High-tech AAC Research Articles

A comparison of differing organizational formats for teaching requesting skills to children with autism

The selection of high-tech AAC for children diagnosed with autism spectrum disorder can be a challenging process due to the vast array of options available. One of the decisions that clinicians need to make involves how vocabulary will be organized on the display. This study aimed to compare a visual scene display (VSD) with a grid display using a multiple-probe design across participants with an embedded adapted alternating treatment design. Four young children with autism spectrum disorder who were beginning communicators were recruited and taught to request preferred items using two display formats: VSD and grid layout on a mainstream tablet with an AAC app. Two of the participants achieved criterion with both displays, the other two participants failed to achieve criterion in either display. For all participants, progress was similar in both displays. The results are discussed through the lens of each participant’s characteristics with suggestions for clinical decision-making.

Interpretation Accuracy and Acceptance according to AAC Types and Message Error Types

Objectives: This study aims to find which AAC type(high-tech, low-tech) and error type (omission, substitution, and inversion) is more influential to communication partners’ accuracy, acceptance, as well as the attitude of the AAC users. Methods: The error message scripts were constructed based on everyday life expressions; and omisson, substitution, and inversion error videos produced by high-tech and low-tech AAC. The participants of the study were AAC users’ family groups and 30 AAC inexperienced groups. The study participants watched the video and answered online questionnaires regarding interpretation accuracy, acceptance, and attitude of the AAC users. A three-way mixed ANOVA was used to confirm the difference in accuracy and acceptance; and in the case of attitude, the difference was analyzed through a two-way mixed ANOVA. Results: There was no difference between groups in the accuracy and acceptance of message interpretation according to the AAC type and message error type, however the difference according to the error type was found to be significant. In terms of accuracy analysis, high scores were recorded in the order of inversion, substitution, and omission error; and in the case of acceptance, high scores were recorded in the order of inversion, omission, and substitution. There was no significant difference in attitudes toward AAC users between groups. Conclusion: The results of this study suggest that in order for communication through AAC to be successful, direct intervention for AAC users and indirect intervention for communication partners must be provided together. Training for communication partners should be provided, along with interventions to minimize omission and substitution errors by AAC users.

Effects of High-tech Versus Low-tech AAC on Indices of Happiness for School-aged Children with Multiple Disabilities

Effects of High-tech Versus Low-tech AAC on Indices of Happiness for School-aged Children with Multiple Disabilities

This meta-analysis provides some evidence to support the use of high-tech AAC interventions to improve social-communication skills in individuals with intellectual and developmental disabilities

(1) What is the overall effect of high-tech AAC interventions on communication outcomes for individuals with intellectual or developmental disabilities?(2) To what extent do specific variables (i.e...

Effects of Script Activity Instruction with High Tech AAC Device on the Communicative Behavior of Children with Severe Intellectual Disabilities

Effects of Script Activity Instruction with High Tech AAC Device on the Communicative Behavior of Children with Severe Intellectual Disabilities

하이테크 AAC 도구를 활용한 스크립트 활동교수가 중도 지적장애아동의 의사소통행동에 미친 영향

배경 및 목적: 중도 지적장애아동들은 제한된 의사소통능력으로 삶의 전반적인 측면에서 어려움을 경험한다. 보완대체의사소통은 이들의 의사소통중재를 위해 효과적이며, 자연스러운 일과에서 구조화된 기회를 제공하는 스크립트 활동은 초기 의사소통 훈련에 긍정적임이 입증되었다. 이에 본 연구는 세 명의 중도 지적장애 초등학생을 대상으로 하이테크 AAC 도구를 활용한 스크립트 활동 교수가 의사소통행동 방식에 미치는 영향을 알아보고자 하였다. 방법: 중재는 중다 간헐 기초선 설계를 사용하였고, 참가자와 연구자가 일대일로 두 개의 스크립트 활동을 교대로 사용하면서 앱이 탑재된 스마트 기기 기반의 하이테크 AAC 도구를 활용한 의사소통행동(사물 및 행동 요구하기, 대답하기, 거절하기)을 교수하였다. 결과: 연구 참여 아동 모두 AAC 도구를 사용한 의사소통행동에 향상을 가져왔고 기존에 사용하던 몸짓에 의한 의사표현은 감소한 반면 음성, 발화 등 횟수는 AAC 도구의 사용과 함께 증가하였다. 논의 및 결론: 중도의 지적장애아동들이 선호하는 스크립트 활동을 통하여 최근 개발되는 하이테크 AAC 의 사용을 배울 수 있음을 입증한 것이 본 연구의 의의이며 향후 이러한 아동들을 위한 AAC 적용의 확대가 필요함을 시사한다.

A Research Review of High-technology AAC Intervention for Individuals with Disabilities

본 연구의 목적은 장애인을 대상으로 이루어진 국내외 하이-테크놀로지 기반 보완·대체의사소통 중재 실험 연구의 최근 동향을 분석하여 하이-테크놀로지 기반 보완·대체의사소통체계를 활용한 중재와 연구 등에 필요한 기초 자료를 제시하는 것이다. 분석 기준에 따라 전자 데이터베이스를 활용하여 2009년부터 2016년 6월까지의 문헌을 검색하여 총 46편(국내 연구 23편, 국외연구 23편)이 선정되었다. 선정된 문헌을 (1) 중재 대상 (2) 연구 설계 (3) 중재 환경 (4) 독립변인(5) 종속변인 (6) 사용된 의사소통 기술 (7) 중재에 사용된 하이-테크 AAC 기기의 유형 (8) 사용된 소프트웨어의 종류 등의 기준에 따라 분석하였다. 중재 대상은 총 126명이었으며, 연령별로는 6-11세가 가장 많았고, 장애 영역별로는 자폐성 장애의 비율이 가장 높았다. 연구 설계는 국내연구의 경우 중다 간헐 기초선 설계가 많았고, 국외 연구에서는 중재 교대 설계가 가장 많았다. 중재 환경은 특수학교나 특수학급과 같이 분리된 학교 상황의 교실 등에서 실시한 경우가 가장 많았다. 독립변인의 분석 결과, 국내 연구에서는 하이-테크 AAC 기기를 기반으로 하는 중재 프로그램(전략)의 효과를 알아보는 연구가 많았고, 국외 연구에서는 다양한 유형의 AAC 도구를 활용한 중재 비교연구의 비율이 높았다. 종속변인으로는 의사소통 기능 향상이 국내외 모두 가장 많았다. 중재에 사용된 하이-테크 AAC 도구는 태블릿 PC의 사용 비율이 가장 높았고, 소프트웨어 는 국내에서는 ‘마이토키’, 국외에서는 ‘Proloquo2Go’의 사용 비율이 높았다. 이러한 분석 결과를 바탕으로 장애인 대상 하이-테크놀로지 AAC 도구와 관련한 중재 연구, 현장 적용, 기기 개발 등의 방향성을 논의하였다.The purpose of this study was to find out the recent trend of high-tech AAC intervention studies for individuals with disabilities. Electronic database searches were completed to identify studies published between 2009 and 2016. 46 studies were identified for inclusion in this review. The studies were classified as participants, research design, intervention settings, independent variables, dependent variables, communication skills by High-tech device, type of high-tech AAC device. Across these studies, intervention was provided to total of 126 participants. Most participants are aged 6-11 and the most common diagnosis was autistic spectrum disorder. Most common study designs were multiple probe design and multiple treatment design. The majority of studies implemented interventions in a special education school(classroom) setting. The majority of studies implemented interventions to compare the effect of high-tech and low-tech AAC device interventions. The majority of targeted behavioral outcomes were communication skills. Tablet PC was the most frequently used for intervention in both domestic and foreign studies. The most common softwares were ‘My talky’ in domestic studies and ‘Proloquo2Go’ in foreign studies. The synthesis of evidence describing views of users and providers and the implementation of high-tech AAC device can provide valuable data to inform intervention studies and functional outcome measures. Suggestions for the future research are discussed.

A Meta-Analysis of Single-Case Research Using AAC Interventions: Comparison between Low-Tech and High-Tech AAC

A Meta-Analysis of Single-Case Research Using AAC Interventions: Comparison between Low-Tech and High-Tech AAC

The Impact of IQ on Using High-tech Augmentative Alternative Communication AAC in Children with Autism Spectrum Disorder ASD

BackgroundASDs with lower functioning have always been eliminated from using high–tech AAC based on myths that are too high for their abilities. The current study examined the role of IQ on using the augmentative and alternative communication system (AAC) that runs on an iPod touch to improve spontaneous communication of low functioning ASDs children in their daily communication needs. Material/Methods22 subjects, diagnosed with an ASD, were randomly assigned to receive a standardized AAC and were divided to three groups based on their IQ level; the AAC sessions were for a period of 8 weeks. Measures included changes in professionally completed Pervasive Developmental Disorder Behaviour Intervention (PDDBI), and Aberrant Behaviour Checklist (ABC). ResultsResults indicated no significant difference between the three groups in terms of ABC and PDDBI, the three groups gained the same benefits from the high – tech AAC. ConclusionsASDs with lower functioning could gain benefits from high–tech AAC with the same rate as kids with high functioning.

A Research Review of AAC Partner Training Program for Individuals with Disabilities

This study examined on the experimental studies about augmentative and alternative communication system(AAC) to implement AAC communication partner training programs. A total of 9 selected studies were analyzed, participants a total of 37, most school age children, communication partners about 369 showed that the largest number of teachers. In 4 studies, single subject research design was used to measure the effectiveness of the intervention. Communication partners for the training phase and Kent-Walsh and McNaughton(2005) have proposed a framework for analyzing the training phase was analyzed as a whole, step 1, step 2, step 5 has been used for more than one of the sub items, in all studies the interaction promotion strategies were used. Utilized in studies on the low-teach to high tech AAC tools used in various ways, and can be used study the vocabulary into 20~2,000 respectively. Based on these results, this study was to address in difference between foreign and domestic researches, issues and future research direction were discussed.

A Usability Testing on the Tablet PC-based Korean High-tech AAC Software

본 연구의 목적은 의사소통장애인을 위한 태블릿 PC기반 한국형 하이테크 보완대체의사소통(AAC) 소프트웨어의 사용성을 평가하는 것이다. 우리나라의 언어 및 문화적 상황과 의사소통장애인의 요구에 적합한 ACC기기를 개발하기 위해서, 본 연구에서는 과제분석을 통해 선정된 시나리오 평가를 통해 한국형 하이테크 AAC 소프트웨어의 기능들(중도 지적 장애인을 위한 의사소통판, 존대, 시제, 부정, 주부와 술부 연동, 자동문장생성)의 필요성과 용이성을 평가하였고, 반구조화된 질문들과 개방형 질문들을 통하여 전반적인 기능 및 사용자 인터페이스(UI)에 대한 잠재적인 사용자의 선호도, 만족도를 평가하고 추가 요구사항을 조사하였다. 본 사용성 평가에는 특수교사 9명, 언어치료사 6명, 의사소통장애를 가진 아동의 학부모 6명으로 구성된 총 21명의 잠재적인 AAC사용자가 참여하였다. <BR> 태블릿 PC기반의 한국형 하이테크 AAC의 사용성 평가 결과, 대부분의 응답들이 5점 척도에서 4이상의 긍정적인 반응을 나타냈으나, 시제와 부정 기능의 필요성과 실행 용이성은 상대적으로 낮게 나타났는데 이는 시제/부정 기능과 존대 기능간의 비일관적인 작동방식과 관련된 것으로 보인다. 각 기능들의 UI 측면에서는 시각적인 피드백 강화, 기능키들의 작동방식의 일관화, 자연스러운 어휘 연동, 상징 내 텍스트의 띄어쓰기 등과 같은 요구가 나타났다. 본 연구의 사용성 평가 결과 및 잠재적 사용자의 피드백은 기존 ACC의 기능 및 UI의 개선과 보완을 위한 지침이 될 것이다.<BR>

The Effect of High-tech AAC System Position on the Joint Attention of Infants without Disabilities

Joint attention is critical for language development in children. Children with complex communication needs have additional challenges in managing their joint attention, and there is minimal information on how to reduce these demands. Sixteen infants without disabilities and their caregivers participated in a within-subjects design with two storybook reading interactions. In reading, the researcher either held a high-tech AAC system directly in front of herself (aligned with eye-gaze) or to the side (divided from eye-gaze). The frequency and duration of coordinated and passive joint attention episodes were analyzed. The aligned condition resulted in significantly greater frequency and duration of coordinated joint attention than passive joint attention in episodes involving the AAC system. Age was significantly related to frequency and duration of joint attention only in the aligned condition. Future directions and clinical implications are discussed.

Supplementing Residual Speech With High-Tech AAC

Supplementing Residual Speech With High-Tech AAC