Physical education system and training framework based on human–computer interaction for augmentative and alternative communication

2022 ◽  
Author(s):  
Hu wenjuan ◽  
R. Premalatha ◽  
R. S. Aiswarya
Keyword(s):  
Physical Education ◽  
Human Computer Interaction ◽  
Education System ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
And Training ◽  
Computer Interaction

scholarly journals A New Physical Education Teaching System and Training Framework Based on Human-Computer Interaction and Auxiliary Interaction

2021 ◽  
Vol 16 (14) ◽  
pp. 38
Author(s):  
Xiuzu Xiong
Keyword(s):  
Physical Education ◽  
Human Computer Interaction ◽  
Martial Arts ◽  
Learning Experience ◽  
Teaching System ◽  
Object Based ◽  
Teaching Assistant Training ◽  
And Training ◽  
Computer Interaction

There is a major problem with off-class learning of physical education (PE): the lack of guidance on the students. This paper attempts to solve the problem, better arouse the interest of students in PE, further improve the quality of PE teaching, and promote the all-round development of students. After summarizing the traditional PE teaching and training framework, the authors constructed a universal PE teaching assistant training framework, based on motion capture and virtual reality (VR). The proposed framework is applicable to the PE teaching system embedded with human-computer interaction (HCI) and auxiliary interaction. Then, the PE course of martial arts was taken as the research object. Based on the learning requirements of martial arts learners and the function requirements of martial arts teaching system, the authors designed and implemented a PE teaching system based on HCI and auxiliary interaction. The results show that, through HCI, the proposed system can provide feedbacks to the real-time performance of learners, and enable the learners to find their errors in martial arts movements; all the design goals were realized by the system, namely, natural HCI, and assisted training and scoring of martial arts movements; the system clearly improves the learning experience and learning efficiency, and the research provides a good reference for other PE teaching systems.

In-Person Interaction in AAC: New Perspectives on Utterances, Multimodality, Timing, and Device Design

2009 ◽  
Vol 18 (4) ◽  
pp. 154-160 ◽  
Author(s):  
D. Jeffery Higginbotham
Keyword(s):  
Social Sciences ◽  
Human Computer Interaction ◽  
Augmentative And Alternative Communication ◽  
Language Use ◽  
Device Design ◽  
Alternative Communication ◽  
The Social ◽  
Receiver Model ◽  
Computer Interaction

Evidence is accumulating for the language use model in psycholinguistics, the social sciences as well as work in human computer interaction. Recent research in augmentative and alternative communication (AAC) has demonstrated the insufficiency of the sender-receiver model for characterizing augmented interactions. In this paper we will begin to provide a framework for showing how the AAC field may benefit from examining how people perform using language during in-person interaction.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Providing Augmentative and Alternative Communication Treatment to Persons With Progressive Nonfluent Aphasia

2010 ◽  
Vol 20 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Melanie Fried-Oken ◽  
Charity Rowland ◽  
Chris Gibbons
Keyword(s):  
Augmentative And Alternative Communication ◽  
Clinical Implications ◽  
Disease Course ◽  
Alternative Communication ◽  
Future Directions ◽  
Verbal Expression ◽  
Nonfluent Aphasia ◽  
Oregon Health ◽  
And Training ◽  
Progressive Nonfluent Aphasia

Abstract Augmentative and alternative communication (AAC) intervention offers people diagnosed with progressive nonfluent aphasia (PNFA) an opportunity to continue to communicate even as verbal expression declines. To date, there are no well-controlled studies reporting the effectiveness of AAC intervention with people who present with PNFA. Further, there is a pressing need for evidence about specific AAC intervention tools, techniques, and training protocols for persons with PNFA and their communication partners. We have engaged in research studies at the Oregon Health & Science University to quantify low-tech AAC supports for people with PNFA in highly controlled, as well as naturalistic, dyadic conversations. Preliminary results suggest that AAC provides strong lexical support for people with PNFA during conversation. We predict that training participants and their partners how to use personalized, low-tech communication boards will lead to reduced conversational scaffolding by partners and prolonged effective communication as the disease course progresses. Clinical implications and future directions of our research are discussed.

Augmentative and Alternative Communication Service by Speech–Language Pathologists in Taiwan

2018 ◽  
Vol 40 (3) ◽  
pp. 176-191 ◽  
Author(s):  
Meng-Ju Tsai
Keyword(s):  
Service Delivery ◽  
Augmentative And Alternative Communication ◽  
Hospital Setting ◽  
High Tech ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Leading Role ◽  
Communication Devices ◽  
And Training ◽  
Northern Taiwan

Speech language pathologists (SLPs) play a leading role in overall augmentative and alternative communication (AAC) service delivery. Several changes (e.g., the provision of university AAC courses) related to AAC occurred in Taiwan in the past. However, little information of AAC services provided by SLPs in Taiwan is available. The purpose of the article is to review the evolution of AAC service delivery by SLPs in Taiwan. Findings from Australia, New Zealand, and Hong Kong served as a reference. A questionnaire was mailed to 302 participants registered with the Speech-Language-Hearing Association of Taiwan (SLHA) as SLPs. A response rate is 33%. Most SLPs work in a department of rehabilitation in a hospital setting which is in northern Taiwan. Workshops held by the SLHA were the major resources for obtaining professional knowledge in AAC. Collaboration with an AAC team and training in the use of high-tech communication devices were the most desired forms of information and/or training. Implications are discussed.

Expanding Availability of Speech-Generating Device Evaluation and Treatment to People With Amyotrophic Lateral Sclerosis (pALS) Through Telepractice: Perspectives of pALS and Communication Partners

2021 ◽  
Vol 30 (5) ◽  
pp. 2098-2114
Author(s):  
Amy Roman ◽  
Carolyn Baylor ◽  
Lindsay Johnson ◽  
Maya Barton
Keyword(s):  
Augmentative And Alternative Communication ◽  
Qualitative Interviews ◽  
Alternative Communication ◽  
Speech Generating Device ◽  
Communication Partners ◽  
Assessment And Treatment ◽  
Mobility Impaired ◽  
Time And Energy ◽  
And Training ◽  
Lateral Sclerosis

Purpose To examine the experiences of people with ALS (pALS) and their communication partners (cALS) regarding receiving speech-generating device (SGD) evaluation and treatment via telepractice. Method Eight pALS along with a primary cALS participated in telepractice SGD evaluation and treatment with an augmentative and alternative communication (AAC) specialist and representatives from multiple SGD vendors. Participants were interviewed postevaluation and post-SGD training to examine their experiences. Mixed methods data were collected through Likert scale responses and qualitative interviews. Results Telepractice SGD evaluation and training were feasible and resulted in all pALS receiving SGDs they were able to use to communicate. In both Likert rating items and qualitative interviews, participants rated the telepractice experience very highly in terms of giving them access to AAC services via an AAC specialist that they would not have otherwise been able to access, and doing so in a format that was possible given their limitations in mobility, endurance, and caregiver availability. Suggestions for improving the telepractice experience were provided. Conclusions Telepractice should be considered as an option to provide vital SGD services to patients who are geographically remote, mobility impaired, unable to leave their home, experience fatigue with travel, or otherwise would not have access to these specialized services. Telepractice allows patients to preserve their time and energy for the assessment and treatment sessions, resulting in perhaps deeper and more frequent engagement in evaluation and training. Telepractice could serve as an alternative to outpatient, in-person evaluations, or be utilized in conjunction with in-person appointments. Supplemental Material https://doi.org/10.23641/asha.15094257

scholarly journals Consumer Satisfaction with Telerehabilitation Service Provision of Alternative Computer Access and Augmentative and Alternative Communication

2015 ◽  
Vol 7 (2) ◽  
pp. 3-14 ◽  
Author(s):  
Edmund F. LoPresti ◽  
Andrew Jinks ◽  
Richard C. Simpson
Keyword(s):  
Assistive Technology ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Consumer Satisfaction ◽  
Likert Scale ◽  
Computer Access ◽  
Technology Evaluation ◽  
Alternative Communication ◽  
Satisfaction Questionnaire ◽  
And Training

Telerehabilitation (TR) services for assistive technology evaluation and training have the potential to reduce travel demands for consumers and assistive technology professionals while allowing evaluation in more familiar, salient environments for the consumer. Sixty-five consumers received TR services for augmentative and alternative communication or alternative computer access, and consumer satisfaction was compared with twenty-eight consumers who received exclusively in-person services. TR recipients rated their TR services at a median of 6 on a 6-point Likert scale TR satisfaction questionnaire, although individual responses did indicate room for improvement in the technology. Overall satisfaction with AT services was rated highly by both in-person (100% satisfaction) and TR (99% satisfaction) service recipients.

Communicating with Nurses: The Experiences of 10 Individuals with an Acquired Severe Communication Impairment

2001 ◽  
Vol 2 (2) ◽  
pp. 109-118 ◽  
Author(s):  
Susan Balandin ◽  
Bronwyn Hemsley ◽  
Jeff Sigafoos ◽  
Vanessa Green ◽  
Ralph Forbes ◽  
...  
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Nursing Practice ◽  
Alternative Communication ◽  
Quality Health Care ◽  
Effective Strategies ◽  
Communication Impairment ◽  
Successful Communication ◽  
Quality Health ◽  
And Training

AbstractSuccessful communication is integral to quality health care and successful nursing practice. Ten people who had been in hospital in the 12 months prior to the study and who had no functional speech at that time were interviewed about their communication experiences with nurses. Overall, these individuals experienced difficulties, some of which appeared to be related to a lack of augmentative and alternative communication (AAC) resources and a lack of knowledge of AAC among nurses. In addition, the participants noted that nurses did not always have the time or the skills to communicate effectively with them. The participants suggested strategies to improve communication interactions between patients with no or limited functional speech and nurses. These strategies include pre-admission briefing and training nurses about effective strategies for communicating with patients who are unable to speak, including the use of augmentative and alternative communication systems.

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