Effects of a Mixed-Mode Instructional Program on the Communicative Turns of Preschoolers with Down syndrome who use Augmentative and Alternative Communication

Children with Down syndrome are at increased risk for a variety of deficits, including those in the area of speech, language, and literacy. Speech-language pathologists (SLPs) have historically focused on building children\u27s verbal and signed vocabulary, but these efforts do not always result in significant changes in children\u27s functional communication. Augmentative and alternative communication (AAC) systems and interventions have been recommended by the American Speech-Language-Hearing Association as appropriate options for facilitating functional communication skills with children with Down syndrome ([American Speech-Language-Hearing Association [ASHA], 2010; New York State Department of Health [NYSDOH], 2006). In spite of these recommendations, there exists a critical shortage of SLPs who are clinically competent in providing necessary AAC services to children with Down syndrome (Edgar & Rosa-Lugo, 2007; Light, McNaughton, Drager, Roberts, & Wilson, 2004). As a result, families of children with varying disabilities, including Down syndrome report high levels of stress related to accessing important professional expertise and intervention for their children (Dabrowska & Pisula, 2010). Researchers and clinicians alike must consider alternative treatment delivery options that are responsive to the needs of families and children with complex communication needs (Cirrin et al., 2010; Light & McNaughton, 2015). A telepractice service delivery model has been documented to ease burdens felt by families when attempting to access rehabilitative services (Gladden, 2013). Telepractice involves the use of technology to connect clinicians and clients at a distance for the purposes of assessment, intervention, or consultation (Theodoros, 2011). An expanding body of research promotes the use of telepractice service delivery within AAC to address the needs of both children and families. One evidence-based AAC intervention of interest is communication partner instruction. Communication partner instruction, even in small doses, has been proven to be an effective method for providing parents and children with complex communication needs, specifically children with Down syndrome, access to necessary intervention (Kent-Walsh, Murza, Malani, & Binger, 2015). Partner instruction involves educating those critical stakeholders who surround the child most frequently (e.g., parents, educators, educational assistants) to recognize and respond to children\u27s communicative signals and to create opportunities for children to participate in the conversation (Pennington, Goldbart, & Marshall, 2004). Despite the evidence supporting the use of communication partner instruction, SLPs continue to struggle with implementation in billable contexts (Ogletree, 2013). SLPs in the United States often operate in a billable context, where the client must be actively involved in the therapy session in order for practitioners to receive reimbursement from insurance companies for time spent with clients. This issue has served as a barrier to use of communication partner instruction, as currently accepted research-validated models use introductory parent sessions independent of the children\u27s learning to teach partner skills. Therefore, the current investigation examined the effects of a communication partner instruction using a mixed-mode service delivery model, which incorporated face-to-face and telepractice sessions, as well as a billable context. The focus of the protocol was on educating parents in one aided language strategy using a communication partner instruction program incorporating continuous child involvement and a mixed-mode service-delivery model, including both face-to-face and telepractice intervention components (e.g., Skype/FaceTime), to address the need for interventions which consider stressors faced by families when attempting to access evidence-based AAC intervention. The study utilized a single-case, multiple-probe experimental design across three parent-child dyads. Baseline, intervention, generalization, and maintenance phases were used to investigate the efficacy of the nine-session intervention. Visual analysis and Improvement Rate Difference (IRD) analyses indicated that the intervention was highly effective in increasing parents\u27 use of the target strategy and children\u27s communicative turntaking during shared storybook reading. One-hundred percent of parent participants increased their performance from baseline to post-intervention (IRD = 1.0), and all parents maintained these levels of achievement during the maintenance phase (IRD = 1.0). Similarly, children increased their frequency of communicative turns from baseline to post-intervention (IRD = 1.0), and all children participants maintained these levels of turntaking during the maintenance phase (IRD = 1.0), as well as during a novel book series (IRD = 1.0). These findings suggest that the mixed-mode service delivery model, which includes both face-to-face and telepractice sessions, as well as continuous child involvement is an effective method for increasing parents\u27 use of a target strategy and children\u27s frequency of multimodal communicative turns. Clinical and professional implications, as well as future directions for research are discussed

Extensible method for developing multi-user media interaction platforms for shared spaces

Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.Includes bibliographical references (p. 153-157).As digital entertainment applications evolve, there is a need for new kinds of platforms that can support sociable media interactions for everyday consumers. This thesis demonstrates an extensible method and sensing framework for real-time tracking of multiple objects on an interactive table with an embedded display. This tabletop platform can support many different applications, and is designed to overcome the commercial obstacles of previous single purpose systems. The approach is supported through the design and implementation of an acoustic-based sensing system that provides a means for managing large numbers of objects and applications across multiple platform instances. The design requires precise and dynamic positioning of multiple objects in order to enable real-time multi-user interactions with media applications. Technical analysis shows the approach l:o be robust, scalable to various sizes, and accurate to a within a few millimeters of tolerance. A qualitative user evaluation of the table within a real-world setting illustrates its usability in the consumer entertainment space for digital media browsing and game play. Our observations revealed different ways of mapping physical interaction objects to the media space, as either generic controls or fixed function devices, and highlighted the issue of directionality on visual displays that are viewable from different sides.(cont.) The thesis suggests that by providing a general purpose method for shared tabletop display platforms we give application designers the freedom to invent a broad range of media interactions and applications for everyday social environments, such as homes, classrooms and public spaces. Contributions of the thesis include: formulation of an extensible method for media table platforms; development of a novel sensing approach for dynamic object tracking on glass surfaces; a taxonomy of interface design considerations; and prototype designs for media content browsing, digital storytelling and game play applications.Alexandra Mazalek.Ph.D

It's Good to Talk: A Comparison of Using Voice Versus Screen-Based Interactions for Agent-Assisted Tasks

Voice assistants have become hugely popular in the home as domestic and entertainment devices. Recently, there has been a move towards developing them for work settings. For example, Alexa for Business and IBM Watson for Business were designed to improve productivity, by assisting with various tasks, such as scheduling meetings and taking minutes. However, this kind of assistance is largely limited to planning and managing user's work. How might they be developed to do more by way of empowering people at work? Our research is concerned with achieving this by developing an agent with the role of a facilitator that assists users during an ongoing task. Specifically, we were interested in whether the modality in which the agent interacts with users makes a difference: How does a voice versus screen-based agent interaction affect user behavior? We hypothesized that voice would be more immediate and emotive, resulting in more fluid conversations and interactions. Here, we describe a user study that compared the benefits of using voice versus screen-based interactions when interacting with a system incorporating an agent, involving pairs of participants doing an exploratory data analysis task that required them to make sense of a series of data visualizations. The findings from the study show marked differences between the two conditions, with voice resulting in more turn-taking in discussions, questions asked, more interactions with the system and a tendency towards more immediate, faster-paced discussions following agent prompts. We discuss the possible reasons for why talking and being prompted by a voice assistant may be preferable and more effective at mediating human-human conversations and we translate some of the key insights of this research into design implications

Tangible computational systems and the design of communication in inclusive educational contexts

Orientador: Maria Cecília Calani BaranauskasTese (doutorado) - Universidade Estadual de Campinas, Instituto de ComputaçãoResumo: O meio de comunicação mais utilizado pelo ser humano ao longo de seu desenvolvimento natural é a linguagem oral. Dificuldades de comunicação por meio da fala demandam alternativas de várias naturezas, incluindo artefatos tecnológicos. A Comunicação Alternativa e Aumentativa (CAA) é a denominação para um conjunto de ferramentas e estratégias que uma pessoa pode utilizar como um complemento e/ou substituição da fala, para compensar as dificuldades de expressão oral. Quando um aluno não fala ou seu interlocutor não entende o que ele quer comunicar, é necessária a utilização de alternativas comunicacionais, tais como a CAA, que possibilitem uma interação, no ambiente escolar e fora dele, sem barreiras. Além de conseguir se expressar por meio da fala, é importante que o estudante consiga exprimir seus estados afetivos, pois esses são considerados essenciais para a relação de ensino e aprendizagem. Os "Grandes Desafios de Pesquisa em Interação Humano-Computador no Brasil" sugerem que tecnologias inovadoras sejam "utilizadas para a construção de sistemas que possam ser generalizados para múltiplos dispositivos e ao mesmo tempo especializados para os diferentes usuários com diferentes necessidades". Tecnologias de Informação e Comunicação têm potencial para desempenhar um importante papel na promoção da inclusão, aprimorando a utilização dos materiais pedagógicos e acrescentando novos recursos no âmbito socioeducacional. Contudo, as tecnologias de interação tangível têm sido ainda pouco utilizadas para suprir essas necessidades comunicacionais em ambientes inclusivos. Esta tese propõe sistemas de comunicação voltados para ambientes educacionais inclusivos, explorando e reconceitualizando o uso de tecnologias contemporâneas (ex. Radio Frequency Identification, Bluetooth, Smartphones) para interação tangível nesses ambientes. O processo de pesquisa deste trabalho envolveu atividades baseadas em Oficinas Semioparticipativas com partes interessadas, em diversas situações de design, situadas em contexto real de escola inclusiva. Nosso objetivo foi investigar o potencial dessas tecnologias computacionais para o cenário da Comunicação (Alternativa, Aumentativa e Afetiva) e propor ambientes baseados em tais tecnologias (via dispositivos tangíveis e por toque, entre outros) que possibilitem a comunicação pelas pessoas e entre pessoas em espaços educativos inclusivos. Considerando a relação intrínseca entre emoções e aprendizado, propusemos diferentes tipos de artefatos, que foram desenvolvidos e experimentados: Tan2Talk, SAMobile, SAMDesk, TangiSAM, CardSAM, SAMCurve, SAMLight. Tan2Talk é um ambiente tangível para apoio à comunicação alternativa e aumentativa, proposto como suplemento à comunicação de alunos que não se fazem entender pela fala, matriculados em escolas comuns (educação inclusiva). Os sistemas SAMobile e SAMDesk se utilizam de artefatos computacionais tangíveis (os quais denominamos TangiSAM e CardSAM) que possibilitam a autoexpressão de estados afetivos. Para compreender as experiências emocionais dos estudantes, desenvolvemos o SAMCurve, um artefato que possibilita a análise de mudanças nos estados afetivos do estudante ao longo do tempo e o SAMLight, que utiliza uma placa com LEDs como feedback visual do estado afetivo de diferentes grupos de estudantes. Por meio do uso dos sistemas nos ambientes educacionais inclusivos, constatamos que os artefatos TangiSAM e CardSAM foram efetivos em proporcionar aos estudantes a expressão de seus estados afetivos, além de promover na escola, de maneira divertida e leve, o tema da reflexão sobre os estados afetivos nos alunos e na prática dos professores. A diversificação das plataformas para uso desses artefatos via SamDesk e SAMobile proporcionam adequação às situações de infraestrutura tecnológica das escolas. Os artefatos SAMCurve e SAMLight permitiram análise e conscientização dos professores e coordenação pedagógica sobre os estados afetivos dos estudantes. Resultados da aplicação do Tan2Talk apontaram que as crianças conseguiam se comunicar por meio dos artefatos do sistema, aumentando suas habilidades de comunicação via associação de ideias e interação social. Os sistemas computacionais de interação tangível para apoio à comunicação alternativa, aumentativa e afetiva mostraram resultados positivos em termos de aceitação, motivação, divertimento e capacidade de comunicação entre os envolvidos, mostrando seu potencial para utilização em espaços educativosAbstract: The most used means of communication by human beings in their natural development is the oral language. Speech difficulties demand alternatives of different nature, including technological artifacts. Alternative and Augmentative Communication (AAC) is the denomination for a set of tools and strategies that one can use as a complement and/or replacement of speech to compensate for speech difficulties. When a student does not speak or the interlocutor does not understand what is being communicated, communication alternatives that allow a barrierless interaction inside and outside the school environment should be used, such as the AAC. In addition to being able to express themselves through speech, the students should be able to express their affective states, an essential aspect of the teaching and learning relationship. The "Grand Research Challenges in Human-Computer Interaction in Brazil" suggest that innovative technologies should be "used for the construction of systems that can be both generalized to multiple devices and at the same time specialized for different users with different needs". Information and Communication Technologies have the potential to play an important role in promoting inclusion, improving the use of pedagogical materials and adding new social-educational resources. Nevertheless, tangible interaction technologies have not yet been widely used to meet the communication needs in inclusive environments. This thesis proposes communication systems focused on inclusive educational environments, by exploring and reconceptualizing the use of contemporary technologies (e.g. Radio Frequency Identification, Bluetooth, Smartphones) for tangible interaction. The research process of this work involved activities based on Semioparticipatory Workshops with interested parties, in several design situations, including a real context of inclusive schools. Our objective was to investigate the potential of computational technologies for the Communication scenario (Alternative, Augmentative and Affective) and propose environments based on such technologies (via tangible and touch devices, among others) that enable the communication by people and between people in inclusive educational spaces. Considering the intrinsic relationship between emotions and learning, different types of artifacts were proposed, developed and experienced: Tan2Talk, SAMobile, SAMDesk, TangiSAM, CardSAM, SAMCurve, SAMLight. Tan2Talk is a tangible environment to support alternative and augmentative communication, proposed as a supplement to the communication of students who do not make themselves understood through speech and are enrolled in regular schools (inclusive education). The SAMobile and SAMDesk systems use tangible computational artifacts (named TangiSAM and CardSAM) to enable the self-expression of affective states. SAMCurve and SAMLight were developed to understand the students¿ emotional experiences along different activities. The former provides the analysis of their changes in affective states over time. The latter uses a display of LEDs as a visual feedback of the affective state of different groups of students. By using the systems in inclusive educational environments, TangiSAM and CardSAM have shown effective in providing students with the expression of their affective states. Furthermore, they led to a discussion on the students¿ affective states and a reflection on the teachers¿ practices. The diversification of the platforms supporting these artifacts, via SamDesk and SAMobile software enable the schools to adapt the solutions to their technological infrastructure. The SAMCurve and SAMLight artifacts allowed the analysis and awareness of the teachers and the pedagogical coordination regarding the students¿ affective states. The results of the implementation of Tan2Talk pointed out that the children were able to communicate through the artifacts, leading to an improvement in their communication skills via idea association and social interaction. The computational systems of tangible interaction to support alternative, augmentative and affective communication have shown positive results in terms of acceptance, arousal, fun and communication capacity among the participants. Therefore, the results show their potential to be useful in educational spacesDoutoradoCiência da ComputaçãoDoutora em Ciência da Computaçã

Food Media: Food and Technology as a Medium for Social Communication

Ph.DDOCTOR OF PHILOSOPH

Virtual environments for stroke rehabilitation: examining a novel technology against end-user, clinical and management demands with reference to UK care provision

In the field of post-stroke rehabilitation, there appears to be growing interest in the use of virtual reality (VR)-based systems as adjunct technologies to standard therapeutic practices. The limitations and the potentials of this technology are not, however, generally well understood. The present study thus seeks to determine the value of the technology with reference to end-user requirements by surveying and evaluating its application against a variety of parameters: user focus, clinical effectiveness, marketability and contextual meaningfulness, etc. A key theme in the research considers how a technology developed internationally might interface with care provision demands and cultures specific to the United Kingdom. The barriers to innovation entry in this context are thus examined. Further practical study has been conducted in the field with a small sample of post-stroke rehabilitation patients. The data garnered from these enquiries have informed a detailed system analysis, a strategy for innovation and a broad theoretical discussion as to the effectiveness of the technology in delivering VR environments by which the patient can undertake ‘meaningful’ therapeutic activities. The data reveal that there does appear to be clinical value in using this technology, yet establishing its maximal value necessitates greater integrity among clinicians and engineers, and the furthering of progressive channels for innovation by public health administrators

"They Don't Come With a Handbook":Exploring Design Opportunities for Supporting Parent-Child Interaction around Emotions in the Family Context

Parenting practices have a profound effect on children’s well-being and are a core target of several psychological interventions for child mental health. However, there is only limited understanding in HCI so far about how to design socio-technical systems that could support positive shifts in parent-child social practices in situ. This paper focuses on parental socialisation of emotion as an exemplar context in which to explore this question. We present a two-step study, combining theory-driven identification of plausible design directions, with co-design workshops with 22 parents of children aged 6-10 years. Our data suggest the potential for technology-enabled systems that aim to facilitate positive changes in parent-child social practices in situ, and highlights a number of plausible design directions to explore in future work

INTERACT 2015 Adjunct Proceedings. 15th IFIP TC.13 International Conference on Human-Computer Interaction 14-18 September 2015, Bamberg, Germany

INTERACT is among the world’s top conferences in Human-Computer Interaction. Starting with the first INTERACT conference in 1990, this conference series has been organised under the aegis of the Technical Committee 13 on Human-Computer Interaction of the UNESCO International Federation for Information Processing (IFIP). This committee aims at developing the science and technology of the interaction between humans and computing devices. The 15th IFIP TC.13 International Conference on Human-Computer Interaction - INTERACT 2015 took place from 14 to 18 September 2015 in Bamberg, Germany. The theme of INTERACT 2015 was "Connection.Tradition.Innovation". This volume presents the Adjunct Proceedings - it contains the position papers for the students of the Doctoral Consortium as well as the position papers of the participants of the various workshops