Alternative Communication Technologies Research Articles

A Comparison of the Performance of 5-year-old Children with Typical Development using Iconic Encoding in AAC Systems with and without Icon Prediction on a Fixed Display

Iconic encoding, or the use of a sequence of icons to retrieve a word or phrase from augmentative and alternative communication (AAC) technologies, has previously been shown to be challenging for young children to learn to use. It is possible that the use of icon prediction may facilitate learning in such systems by providing additional visual cues. The goal of the current study was to determine the effect of using icon prediction on the performance of 5-year-old children with typical development who were learning to locate and generalize vocabulary prestored in AAC technologies using iconic encoding. Twenty 5-year-old children were introduced to 30 vocabulary items and asked to locate them using iconic encoding during four learning and testing sessions. Ten of the children completed this task without iconic prediction, and 10 completed the task with icon prediction. They were also asked to locate an additional 30 vocabulary items, not previously introduced, during one generalization session. The results indicated that the children in the icon prediction group did not perform more accurately than the children who did not have prediction available. There was some evidence, however, that using icon prediction may help to facilitate generalization of the use of iconic encoding to novel vocabulary. Potential implications, limitations, and future directions for research are discussed.

Communication Access for Children: The Role of Augmentative and Alternative Communication Technologies and Strategies in Pediatric Rehabilitation

Communication Access for Children: The Role of Augmentative and Alternative Communication Technologies and Strategies in Pediatric Rehabilitation

Augmentative and alternative communication intervention in children with traumatic brain injury and spinal cord injury

Children and youth who sustain a traumatic brain injury (TBI) and/or spinal cord injury (SCI) may have temporary or permanent disabilities that affect their speech, language and communication abilities. Having a way to communicate can help reduce children's confusion and anxiety, as well as enable them to participate more actively in the rehabilitation process and thus, recover from their injuries. In addition, effective communication with family, care staff, peers, teachers and friends is essential to long-term recovery and positive outcomes for children with TBI and SCI as they are integrated back into their communities. This article describes how rehabilitation teams can use augmentative and alternative communication (AAC) and assistive technologies (AT) to support the communication of children recovering from TBI and SCI over time.

Perspectives of persons with aphasia towards SentenceShaper To Go: A qualitative study

Augmentative and alternative communication (AAC) technology has considerable potential to improve the lives of persons with aphasia (PWA). At the same time, there is growing awareness that AAC tech...

The impact of alphabet supplementation and word prediction on sentence intelligiblity of electronically distorted speech

Alphabet supplementation is a low-tech augmentative and alternative communication (AAC) strategy that involves pointing to the first letter of each word spoken. Sentence intelligibility scores increased an average of 25% ( Hanson et al., 2004) when speakers with moderate and severe dysarthria (a neurologic speech impairment) used alphabet supplementation strategies. This project investigated the impact of both alphabet supplementation and an electronic word prediction strategy, commonly used in augmentative and alternative communication technology, on the sentence intelligibility of normal natural speech that was electronically distorted to reduce intelligibility to the profound range of <30%. Results demonstrated large sentence intelligibility increases (average 80% increase) when distorted speech was supplemented with alphabet supplementation and word prediction.

Multidimensional Unfolding and the use of alternative input scales

Non-metric Multidimensional Unfolding (MDU) techniques have been misused for some time due to some degeneracy problems. Recently, the PREFSCAL algorithm has been proposed which deals properly with degenerate solutions. However, and in spite of the interest of MDU outputs – perceptual maps depicting two groups of entities and illustrating their proximities – there are still some open issues regarding MDU applications. In particular, one may ask whether different input scales can have significant impact on MDU solutions. Although this subject has been approached in Multidimensional Scaling (MDS) quite a long time ago, it seems that it is now pertinent to address it in the context of MDU. The main goal of the present study is to analyse the association between MDU input, concerning the use of alternative scales, and MDU performance. Simulated data with uniform distribution are randomly generated, different scales with different numbers of response categories are considered and MDU analysis is performed using PREFSCAL. The results are evaluated based on the proportion of variance on disparities accounted for by the corresponding distances. Inferential results indicate that there are significant differences in MDU model adjustment originated by the use of alternative input scales. An application referred to the use of alternative communication technologies is presented which illustrates the association between the use of different MDU input scales and MDU performance. The obtained results agree with the ones p22rovided by the simulation study. Furthermore, they add some insights concerning the relationship between Portuguese individuals and alternative communication channels.

Teachers Make it Happen: From Professional Development to Integration of Augmentative and Alternative Communication Technologies in the Classroom

This study investigated the effects of a multiphase teacher professional development package on student use of speech‐generating augmentative and alternative communication devices (SGDs). Teachers were taught (a) device operation and programming, (b) device integration and embedding using environmental arrangement strategies, and (c) systematic communication instruction using the time‐delay milieu teaching procedure, within a multiple baseline design across student and teacher participants. All four teachers learned device programming and instructional procedures, and generalised as well as maintained their use. There was no effect on student SGD use during phase 1, device operation. However, all four students showed significant increases in SGD initiations during phase 2, environmental arrangement and embedding, and SGD initiations remained at high levels through phase 3, time‐delay. For two students with significant disabilities, SGD initiations increased further during phase 3. All students generalized...

Teachers Make it Happen: From Professional Development to Integration of Augmentative and Alternative Communication Technologies in the Classroom

This study investigated the effects of a multiphase teacher professional development package on student use of speech-generating augmentative and alternative communication devices (SGDs). Teachers were taught (a) device operation and programming, (b) device integration and embedding using environmental arrangement strategies, and (c) systematic communication instruction using the time-delay milieu teaching procedure, within a multiple baseline design across student and teacher participants. All four teachers learned device programming and instructional procedures, and generalised as well as maintained their use. There was no effect on student SGD use during phase 1, device operation. However, all four students showed significant increases in SGD initiations during phase 2, environmental arrangement and embedding, and SGD initiations remained at high levels through phase 3, time-delay. For two students with significant disabilities, SGD initiations increased further during phase 3. All students generalized and maintained use of their SGDs for at least two months following termination of teacher professional development. This study has major implications for teacher professional development in assistive technology and augmentative and alternative communication (AAC) integration in the classroom for students with severe disabilities. Without sufficient training and support, important student outcomes such as increased participation and communication initiations for device users are unlikely to be achieved. Furthermore, this study demonstrated that measurement of student outcomes is a critical component of evidence-based professional development practices.

A P300-based brain–computer interface for people with amyotrophic lateral sclerosis

ObjectiveThe current study evaluates the efficacy of a P300-based brain–computer interface (BCI) communication device for individuals with advanced ALS. MethodsParticipants attended to one cell of a N×N matrix while the N rows and N columns flashed randomly. Each cell of the matrix contained one character. Every flash of an attended character served as a rare event in an oddball sequence and elicited a P300 response. Classification coefficients derived using a stepwise linear discriminant function were applied to the data after each set of flashes. The character receiving the highest discriminant score was presented as feedback. ResultsIn Phase I, six participants used a 6×6 matrix on 12 separate days with a mean rate of 1.2selections/min and mean online and offline accuracies of 62% and 82%, respectively. In Phase II, four participants used either a 6×6 or a 7×7 matrix to produce novel and spontaneous statements with a mean online rate of 2.1selections/min and online accuracy of 79%. The amplitude and latency of the P300 remained stable over 40weeks. ConclusionsParticipants could communicate with the P300-based BCI and performance was stable over many months. SignificanceBCIs could provide an alternative communication and control technology in the daily lives of people severely disabled by ALS.

Further Considerations of visual cognitive neuroscience in aided AAC: The potential role of motion perception systems in maximizing design display

Current augmentative and alternative communication technologies allow animation within visual symbol displays. Clinicians therefore have the option of incorporating motion-based effects into AAC displays. Yet there is no research in the field of AAC to guide this clinical decision-making, in terms of the number or types of animated symbols that would best suit specific communication needs. A great deal is known within the discipline of cognitive neuroscience about how humans perceive motion, however. In this paper we propose that the field of AAC might exploit these known principles of motion perception, and we identify some potential uses of different types of motion. The discussion is presented within the context of neuro-cognitive theory concerning the neurological bases for motion perception.

Perceived network externalities and communication technology acceptance

Electronic mail (e-mail) and instant messaging (IM) systems represent two communication technologies that are potentially substitutable. A unique feature of e-mail and IM is that their value to an individual user increases as the number of other people adopting the system grows. This is referred to as a positive network externality. This externality makes it difficult for consumers to switch to other systems because of the potential loss of connectivity with network members. Further, as this externality grows, it has unintended negative consequences in the form of spim and spam. Including these three network externality effects – positive, cross-impact, and negative – the present study investigates the determinants of electronic communication system use based on an extended Technology Acceptance Model. The study findings suggest that user perceptions regarding network externalities have a positive impact on use of electronic communication systems while perceptions of problems associated with unsolicited messages and perceived usefulness of alternative systems do not significantly affect system use. This study contributes to our understanding of the factors that affect use of existing and newer alternative communication technologies.

AAC technologies for young children with complex communication needs: State of the science and future research directions

Augmentative and alternative communication (AAC) technologies offer the potential to provide children who have complex communication needs with access to the magic and power of communication. This paper is intended to (a) summarize the research related to AAC technologies for young children who have complex communication needs; and (b) define priorities for future research to improve AAC technologies and interventions for children with complex communication needs. With the realization of improved AAC technologies, young children with complex communication needs will have better tools to maximize their development of communication, language, and literacy skills, and attain their full potential.

Developing an Appropriate Icon Set for a Mandarin Chinese Augmentative Communication System

Augmentative and alternative communication (AAC) technology for the speech-impaired has been successfully implemented in America and Europe using semantic compaction theory, combined with multi-meaning icons, to create a natural language representation paired with a speech synthesizer. Analogous technology is now under development for Mandarin Chinese (MC) speaking users. Any effective AAC device using semantic compaction must have a well-designed keyboard, or overlay, for access to the stored language. The design of this overlay comprises several icon design steps, including grammar representation, polysemous (multi-meaning) icons, and culture-specific revisions. When completed, the overlay for a Mandarin AAC system should be both derived from the successful systems of the past, and uniquely optimized for Chinese speakers.

Fuzzy support vector machines for adaptive Morse code recognition

Morse code is now being harnessed for use in rehabilitation applications of augmentative–alternative communication and assistive technology, facilitating mobility, environmental control and adapted worksite access. In this paper, Morse code is selected as a communication adaptive device for persons who suffer from muscle atrophy, cerebral palsy or other severe handicaps. A stable typing rate is strictly required for Morse code to be effective as a communication tool. Therefore, an adaptive automatic recognition method with a high recognition rate is needed. The proposed system uses both fuzzy support vector machines and the variable-degree variable-step-size least-mean-square algorithm to achieve these objectives. We apply fuzzy memberships to each point, and provide different contributions to the decision learning function for support vector machines. Statistical analyses demonstrated that the proposed method elicited a higher recognition rate than other algorithms in the literature.

AAC for hypothesis testing and treatment of aphasic language production: Lessons from a “processing prosthesis”

Background : The design of augmentative and alternative communication (AAC) technology for aphasic individuals must be informed by a theory of the underlying disorder in order to determine what kind of assistance will be most effective. AAC devices may therefore serve to test competing theories, each predicting the efficacy of a different kind of support for language production. They may also serve as heuristic tools, affording the opportunity to observe language production under radically altered conditions. A communication system that we have termed a “processing prosthesis” was directly inspired by the performance hypothesis, the view that processing factors rather than loss of linguistic knowledge underlie aphasic language production disorders. Unlike AAC technology, which focuses on the provision of direct linguistic support in the form of vocabulary items and pre-stored utterances, this system (referred to here and in previous literature as the “CS”) emphasises indirect support to allow the user to more fully exploit his or her retained language production capabilities. If the CS is effective in facilitating aphasic sentence construction, this may be taken as evidence in support of the performance hypothesis embodied in its design. Aims : We illustrate the interplay between AAC technology and psycholinguistic theory by reviewing studies of the CS, and describe some approaches to language remediation that have emerged from this work. Contributions : We review three published studies and preliminary data from a fourth. These studies demonstrate the efficacy of the CS through “aided” effects (i.e., the extent to which utterances produced on the system are more structured and/or informative than those produced without the system) and treatment effects (i.e., the impact of a period of CS use on the aphasic individual's spontaneous, unaided speech). Conclusions : The CS data suggest that “indirect” support may play an important role in facilitating and treating aphasic sentence production; and, more generally, they demonstrate the bidirectional flow of insight between assistive technology and the psycholinguistic analysis of aphasic disorders.

Learning of Dynamic Display AAC Technologies by Typically Developing 3-Year-Olds

The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a play context. Results indicated that the children had difficulty with all of the technologies on initial exposure. After the 1st learning session, children performed significantly better with AAC technologies in a contextual scene format than in a grid format. Some limited generalization to new vocabulary was evident. AAC technologies for young children need to be redesigned to better reflect the developmental models of children. Results are discussed with implications for practice and suggestions for future research.

Acceptance of Augmentative and Alternative Communication Technology by Persons with Amyotrophic Lateral Sclerosis

A review of the use of augmentative and alternative communication (AAC) technology by 50 persons with amyotrophic lateral sclerosis was completed over the course of 4 years. Ninety-six percent of the participants in this study accepted AAC technology, either immediately (90%) or after some delay (6%), and only 4% (n = 2) rejected AAC technology. None of the participants discontinued use of their AAC technology. Reasons for acceptance decisions were discussed in interviews with study participants and the results are presented.

Accuracy, efficiency and preferences of survivors of traumatic brain injury when using three organization strategies to retrieve words

The primary objective was to compare the accuracy and preferences of adult survivors of traumatic brain injury (TBI) when using three organization strategies--semantic topic, geographic place and a word's first letter (alphabet)--to retrieve words using augmentative and alternative communication (AAC) technology. A repeated measures research design was employed. Twelve adult survivors of TBI ranging in age from 18-50 years participated in the study. These participants retrieved words using an AAC system organized using the three experimental conditions. In addition, they rank-ordered their preferences for each of the three strategies. Results showed that adults with TBI retrieve words more accurately and more efficiently when using the alphabet organization strategy than when using the topic or place strategies. Despite this, participants expressed a preference for using the topic strategy. Explanations for the findings and implications for AAC use are provided.

The Performance of Typically Developing 2½-Year-Olds on Dynamic Display AAC Technologies With Different System Layouts and Language Organizations

The current generation of augmentative and alternative communication (AAC) technologies is largely based on conceptual models of adults who are not disabled (J. Light & P. Lindsay, 1991). As a result, there is a large "cost of learning" placed on young children. This paper presents the results of a study designed to investigate the learning demands of dynamic display systems that differed in system layout and language organization for children approximately 2 1/2 years old (2 years 5 months to 2 years 11 months). Thirty typically developing children were asked to locate 12 vocabulary items within a play context of a birthday party. Ten children were randomly assigned to each of 3 system approaches: vocabulary in a grid format organized taxonomically, vocabulary in a grid format organized schematically, and vocabulary in an integrated scene organized schematically. The children participated in 4 learning and testing sessions and 1 generalization session. Results indicated that the children performed poorly in all conditions but were able to locate more vocabulary items in the schematic scene condition than the taxonomic grid or schematic grid conditions. There was evidence that the children failed to generalize their knowledge of the vocabulary to facilitate learning of novel vocabulary items. The current design of AAC dynamic display systems appears to be inappropriate for very young children. Rather than relying solely on technology for these young children, early intervention should target multiple modes of communication. AAC technologies should be redesigned to reduce learning demands. Results are discussed with implications for practice and suggestions for future research.

Future AAC Technology Needs: Consumer Perspectives

This article suggests the need for rethinking the role that consumer perspectives will play (and ought to play) in the design and development of future augmentative and alternative communication (AAC) technologies. After carefully defining what they mean by “AAC consumers,” “consumer perspectives,” and “AAC technologies,” the authors consider the extent to which current research has illuminated our understanding of (1) how consumers view AAC technologies and (2) how consumers themselves would define future technology needs. It's not a pretty picture. While it is clear that there already exist specific constructs and methods that could enable researchers and developers to learn more about consumer perspectives, it is equally clear that few, if any, researchers make much use of these constructs and methods. The authors focus specifically on ways that consumer perspective can helpfully infuse participatory action research, technology transfer processes, and ergonomics. In addition, the authors consider how research that investigates the ways in which assistive technologies impact the daily lives of individuals with severe communication impairment also influences public policy issues, which can in turn affect future definitions of AAC technology needs. Throughout the article, the authors advocate for a paradigm shift in the quantity and quality of the collaborations that occur between AAC consumers and AAC researchers, manufacturers, and developers. Augmented communicators and their families have a major stake in all types of research that can affect the design and development of AAC devices and accessories, and the results of this research, in turn, can affect public policy decisions about AAC technologies. This makes it all the more important that AAC consumers be involved at each step of the research and development process.