A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD

textThe variety of augmentative and alternative communication (AAC) applications available on devices such as the Apple iPad®, necessitates research comparing different application components. AAC applications can include a variety of display formats such as: visual scene displays (VSDs; with vocabulary embedded into images of a scene or context), grid displays (with rows and columns of symbol buttons representing vocabulary), and hybrid formats (combining elements of VSDs and grids). To navigate through multiple pages of vocabulary, VSDs and hybrids are often organized schematically (i.e., by context or location) and grids are commonly organized taxonomically (i.e., by category). This study compared how four young children (ages 4 to 8) with autism spectrum disorder (ASD) acquired two-step navigational requesting with an iPad® AAC application using a schematic VSD, or hybrid pop-up grid, and a taxonomic grid. Using a multielement design, acquisition was compared across two settings (e.g., living room, kitchen), and three categories of preferred items (e.g., drinks, food, toys). Intervention involved behaviorally-based strategies (e.g., time delay, least-to-most prompting). During intervention, three participants mastered the schematic systems (VSD or hybrid), but did not master the taxonomic grid. Two of these participants also generalized requesting with schematic systems to an untrained location with a new preferred item, and maintained responding across all three settings. A fourth participant mastered both a schematic VSD and a taxonomic grid during training. During generalization, she rapidly acquired requesting in the new environment with the schematic VSD, but did not meet mastery criterion with the taxonomic grid. Across participants, the most common error with schematic systems was selecting the wrong scene (i.e., selecting an image of a location that did not match the location of the given session). In contrast, all participants showed a greater variety of error types with the taxonomic grid (including selecting the wrong category symbol, pressing the screen multiple times, trying to activate the screen with the wrong motion, and selecting the wrong item symbol). Differences in the types of errors observed suggest possible advantages and disadvantages with each system. Results have important implications for the development of AAC assessment and implementation protocols.Special Educatio

Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability

High-tech augmentative and alternative communication (AAC) methods are on a constant rise; however, the interaction between the user and the assistive technology is still challenged for an optimal user experience centered around the desired activity. This review presents a range of signal sensing and acquisition methods utilized in conjunction with the existing high-tech AAC platforms for individuals with a speech disability, including imaging methods, touch-enabled systems, mechanical and electro-mechanical access, breath-activated methods, and brain–computer interfaces (BCI). The listed AAC sensing modalities are compared in terms of ease of access, affordability, complexity, portability, and typical conversational speeds. A revelation of the associated AAC signal processing, encoding, and retrieval highlights the roles of machine learning (ML) and deep learning (DL) in the development of intelligent AAC solutions. The demands and the affordability of most systems hinder the scale of usage of high-tech AAC. Further research is indeed needed for the development of intelligent AAC applications reducing the associated costs and enhancing the portability of the solutions for a real user’s environment. The consolidation of natural language processing with current solutions also needs to be further explored for the amelioration of the conversational speeds. The recommendations for prospective advances in coming high-tech AAC are addressed in terms of developments to support mobile health communicative applications

The ‘Telling Stories’ Project: A case series study of narrative interaction between children who use speech generating devices and their educational staff

Story-telling is important to child language development and plays a critical role within the English National Curriculum. Children who use Augmentative and Alternative Communication (AAC) have limited opportunities to develop narrative compared to their typically developing peers. The current study aimed to explore narrative construction in communicative dyads comprising an aided speaker (AS) and natural speaker (NS). A case series design was employed to investigate narrative interactions of children who use AAC with a familiar member of teaching staff. The sample comprised four children, two with cerebral palsy, one with autistic spectrum disorder and one with a genetic condition. Data collection took place at the school attended by each participant. Video capture was used to record one personal and one fictional narrative in four separate data collection sessions with each dyad. Data were transcribed using standard orthography. Three dependent variables were investigated: communicative modality, linguistic move-type and linguistic complexity. A subsidiary study was completed to test the reliability of Momentary Time Sampling in coding interactional data. The findings revealed multimodal contributions from both interlocutors. Speech was the dominant modality for all NS participants. Communicative modality use was more varied for the AS. NS participants assumed a more dominant, initiating role. Analysis highlighted patterns of frequent directives, such as instructions and w-question and yes/no question employed by the NS followed by AS responses during narrative interaction. However, some miscommunication between interlocutors was also recorded. Narrative interaction was found to follow the educational initiation-response feedback framework, although there was evidence of the AS and NS working together to construct narrative. Implications include the need for NS scaffolding within education to support AS access to narrative language. The case series serves to illustrate some of the challenges associated with narrative production for children who use AAC and the associated relevance of the NS’ role

Expert perspectives on using mainstream mobile technology for school-age children who require augmentative and alternative communcation (AAC): a Policy Delphi study

Despite legislation in the U.S.A requiring the use of assistive technology in special education, there remains an underutilization of technology-based speech intervention for young students who require augmentative and alternative communication (AAC). The purpose of this Policy Delphi study was to address three guiding research questions that relate to the feasibility of using mainstream mobile technology, facilitative actions, and stakeholder roles for implementation and utilization of AAC in elementary school settings. Data were collected in two rounds of questionnaires given to experts in special education, assistive technology and speech and language pathology, with experience in AAC. Round 1 included 19 participants, 14 of whom also completed the Round 2 questionnaire. The results indicated that a very strong case can be made that mainstream mobile devices have several advantages over traditional AAC systems, not only in their affordability, but also transparency and social acceptance by providing an ideal medium for inclusion in mainstream settings. A challenge that confronts AAC innovations is the tendency to focus on the technology instead of pedagogical, social and therapeutic goals. Until a perfect AAC system becomes available for mainstream mobile devices that meet individuals’ communicative, educational and physical needs and personal preferences, it is apparent that multimodality will continue to be the model. The utilization of mainstream mobile technology for AAC necessitates certain facilitative actions and stakeholder responsibilities. Team collaboration is essential in supporting AAC use and, when applicable, facilitating the inclusion and mainstreaming of students who use AAC in the general education setting

Talking the Talk: Barriers to Culturally Responsive Iconographic Selection on Augmentative Alternative Communication Devices

The current study investigated the lived experiences of alternative augmentative communication (AAC) users who are BIPOC (Black, Indigenous, and People of Color) and their caregivers during the AAC assessment and intervention stages of treatment. This study primarily focused on the processes experienced and used to select icons to be used on a client’s AAC device. Secondarily the study investigated the lived experiences of Speech-language pathologists in relation to AAC practice at the assessment and intervention stages. The primary investigation centered on icon selection for use on a client’s AAC device. A dearth of literature focuses on the AAC process in relation to the BIPOC population. By exploring their lived experiences, it was possible to determine areas of strength and weakness in AAC practice related to BIPOC individuals and icon selection. Furthermore, this study is positioned to identify areas where improvements in training and education could be made to ensure culturally responsive practices are at the forefront of decision-making in AAC services

Handbook of Technical Communication

International audienceThe handbook "Technical Communication" brings together a variety of topics which range from the role of technical media in human communication to the linguistic, multimodal enhancement of present-day technologies. It covers the area of computer-mediated text, voice and multimedia communication as well as of technical documentation. In doing so, the handbook takes professional and private communication into account. Special emphasis is put on technical communication based on digital technologies and its standardization in system development. In summary, the handbook deals with theoretical issues of technical communication and its practical impact on the development and usage of text and speech technologies

Augmentative communication device design, implementation and evaluation

The ultimate aim of this thesis was to design and implement an advanced software based Augmentative Communication Device (ACD) , or Voice Output Communication Aid NOCA), for non-vocal Learning Disabled individuals by applying current psychological models, theories, and experimental techniques. By taking account of potential user's cognitive and linguistic abilities a symbol based device (Easy Speaker) was produced which outputs naturalistic digitised human speech and sound and makes use of a photorealistic symbol set. In order to increase the size of the available symbol set a hypermedia style dynamic screen approach was employed. The relevance of the hypermedia metaphor in relation to models of knowledge representation and language processing was explored.Laboratory based studies suggested that potential user's could learn to productively operate the software, became faster and more efficient over time when performing set conversational tasks. Studies with unimpaired individuals supported the notion that digitised speech was less cognitively demanding to decode, or listen to.With highly portable, touch based, PC compatible systems beginning to appear it is hoped that the otherwise silent will be able to use the software as their primary means of communication with the speaking world. Extensive field trials over a six month period with a prototype device and in collaboration with user's caregivers strongly suggested this might be the case.Off-device improvements were also noted suggesting that Easy Speaker, or similar software has the potential to be used as a communication training tool. Such training would be likely 10 improve overall communicative effectiveness.To conclude, a model for successful ACD development was proposed

The effects of technology use by an individual with severe or multiple disabilities within the educational environment: A case study.

Assistive technology was found to impact the educational environment in many ways. Communication and computer use were the areas where the most significant impact was observed in Travis' educational program. Technology use also impacted affective issues, such as motivation and self-esteem. In addition, the expectations and beliefs of significant others were positively impacted by Travis' technology use. Technology was found to have little effect on his curricular goals, social interaction, or inclusion.The provision of augmentative and alternative communication devices and materials, when properly implemented, provided some opportunities for increased communication. However, little effort by the staff to keep the devices or materials accessible to Travis (within his reach), and inconsistent reinforcement by the staff for the use of those materials was noted as an inhibiting factor.A number of recommendations for practice were suggested, including the need for proper training of both certified and noncertified staff members.Travis' assistive technology preferences included picture icons and low-tech devices (such as loop tapes or single-switch activities). Effective computer access was accomplished by single switch adaptations, and Travis was highly motivated by autonomous computer use. Travis' performance during structured learning activities at the computer, however, showed great variability. Significant oppositional behaviors occurred at times, particularly when the assigned task was developmentally inappropriate, when communication efforts went unrecognized, or when Travis' control options were limited. Teachers who used techniques designed to enhance intrinsic motivation saw significantly better attention to task, perseverance, and cooperation from Travis.This case study examined the impact of technology use by a student with severe and multiple disabilities on factors such as achievement, learning, inclusion, social interactions, motivation, behavior, self-esteem, or the attitudes of significant others (teachers, peers, etc.) in the educational setting. Qualitative methodologies were used to follow the educational activities of Travis, an 11-year old student entering the 4th grade, for a seven month period. Because of severe limitations in the areas of communication, mobility, cognition, range of motion, and motor skills, Travis was a prime candidate for assistive technology