233 research outputs found

    Disabling Access: Barriers to Eye Gaze Technology for Students with Disabilities

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    Major Research Paper (Master's), Critical Disability Studies, School of Health Policy and Management,Faculty of Health, York UniversityThe MRP concludes that scientific and biomedical models of disability have historically shaped government policy responses to disability and continue to do so today. Canadian policy and programs meant to facilitate access to Eye Gaze technology are guided by scientific understandings of disability, which embed systematic, procedural and training barriers into policy programs that are supposed to provide funding support to overcome financial barriers. A list of 10 classroom recommendations for barrier free access to Eye Gaze technology is presented using the social model approach, to help parents, educators and support workers identify and eliminate obstacles for users. The MRP ends with a call for further discussion and scholarship of Eye Gaze technology in classrooms, which provides readers with 6 recommended areas of Eye Gaze technology research

    Towards E-textiles in augmentative and alternative communication–user scenarios developed by speech and language therapists

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    Purpose: E-textiles have been the focus of interest in health technology, but little research has been done so far on how they could support persons with complex communication needs. A global estimate is that 97 million people may benefit from Augmentative and Alternative Communication (AAC). Unfortunately, despite the growing body of research, many persons with complex communication needs are left without functional means to communicate. This study aimed to address the lack of research in textile-based AAC and to build a picture of the issues that affect novel textile-based technology development. Materials and methods: We arranged a focus group study for altogether 12 speech and language therapists to elicit user scenarios to understand needs, activities, and contexts when implementing a novel, textile-based technology in a user-centred approach. Results and conclusion: As a result, we present six user scenarios that were created for children to enhance their social interaction in everyday life when using textile-based technology that recognizes touch or detects motion. The persistent availability and the individual design to meet a person’s capability along with ease of use and personalization were perceived important requirements. Through these scenarios, we identified technological constraints regarding the development of e-textile technology and its use in the AAC field, such as issues regarding sensors and providing power supply. Resolving the design constraints will lead to a feasible and portable e-textile AAC system.Implications for rehabilitation E-textiles are a novel approach to Augmentative and Alternative Communication (AAC) for children with motor dysfunctions and intellectual disabilities. -A portable AAC system implementing e-textiles for children with complex communication needs will enable several activities in daily-life situations. Therefore, further research is needed to resolve the design constraints to reduce the bulkiness of technology embedded in textiles, e.g., looking into the possibilities of passive and battery-free solutions. The developed user scenarios offer a starting point for developing initial prototypes for touch-based and motion-detection systems to enhance social interaction and motivation for persons with complex communication needs.Peer reviewe

    The Efficacy of Chat Sheets as a Conversation Tool For Communicative Access in Aphasia: A Single-Subject Study

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    Adults with aphasia are frequently denied communicative access in family events, discussions, and daily decision-making. Consequently, recent studies have investigated conversational language interventions for individuals with aphasia (IWA) and their families. Aphasiologists support the use of communication partner (CP) training as an intervention method—through which, people around the IWA learn to use strategies and resources to facilitate successful, interactive communication. While CP training alone can be effective, family members of an IWA may benefit from the use of a supplemental conversation tool to bridge the gap between strategy training and implementation. The purpose of this single-subject A1-B-A2 study was to investigate the efficacy of “Chat Sheets” as a visual tool for facilitating multi-modal communication and improved dyadic comprehension. One dyad (an IWA and his spouse) participated in the study. An initial CP training session was provided for the spouse focusing on Supportive Conversation for Adults with Aphasia (SCA) strategies (Kagan, 1999)—after which the dyad engaged in 10 video-recorded conversations throughout baseline, experimental, and final baseline probes. All conversations were scored by blind raters and an informal interview was conducted at the end of the study

    Effects of Task Clarification and an Adaptive Computer Software on Implementation of Mand Training using an iPadÂź as a Speech Generated Device

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    Mand training is an evidence-based instructional method and a primary focus in behavioral language training for children with autism. A rapidly growing research base supports manding training using hand-held computing technologies (e.g., iPad¼, iPod¼) as speech generating devices (SGD) for establishing a manding repertoire in children with autism. To ensure optimal learning efficacy and efficiency, procedures must be implemented with high levels of accuracy, which requires that staff be well-trained. However, research evaluating methods for training staff to implement mand training procedures with the iPad¼ and application Proloquo2Goℱ as an SGD has not yet been conducted. Therefore, this study examined the effectiveness of job aids followed by Train to Code, an interactive observation and behavioral coding software system to teach preschool teachers to implement mand training using the iPad¼ as an SGD with the application Proloquo2Goℱ. The TTC training programs used errorless training procedures with performance-based feedback to train expert observation and coding of behavioral events (i.e. mand training sequential components) via video files. As demonstrated in a multi-component within a multiple probe design across participants, all participants’ teaching accuracy increased following the initiation of the job aid condition; however, TTC was required to establish high levels of accuracy of mand training procedures during role-play sessions with a confederate. In addition, results indicated improved performance relative to baseline during instructional sessions with a child with autism or a developmental delay, and performance accuracy maintained at one-month follow-up. These results suggest that job aids followed by TTC may be an effective and feasible method for training individuals to implement mand training using an iPad¼ and the application Proloquo2Goℱ

    Perceptual Differences in the Conversational Performance of People with Severe Expressive Aphasia Using Three Types of Visual Screen Displays on Speech Generating Devices

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    A multiple single-subject randomized design experimental study measured the perceptions of three persons with aphasia and their communication partners without aphasia when communicating across three conditions: Condition A--speech generating device (SGD) with No Display; Condition B--SGD with visual scene display (VSD); and Condition C--SGD with traditional grid display (TGD). Quantitative data were collected in the forms of preference choice of display type, a forced-choice ranking of experimental sessions, and 7-pt Likert rating scales. All participants rated the dependent variables of communicative success, ease, independence, and naturalness across conditions. Qualitative data were collected in the form of open-ended interviews conducted at the end of each experimental session and at the close of the study. Each participant dyad completed six experimental sessions consisting of a conversational interaction in which the person with aphasia shared a personally relevant story. Quantitative analyses revealed that 2 of 3 persons with aphasia preferred Condition B (VSD) over the other experimental conditions. All three persons with aphasia chose sessions using VSD as their best or top-ranked sessions in the forced-choice ranking task. Qualitative analysis revealed that peer communication partners and participants with aphasia had both favorable perceptions and criticism of the VSD

    Survey of pediatric residents regarding communication disorders and augmentative and alternative communication.

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    Children with general communication impairments as well as complex communication needs rely on pediatricians to prescribe the services of speech language pathologists. In light of this continuing and increasing need, it is important to ascertain whether medical residents are receiving the necessary training in their educational program to fulfill their role. We need to understand how pediatric residents perceive their current level of abilities particularly within the framework of the current ACGME competencies. The purpose of this dissertation was to identify possible differences across pediatric resident levels regarding competence within three constructs, Medical Education, Medical Knowledge and Professional Practice, with a specific focus on communication disorders and augmentative and alternative communication (AAC). A MANOVA was used to address the first three of five research questions. Upon analysis of the MANOVA, the main effect was significant for differences among the three groups of residents in their average levels of self reported competence in the three constructs. Further paired comparisons found differences across pediatric levels for Medical Education and Medical Knowledge. The fourth research question investigated the effects of demographic variables on residents\u27 perceived competency across the three constructs. These demographic variables included gender, rotation completion, pediatric specialization educational methods, and educational time. Independent t- tests were completed with Bonferroni adjustment as well as correlation coefficients. Significant findings within these variables provide further understanding of current and future pediatric resident training. The final research question investigated the perspectives of pediatric residents regarding communication disorders and AAC as part of their training. This question provided qualitative data gathered through responses to several open-ended questions. Residents were confident in their ability to identify a communication disorder or a need for AAC and make referrals. At the same time, residents expressed concerns regarding educational training and appeared to not grasp the entirety of their roles. The results of this study provide evidence for some improvements within residents\u27 perceived competence for referrals and knowledge base. Yet, it appears that improvements are still needed regarding residents\u27 educational opportunities, and understanding of their role within the provision of services for children with communication disorders and needing AAC. Follow-up of this current investigation by educational leaders and continued research within this field will support this effort

    Assistive Technology to Improve Collaboration in Children with ASD: State-of-the-Art and Future Challenges in the Smart Products Sector

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    Within the field of products for autism spectrum disorder, one of the main research areas is focused on the development of assistive technology. Mid and high-tech products integrate interactive and smart functions with multisensory reinforcements, making the user experience more intuitive, adaptable, and dynamic. These products have a very significant impact on improving the skills of children with autism, including collaboration and social skills, which are essential for the integration of these children into society and, therefore, their well-being. This work carried out an exhaustive analysis of the scientific literature, as well as market research and trends, and patent analysis to explore the state-of-the-art of assistive technology and smart products for children with ASD, specifically those aimed at improving social and communication skills. The results show a reduced availability of products that act as facilitators of the special needs of children with ASD, which is even more evident for products aimed at improving collaboration skills. Products that allow the participation of several users simultaneously through multi-user interfaces are required. On top of this, the trend toward virtual environments is leading to a loss of material aspects in the design that are essential for the development of these children

    Reframing Professional Learning to Analyze Teacher Practice and Promote System-Wide Change

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    The present study examined teachers’ perceptions of targeted professional learning experiences offered within their educational agency. This study focused on teachers\u27 perceptions of the planning, delivery, and follow-up support from teacher professional learning sessions. The teacher participants shared their perceptions of professional learning, implementation of new strategies, barriers to implementation, and support needed from their administration in order to grow as educators. This focus of this study aims to reframe professional learning by forming cooperation between administrators and teachers within education organizations to reform professional learning opportunities. This study advocates for further development in the collaboration of a system-wide change in the process of planning professional growth
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