Alternative Communication Systems Research Articles

Examining Social Communication Effects of a Picture Communication Board in a Child With Autism

Purpose Augmentative and alternative communication (AAC) systems have been shown to increase requesting and protesting among minimally verbal children with autism spectrum disorder (ASD). However, there is a lack of research on using AAC to address social communication in ASD. Additionally, most previous research on AAC involves expensive, difficult-to-access technology. Enhanced milieu teaching and joint attention, symbolic play, engagement, and regulation interventions have been combined to successfully improve social communication in ASD. The purpose of this study is to examine the impact of introducing a low-technology, picture-based communication board using enhanced milieu teaching with joint attention, symbolic play, engagement, and regulation on social communication. Method An A-B-A-B single-subject design was implemented with a minimally verbal boy with ASD aged 3;4 (years;months). Three baseline sessions were followed by six intervention sessions and then repeated. Outcome measures included frequency of communicative acts, percentage of communication acts using AAC, and percentage of communication acts that were social. Visual analysis in combination with Tau-U effect sizes was used to evaluate the effects of intervention. Results Clear and immediate effects on frequency of communication (Tau-U = 0.97) and adoption of the AAC system (Tau-U = 1.00) were observed. The intervention did not clearly impact social communication (Tau-U = 0.17). Conclusions This study extends previous research indicating that AAC can quickly increase communication frequency to low-technology, accessible systems. The intervention dosage may have been insufficient to affect social communication, and further research should consider whether picture communication boards can positively influence social communication in young children with ASD.

Predictive composition of pictogram messages for users with autism

Communication is a basic need for every person. However, there are many people who present disabilities that prevent communication through natural language. Augmentative and alternative communication (AAC) systems, including those based on pictograms, attempt to facilitate the communication for people with this kind of difficulties. In this paper we present PictoEditor, an augmentative and alternative communication application for the composition of pictogram messages for users with autism that incorporates prediction functionalities. Although such functionalities have been widely studied in text-based augmentative and alternative communication tools, they have not been applied to pictogram based ones. The results show that prediction based on frequency of use of specific pictograms improves the immediate availability of the desired pictograms, but the improvement with prediction based on sequencing of pseudo-syntactic types of pictogram is not as clear.

The Impact of Using Augmentative and Alternative Communication Systems (AAC) On the Speech of Students with Autism: Implications for Practice in Saudi Arabia

التوحد واضطرابات طيف التوحد هي ظروف معيقة تؤثر على الوظائف والکلام لدى الأطفال، ويعد تعليم مثل هؤلاء الأطفال أحد المهام الصعبة على کل من الآباء والمعلمين لأنهم يظهرون عجزا کبيرا في تعلم اللغة والسلوکيات الاجتماعية، ويتمثل أهم أهداف النظام التدخلي في مساعدة هؤلاء الأطفال على نظام للتواصل الوظيفي والکلام، ومن ثم قد تکون هناک حاجة ماسة إلى نظام تعليمي يستخدم أنظمة تعلم بديلة ومعززة للأطفال الذين يعانون من اضطرابات التوحد، وتسعى الدراسة الحالية إلى دراسة أنظمة الاتصال المعززة والبديلة (AAC) على الکلام وتأثير تلک الأنظمة بشکل عام على اکتساب الکلام الوظيفي لدى الأطفال المصابين بطيف التوحد، إضافة إلى ذلک، تسهدف الدراسة الحالية بحث تأثير استخدام أنظمة الاتصال المعززة والبديلة AAC على الأطفال المصابين بالتوحد في المملکة العربية السعودية، علاوة على ذلک ، سيتم أيضا دراسة وتحليل وتقييم آثار تلک الأنظمة على الممارسة في المملکة العربية السعودية وفقا للعادات والتقاليد المحلية والأنظمة التعليمية السعودية الحالية خاصة تلک المتعلقة باضطرابات التوحد. Autism and Autism Spectrum Disorders are crippling conditions that affect functional and speech among children. Teaching such children is a difficult task for both the parents and teachers as they exhibit a significant deficit in language and social behaviors. One of the most important objectives of an intervention system is to help such children with a system of functional communication and speech. For children with autism disorders, a system that uses alternative and augmentative systems of learning might be needed. This thesis attempts to study Augmentative and Alternative Communication Systems (AAC) on the speech of students with autism, and their overall influence on functional speech acquisition among autistic children. In addition, this thesis will also attempt to study the impact of using AAC systems among autistic children in a Saudi Arabian context. Furthermore, their implications for practice in Saudi Arabia will also be studied, analysed, and evaluated vis-a-vis local customs, traditions and present Saudi educational systems especially those relating to autistic disorders.

Augmentative and Alternative Communication Systems with Signs and Eye Tracker Used in Poland

Patients who do not communicate verbally or speak in an understandable way are a serious problem in providing appropriate care to patients due to a lack of understanding of their needs. Therefore, it is important that nursing staff have the knowledge and skills of alternative and assistive communication to communicate with patients with speech disorders. The purpose of article is to present the current state of knowledge of the alternative and augmentative communication with special consideration the signs used in Poland with a practicular emphasis laid to the revelant description of the eye tracking device. The literature has been reviewed, including also in this relation topics: alternative and augmentative communication, examples of signs used in alternative communication in Poland and communication and eye tracking. Not everyone has the ability to communicate verbally with the environment. In relation to this problem the solution is the alternative and augmentative communication which uses signs and devices to enable the patient to communicate with other people. (JNNN 2020;9(1):39–45)

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method, (b) input provided, (c) decision-making process, and (d) perceived efficacy of treatment. Additionally, one secondary theme, training and education received, was identified. Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Automatic Guided Waves Data Transmission System Using an Oil Industry Multiwire Cable.

Alternative wireless data communication systems are a necessity in industries that operate in harsh environments such as the oil and gas industry. Ultrasonic guided wave propagation through solid metallic structures, such as metal barriers, rods, and multiwire cables, have been proposed for data transmission purposes. In this context, multiwire cables have been explored as a communication media for the transmission of encoded ultrasonic guided waves. This work presents the proprietary hardware design and implementation of an automatic data transmission system based on the propagation of ultrasonic guided waves using as communication channels a high-temperature and corrosion-resistant oil industry multiwire cable. A dedicated communication protocol has been implemented at physical and data link layers, which involved pulse position modulation (PPM), digital signal processing (DSP), and an integrity validation byte. The data transmission system was composed of an ultrasonic guided waves PPM encoded data transmitter, a 1K22 MP-35N multiwire cable, a hardware preamplifier, a data acquisition module, a real-time (RT) DSP LabVIEW (National Instruments, Austin, TX) based demodulator, and a human-machine interface (HMI) running on a personal computer. To evaluate the communication system, the transmitter generated 60 kHz PPM energy packets containing three different bytes and their corresponding integrity validation bytes. Experimental tests were conducted in the laboratory using 1 and 10 m length cables. Although a dispersive solid elastic media was used as a communication channel, results showed that digital data transmission rates, up to 470 bps, were effectively validated.

Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment?

What is already known about the topic? Language skills vary enormously in autism: while some autistic individuals can engage in sophisticated conversations, many remain minimally verbal, meaning they use few or no words regularly for communication. We do not know what causes this variation, but we do know that certain child and family characteristics can be measured when a child is young, and this information can improve our prediction of how expressive language might develop over time. What this article adds? We examined four characteristics, which have already been found to predict language development in young minimally verbal autistic children. We followed the expressive language progress of 27 minimally verbal children, aged three to five, for a year. One-third no longer met the minimally verbal criteria at the end of the study. In this sample, only one factor predicted language progress, which was the child's initial speech skills (the number of different speech sounds that the child made during an interaction). This finding adds to the evidence that speech skills contribute to language development in autism. In some cases, persistent and severe expressive language difficulties may reflect an additional deficit in speech production, rather than a consequence of core autism features. Implications for practice, research or policy Our findings suggest that there are factors other than social skills that influence language development in autism. Careful assessment of speech production should be considered when language does not develop as expected. Future research should evaluate speech skills interventions for minimally verbal autistic individuals, as well as promoting the use of alternative communication systems.

Service provider attitudes regarding conversational rule violations in three public settings

Previous research identified an attitudinal hierarchy of conversational tradeoff choices among public service providers involving utterance-based augmentative and alternative communication (AAC) systems in a bookstore context. The purpose of the current research was to determine if there was a hierarchy of choices in three additional settings (i.e., movie theater, convenience store, hair salon), if these hierarchies would be the same, and if there were attitude differences in terms of participant gender and that of the person using AAC. In each of two experiments, 80 service providers viewed scripted, video-recorded conversations between a customer using AAC and a nonvisible provider in each setting, and completed an attitude questionnaire. A hierarchy of tradeoffs was found in each setting, although not the same hierarchy. No gender differences were found. As in the bookstore, messages with repetitive information were consistently rated the highest, messages with partly relevant information were consistently rated the lowest and messages with a delay in delivery were consistently rated in the middle of the hierarchies across the current settings, while messages with either inadequate or excessive information were more context-sensitive. The findings may direct individuals in message choice selections that yield the most positive evaluations by service providers and in designing technology to optimize these choices.

Alternative On-board Communication Systems Enhancing the Operation Efficiency of Vessel Traffic Services

Alternative On-board Communication Systems Enhancing the Operation Efficiency of Vessel Traffic Services

Methods for designing professional communication systems of TETRA standard, taking into account reliability indicators

The design of professional radiotelephone communication systems within framework of graduation qualification works (WRC) is an important part of educational process, which allows you to apply theoretical knowledge on use of equipment of current TETRA standard for deployment of alternative communication systems. And also to gain skills in applying methods of teletraffic theory and reliability theory for design and solution of practical problems. It is proposed to design a TETRA standard system for mastering the competencies of an educational standard in two stages. Namely, to carry out preliminary planning, in which the required number of radio channels and the range of action are calculated with engineering precision, as well as a preliminary estimate of the amount of equipment required for the deployment of the system. Next, an assessment is made ofreliability indicators impact on the quality of the system, namely, on probability of call losses in order to substantiate necessary reserve and select option for organizing work.using SIP protocols are relevant.

The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design

Purpose Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies. Method Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border. Results In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions. Conclusion Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.

Multimodal interface for alternative communication of people with motor disabilities

This work presents the development of an augmented and alternative communication system, consisting of a multimodal interface controlled by different types of signals (electromyography, electrooculography, accelerometer and ON/OFF button). The multimodal interface was tested in volunteers with severe motor disabilities and without motor restrictions. The device was applied for controlling an alternative communication software based on automatic scanning and single ON/OFF commands. The volunteers used the system for more than 30 days and demonstrate a significant evolution in the control of the multimodal system developed. The multimodal interface developed presented stability and reliability using only an adaptive channel to receive both EMG signals as EOG. Also, the possibility of adding external sensors ON/OFF type extends the amount of people who could be assisted with the use of the system, which makes it more useful and versatile.

Towards an accessible iPad for children and young people with cerebral palsy

Purpose The purpose of this paper is to consider the accessibility of Apple’s iPad. The discussion focusses on the accessibility of this technology to children and young people with cerebral palsy (CP), reviewing a range of literature. Terms including “inclusion” are debated alongside the practicalities associated with implementing assistive technologies in educational settings. The benefits of technology for those with CP are explored, with examples including augmentative and alternative communication systems. The current suitability of the iPad for children and young people with CP is discussed, alongside ways in which eye-gaze technology may be employed to increase inclusivity. Design/methodology/approach The paper provides a consideration of multiple methods for evaluating the inclusivity of mainstream technologies. It is contended that the universal design for learning (UDL) principles are likely to be the most appropriate, due to their applicability to educational settings. Furthermore, the UDL principles acknowledge the heterogeneity of those with CP, and this is suggested to be useful due to its ability to be integrated alongside some of the principles of assistive technology. Findings The discussion contends that Apple’s iPad may be redesigned in order to meet the needs of users with CP. Eye-gaze technology is suggested as one way to include this group of users, due to the altered interface interaction. Despite some challenges with the eye-gaze technology, the paper suggests that this alteration to the iPad may result in increased accessibility not only for those with CP, but also others with fine motor difficulties. It is concluded that the integration of eye-gaze technology with Apple’s iPad may be a potential avenue for future investigation. Practical implications By altering the interface interaction on Apple’s iPad, the device may be more accessible to users with fine motor difficulties, such as those with CP. It is suggested that the paper may inspire future research concerning the practicalities of integrating eye-gaze technology on a small, portable device. Social implications Those who are of lower socioeconomic status are less likely to have access to assistive technologies; the cost of Apple’s devices is relatively higher than those produced by other technology companies, confining their availability to wealthier consumers. This may also lead to a divide in inclusive technical capital (Hayhoe, 2015), whereby wealthier users may have an increased potential to access inclusive assistive technologies and thus increase their capital. Originality/value The paper integrates a discussion of the UDL principles with their application to both assistive technologies and educational settings. It is speculated that this paper may be valuable to those researching in the field of assistive technologies, who may build upon the present discussion with a research study. It is also anticipated that the consideration of the use of the iPad for children and young people with CP may be of use to those working in education who wish to integrate technology into the education of those with a range of special educational needs.

Applying Work Domain Analysis to Augmentative and Alternative Communication Systems

Augmentative and alternative communication (AAC) systems enable communication for individuals with complex communication needs. The frequency users rely on the communication systems necessitates an interface design that supports usability. As a first step to systematically designing a user interface, the Work Domain Analysis (WDA) framework was applied to a popular commercial AAC system, Proloquo2Go, to analyze and understand system constraints and design a new user interface for an AAC system. For the purpose of the analysis, the system boundaries were that of verbal language-based communication. Information for the analysis of the system was gathered through exploratory operation of AAC systems and structured interviews with a speech-language pathologist and parents of AAC system users. Research into the process of language formation showed logical groupings of the different types of language components to communicate information regarding states, objects, relationships, and emotions; component types were subsequently grouped for high-level communication of ideas and requests. An abstraction hierarchy was developed to represent the various levels of abstraction of the system from which information requirements were determined. This paper presents a novel application of WDA for AAC systems. Results derived from the application of WDA have yielded valuable design considerations for an AAC system user.

Finding the best fit: examining the decision-making of augmentative and alternative communication professionals in the UK using a discrete choice experiment

ObjectivesMany children with varied disabilities, for example, cerebral palsy, autism, can benefit from augmentative and alternative communication (AAC) systems. However, little is known about professionals’ decision-making when recommending symbol based...

Teaching students with autism spectrum disorders in South Asia: a scoping study and recommendations for future

Objectives: Our paper reviews current teaching practices used to support students with autism spectrum disorder (ASD) in the South Asian region, and to what extent these teaching practices reflect key research based effective practices. We have focused our attention on teaching practices at a time when we are witnessing a greater thrust towards achieving inclusive education at both, regional and global levels.Methods: We have used an eclectic approach for the study by employing a scoping review methodology to identify peer reviewed journal articles from South Asian countries. Having identified 10 articles and three dissertations in total from India, Pakistan, and Sri Lanka, we have used a matrix method to present our data against nine best teaching practices for students with ASD.Results: Results from the review indicate three practices (of the nine best teaching practices) were most frequently used. These are assessments, alternative, and augmentative communication systems, and parent-implemented instruction/program. The other six teaching practices were not widely reported.Conclusions: We identify significant implications for practitioners, educators, and teacher education programs within the Asian region and beyond. The use of an eclectic approach in making choices regarding teaching strategies, incorporating varied research based effective teaching practices, and following a systematic and informed approach of assessments – teaching interventions – ongoing evaluation are key to supporting students with ASD.

Determining a Zulu core vocabulary for children who use augmentative and alternative communication

Vocabulary selection is an important aspect to consider when designing augmentative and alternative communication (AAC) systems for children who have not yet developed conventional literacy skills. AAC team members have used core vocabulary lists (representing words most commonly and frequently used by speakers of a natural language) as a resource to assist in this process. To date, there are no core vocabulary lists for Zulu. Therefore, the aim of this study was to identify the vocabulary most frequently and commonly used by Zulu-speaking preschool children, in order to inform vocabulary selection for peers who use AAC. Communication samples from 6 Zulu-speaking participants without disabilities were collected during regular preschool activities. Analyses were conducted both by orthographic words and by morphological analysis of formatives. Due to the linguistic and orthographic structure of Zulu, an analysis by formatives was found to be more useful to determine a core vocabulary. The number of different formatives used, frequency of use, and commonality of use among the participants were identified. A total of 213 core formatives were identified; core formatives related to language structure were used more frequently than those that related to lexical content. The characteristics of this Zulu core vocabulary were consistent with those of core vocabularies established in other languages. Implications for the design of Zulu AAC systems are discussed.

'We were just kind of handed it and then it was smoke bombed by everyone': How do external stakeholders contribute to parent rejection and the abandonment of AAC systems?

There are multiple stakeholders involved in the introduction of augmentative and alternative communication (AAC) systems to children with complex communication needs. Stakeholders such as speech-language pathologists (SLPs) and teachers who are external to the family unit play a key role in planning and implementing interventions. If this intervention is unsuccessful, it can result in parent rejection or abandonment of the AAC system. However, no studies explore the contribution of external stakeholders to AAC rejection and abandonment from the perspective of parents who have experienced such unsuccessful interventions. To explore parents' perceptions of how external stakeholders may contribute to the rejection or abandonment of an AAC system. Data were collected as a part of a larger study that explored parent experiences of AAC rejection and abandonment. Within this study, semi-structured interviews were completed with 12 parents who had rejected or abandoned an AAC system introduced to their child with complex communication needs. Data related to external stakeholder contributions were extracted from the interview transcripts, and a thematic analysis was conducted. Analysis revealed four themes that captured the role of external stakeholders in the rejection and abandonment of AAC systems: (1) parents were influenced by the attitudes and experience of professionals; (2) parents did not feel supported by SLPs; (3) communication between stakeholders was not effective; and (4) parents had difficulties using AAC without a supportive community. This study highlights the importance of family-centred service delivery when introducing an AAC system to the parent of a child with complex communication needs. SLPs may support parent acceptance of AAC systems by using family-centred practices such as listening to parents, acknowledging their expertise and finding compromises.

Performance analysis of NLOS ultraviolet communications with correlated branches over turbulent channels

Ultraviolet communication (UVC) is becoming increasingly popular due to its ability to effectively communicate in non-line-of-sight (NLOS) mode, which offers alternative communication system advantages over visible light communication and infrared links. However, the performance of UVC is affected by atmospheric turbulence, which is generally ignored under the assumption of short-distance links. In this paper, we consider a NLOS UVC system experiencing turbulence due to variation in the refractive index of the atmosphere. The atmospheric turbulence results in fading due to fluctuations in the received signal strength, thus deteriorating the quality of communication. Spatial diversity is proven to mitigate the effect of fading by introducing multiple parallel communication paths between the transmitter and receiver. We present a spatial diversity reception in the form of ${N_r}$-branches selection combining at the receiver. The channel coefficients are assumed to be exponentially correlated, and turbulence is modeled using log-normal distribution under weak turbulence conditions. Closed-form expressions for the outage probability and average symbol error rate for general order rectangular quadrature amplitude modulation (RQAM), cross-QAM, and hexagonal QAM schemes are derived. Furthermore, the ergodic capacity of the system is computed as a function of the channel correlation coefficient. The numerical values are compared with computer simulations to validate the accuracy of the theoretical analysis.

PENGEMBANGAN MEDIA KOMUNIKASI AUGMENTATIVE DAN ALTERNATIVE PADA ANAK PDD NOS DI RUMAH INTERVENSI ANAK CIMAHI

Penelitian ini merupakan upaya untuk mendapatkan alat bantu berkomunikasi bagi anakyang mengalami gangguan dalam berkomunikasi verbal melalui pengembangan sistemkomunikasi augmentatif dan alternatif. Tujuan penelitian ini adalah mengembangkansistem komunikasi augmentatif dan alternatif dalam membantu anak dengan hambatankomunikasi. Pada penelitian ini peneliti menggunakan metode pendekatan kualitatifdengan metode deskriptif. Sampel penelitian ini adalah seorang anak yang mengalamiPDD NOS. Teknik analisis data yang digunakan dalam penelitian ini adalah melaluipendekatan kualitatif. Hasil penelitian ini adalah: (1) Anak yang dijadikan sampelpenelitian mengalami kesulitan dalam merespon komunikasi yang sedang berjalan baikdengan bahasa verbal maupun dengan non-verbal. (2) Adanya beberapa potensi keluargayang dapat dikembangkan dalam menunjang kemampuan berkomunikasi anak. (3) Desainsistem komunikasi augmentatif dan alternatif yang peneliti kembangkan adalah mediaflanel card yang bisa digunakan dalam komunikasinya. (4) Berdasarkan hasil validasimedia dengan pakar, guru dan orangtua, media komunikasi augmentatif dan alternatifyang dikembangkan peneliti sudah cukup baik digunakan untuk membantu anak yangmengalami hambatan komunikasi sebagai media berkomunikasi baginya.