scholarly journals Eye Gaze Technology as a Form of Augmentative and Alternative Communication for Individuals with Rett Syndrome: Experiences of Families in The Netherlands

2015 ◽  
Vol 28 (1) ◽  
pp. 101-112 ◽  
Author(s):  
Gillian S. Townend ◽  
Peter B. Marschik ◽  
Eric Smeets ◽  
Raymond van de Berg ◽  
Mariёlle van den Berg ◽  
...  
Keyword(s):  
The Netherlands ◽  
Rett Syndrome ◽  
Augmentative And Alternative Communication ◽  
Eye Gaze ◽  
Alternative Communication

Verb Class Distinctions and AAC Language-Encoding Limitations

1993 ◽  
Vol 36 (6) ◽  
pp. 1216-1226 ◽  
Author(s):  
Ann E. Sutton ◽  
Tanya M. Gallagher
Keyword(s):  
Augmentative And Alternative Communication ◽  
Eye Gaze ◽  
Past Tense ◽  
Alternative Communication ◽  
Limited Evidence ◽  
Class Membership ◽  
Physical Impairments ◽  
Patterns Of Use ◽  
The Status ◽  
Irregular Verbs

This study explored the status of an English grammatical distinction in the language of individuals who have never been able to encode that distinction previously. English past tense marking was used as a context to examine regular and irregular verb class distinctions in the language of two adults with severe congenital physical impairments who rely on augmentative and alternative communication (AAC) systems to communicate. In the subjects’ lexically based AAC systems, past tense was marked on regular verbs and irregular verbs using the same strategy. The subjects accessed their AAC displays using four-digit eye gaze number codes. They were shown a novel affixation strategy through manipulation of the four-digit codes that allowed them to mark past tense on regular verbs via an affixation process. Their semantic strategy for marking past tense on irregular verbs was not changed. The subjects’ patterns of use of the two strategies on exemplars of each verb class revealed limited evidence of distinctive use of the two strategies based on verb class membership. Theoretical and clinical implications are discussed.

Special Education Supports and Services for Rett Syndrome: Parent Perceptions and Satisfaction

2020 ◽  
Vol 58 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Kelsey Larriba-Quest ◽  
Breanne J. Byiers ◽  
Arthur Beisang ◽  
Alyssa M. Merbler ◽  
Frank J. Symons
Keyword(s):  
Rett Syndrome ◽  
Staff Training ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Speech Therapy ◽  
Educational Experiences ◽  
Educational Services ◽  
Alternative Communication ◽  
Related Services ◽  
School Aged Children

Abstract There are no published studies describing educational experiences for girls with Rett syndrome. Given the extensive educational needs associated with Rett syndrome, it is important to understand how families perceive their daughters' educational experiences to inform education service provision. The purpose of this study was to survey parents of school-aged children with Rett syndrome to describe the educational services that they receive and understand parents' perceptions of and satisfaction with the special educational and related services. The majority of parents were satisfied with their daughters' educational services. Communication was the most frequently endorsed priority skill area, and many parents expressed frustration with limited access to augmentative and alternative communication (AAC) devices and staff training in their use. These results suggest there is a need for high-quality speech therapy and an emphasis on AAC support.

scholarly journals Teaching Using Mediated Communication at a University

2011 ◽  
Vol 31 (4) ◽  
Author(s):  
Matthew Wangeman ◽  
Katherine Mahosky ◽  
John McDermott ◽  
Tanya Anderson
Keyword(s):  
Disability Studies ◽  
Augmentative And Alternative Communication ◽  
Eye Gaze ◽  
University Teaching ◽  
Alternative Communication ◽  
Mediated Communication ◽  
Direct Role ◽  
Alternative Mode ◽  
Initial Exposure ◽  
Introductory Course

<p>Keywords</p><p>AAC, Augmentative and Alternative Communication, University, Teaching, Institute for Human Development-NAU.</p><p>Abstract</p><p>This article will discuss teaching using mediated communication and the advantages to students of this experience in their initial exposure to disability studies. I am an instructor for an Introduction to Disability Studies class at Northern Arizona University (NAU). Given my speech disability, I'm not your average instructor; I use an alternative mode of communication, or mediated communication, to communicate and, so, to teach at the university level. My two main communication methods include a letter board (accessed with a head-pointer and the use of an interpreter), and a speech device. The letter board is an array of letters, numbers and most frequently used words. My interpreter re-voices the letters or words that I indicate using a pointer attached to a bicycle helmet that I wear. My speech device, the ECOpoint&trade;, is an eye-gaze system; the letter or word on the display screen upon which I focus is selected and spoken aloud. With this form of mediated communication, I do not require an interpreter. I use both methods of communication in class. This article will include the perspectives of my co-teacher, several students and my interpreter about the use of mediated communication to teach the introductory course of the new Disability Studies Minor at NAU. A co-teaching arrangement has allowed me to take a direct role in creating and delivering content foundational to disability studies. Also discussed will be the advantages of one&ndash;to-one interviews that I conduct with each of my students, as well as the overall instructional value of utilizing mediated communication in university classrooms, particularly in the disability studies field. Before proceeding, please click here: Wangeman and Mahosky Interview</p>

Communicative interaction between a non-speaking child with cerebral palsy and her mother using an iPadTM

2014 ◽  
Vol 30 (2) ◽  
pp. 207-220 ◽  
Author(s):  
Maria Pinto ◽  
Hilary Gardner
Keyword(s):  
Conversation Analysis ◽  
Augmentative And Alternative Communication ◽  
Eye Gaze ◽  
Communicative Interaction ◽  
Alternative Communication ◽  
Tablet Form ◽  
Communication Aid ◽  
Communication Needs ◽  
Symbol Display ◽  
Portable Tablet

There is a rapidly increasing range of augmentative and alternative communication (AAC) systems available for children who cannot communicate orally. Finding the best system for any one user is a challenge for the professionals and carers involved. As yet the use of portable, tablet forms of communication aid has been little researched, despite the rapid growth in their popularity. This article seeks to establish how a tablet form of AAC is exploited in day-to-day domestic interactions between a parent and a child where the child has a severe physical disability and complex communication needs. The study utilises conversation analysis (CA) as the methodology and looks in detail at sequential components of the interaction and the salience of certain interactional moves to both adult and child participants. The mother chose when and where the iPad or other forms of AAC were utilised within the day. Extracts were selected from the available data to exemplify the types of typical exchange that occurred and some key features of the iPad enhanced interaction. The analysis describes how turns are designed incorporating the iPad and discusses what is added to the communication toolkit. Asymmetries in this mother–child interaction are observed and discussed. The child typically remains a respondent to initiations by the caregiver, who in this scenario necessarily remains in control of the iPad symbol display. However, the child uses eye-gaze strategies to indicate interests that lie both within and external to those on offer on the iPad. The article reflects on the child’s agency in initiating a possible novel topic in this way.

scholarly journals User Experiences of Eye Gaze Classroom Technology for Children With Complex Communication Needs

2021 ◽  
pp. 016264342110193
Author(s):  
Michelle Lui ◽  
Amrita Maharaj ◽  
Roula Shimaly ◽  
Asiya Atcha ◽  
Hamza Ali ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Augmentative And Alternative Communication ◽  
Eye Gaze ◽  
Classroom Technology ◽  
Integrated Systems ◽  
Alternative Communication ◽  
Before And After ◽  
Communication Needs ◽  
Tracking Devices ◽  
Positive Engagement

This study examines interactions between students with atypical motor and speech abilities, their teachers, and eye tracking devices under varying conditions typical of educational settings (e.g., interactional style, teacher familiarity). Twelve children (aged 4–12 years) participated in teacher-guided sessions with eye tracking software that are designed to develop augmentative and alternative communication (AAC) skills. Assessments of expressive communication skills before and after the testing period demonstrated significant improvements. 164 sessions conducted over a 3-month period were analyzed for positive engagement (e.g., gaze direction, session time) and system effectiveness (e.g., lag time, gaze registration) between integrated and non-integrated systems. Findings showed that integrated systems were associated with significantly longer sessions, more time spent looking at the screen, greater proportion of gaze targets registered by the system, and higher response rate to prompts from teachers. We discuss the implications for the facilitated use of eye tracking devices in special education classrooms.

Augmentative and Alternative Communication Systems for Children With Cerebral Palsy

2020 ◽  
pp. 63-86
Author(s):  
Yashomathi ◽  
Gayathri Krishnan
Keyword(s):  
Cerebral Palsy ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Muscle Tone ◽  
Eye Gaze ◽  
Communication Disorders ◽  
Term Treatment ◽  
Alternative Communication ◽  
Language Therapy ◽  
The Individual

Cerebral palsy (CP) is a congenital neurological disorder of movement, muscle tone, or posture. Children with CP may also have associated sensory and motor disorders such as visual impairment, hearing loss, intellectual disability, speech-language and communication disorders, as well as swallowing-related problems. They often require long-term treatment and rehabilitation from various disciplines such as speech-language therapy, augmentative and alternative communication (AAC) therapy, physiotherapy, occupational therapy, along with medical/surgical line of treatment. Augmentative and alternative communication (AAC) therapy approaches focus on providing the individual with communication methods using residual functional abilities. This chapter aims at briefing the reader on the principles, methods, and key features of AAC communication systems such as switches, pointing devices, visual displays, virtual and modified keyboards, AAC devices with digitized speech output, AAC apps and software, eye gaze systems, etc.

scholarly journals Implementation For Augmentative And Alternative Communication (AAC) Tools For Rett Syndrome Individual In Activities Of Daily Living (ADL)

2019 ◽  
Vol 2 ◽  
pp. 368-376
Author(s):  
Maulahikmah Galinium ◽  
Timothy Aditya Sutantyo ◽  
Eka Budiarto
Keyword(s):  
Activities Of Daily Living ◽  
Rett Syndrome ◽  
Daily Living ◽  
Augmentative And Alternative Communication ◽  
High Light Intensity ◽  
Syndrome Patient ◽  
Head Pose ◽  
Alternative Communication ◽  
Gaze Tracking ◽  
Syndrome Individual

Rett Syndrome occurs between one in 10000 to 15000 girls in Indonesia. In Hasan Sadikin Hospital, Bandung, Indonesia, there is a girl suffering from Rett Syndrome. Doctors in Hasan Sadikin Hospital find a lot of difficulties in communicating with the patient, since Rett Syndrome patients has little-to-no speech capabilities, and their hands often move involuntarily, especially with regards to Activities of Daily Living (ADL). Hence, a method to communicate with Rett Syndrome patient is being proposed using Augmentative and Alternative Communication (AAC) to support communication between the caregiver and the patient. Two of those methods are using gaze-tracking and head-pose. The methods tested consists of head-pose algorithm, gaze-tracking with Dlib, gaze-tracking with Haar Cascades, and EyeTribe. Each method is tested first with normal people before being tested with the patient. EyeTribe, head-pose, and gaze-tracking algorithm using Dlib achieve good results, with the best results being at 50cm distance and with high light intensity, however the Rett Syndrome patient achieves poor results when using the application, although head-pose achieves the best results in terms of determining needed ADL at around 45% accuracy. Hence, the Rett Syndrome patient needs training to use the application properly.

scholarly journals Eye Tracking Measures Reveal How Changes in the Design of Displays for Augmentative and Alternative Communication Influence Visual Search in Individuals With Down Syndrome or Autism Spectrum Disorder

2019 ◽  
Vol 28 (4) ◽  
pp. 1649-1658 ◽  
Author(s):  
Krista M. Wilkinson ◽  
Marissa Madel
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Visual Search ◽  
Eye Tracking ◽  
Augmentative And Alternative Communication ◽  
Eye Gaze ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Search Patterns

Purpose This research note reports on how small changes to the organization of a simulated display for augmentative and alternative communication influence the visual search patterns of individuals with Down syndrome or autism, as measured through eye tracking technologies. Prior research had demonstrated that clustering symbols by their internal color facilitates search and reduces attention to distracters, in children with typical development. This research systematically replicated the procedures with individuals with Down syndrome or autism spectrum disorder. Method Participants engaged in a visual search task on a monitor with embedded automated eye tracking technology. Patterns of gaze during search were measured via this technology. Results Participants were significantly faster to fixate on the target and to select it with the mouse when the like-colored symbols were clustered together. In addition, participants were significantly less likely to fixate on distracters in the clustered condition. No group differences were found. Conclusions Small changes to the organization of the simulated augmentative and alternative communication display resulted in substantial differences in eye gaze and speed to find a target. Of greatest clinical import is the finding that clustering symbols reduced attention to distracters, given that individuals with disabilities may be prone to distraction.

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