation (M (Alternative and Augmentative Communication))--University of Pretoria, 2006.Centre for Augmentative and Alternative Communication (CAAC)unrestricte