Dismantling barriers: assistive communication devices

2021 ◽  
Vol 5 (7) ◽  
pp. 468-469
Author(s):  
Kelley Swain
eLife ◽  
2017 ◽  
Vol 6 ◽  
Author(s):  
Chethan Pandarinath ◽  
Paul Nuyujukian ◽  
Christine H Blabe ◽  
Brittany L Sorice ◽  
Jad Saab ◽  
...  

Brain-computer interfaces (BCIs) have the potential to restore communication for people with tetraplegia and anarthria by translating neural activity into control signals for assistive communication devices. While previous pre-clinical and clinical studies have demonstrated promising proofs-of-concept (Serruya et al., 2002; Simeral et al., 2011; Bacher et al., 2015; Nuyujukian et al., 2015; Aflalo et al., 2015; Gilja et al., 2015; Jarosiewicz et al., 2015; Wolpaw et al., 1998; Hwang et al., 2012; Spüler et al., 2012; Leuthardt et al., 2004; Taylor et al., 2002; Schalk et al., 2008; Moran, 2010; Brunner et al., 2011; Wang et al., 2013; Townsend and Platsko, 2016; Vansteensel et al., 2016; Nuyujukian et al., 2016; Carmena et al., 2003; Musallam et al., 2004; Santhanam et al., 2006; Hochberg et al., 2006; Ganguly et al., 2011; O’Doherty et al., 2011; Gilja et al., 2012), the performance of human clinical BCI systems is not yet high enough to support widespread adoption by people with physical limitations of speech. Here we report a high-performance intracortical BCI (iBCI) for communication, which was tested by three clinical trial participants with paralysis. The system leveraged advances in decoder design developed in prior pre-clinical and clinical studies (Gilja et al., 2015; Kao et al., 2016; Gilja et al., 2012). For all three participants, performance exceeded previous iBCIs (Bacher et al., 2015; Jarosiewicz et al., 2015) as measured by typing rate (by a factor of 1.4–4.2) and information throughput (by a factor of 2.2–4.0). This high level of performance demonstrates the potential utility of iBCIs as powerful assistive communication devices for people with limited motor function.Clinical Trial No: NCT00912041


1980 ◽  
Vol 45 (4) ◽  
pp. 515-526 ◽  
Author(s):  
Colette L. Coleman ◽  
Albert M. Cook ◽  
Lawrence S. Meyers

As the number of commercially available communication aids increases, determining an appropriate device for a particular client becomes more difficult. The development of systematic assessment procedures on which to base device recommendations has therefore become an important research problem. This report presents a set of assessment procedures developed by the authors in the Assistive Device Center at California State University-Sacramento. These procedures and their use in determining a communication device recommendation are illustrated through a description of two case studies.


2019 ◽  
Author(s):  
Bryony Payne ◽  
Nadine Lavan ◽  
Sarah Knight ◽  
Carolyn McGettigan

Information associated with the self is prioritised relative to information associated with others and is therefore processed more quickly and accurately. Across three experiments, we examined whether a new externally-generated voice could become associated with the self and thus be prioritised in perception.In the first experiment, participants learned associations between three unfamiliar voices and three identities (self, friend, other). Participants then made speeded judgements of whether voice-identity pairs were correctly matched, or not. A clear self-prioritisation effect was found, with participants showing faster and more accurate responses to the self-associated voice relative to either the friend- or other-associated voice.In two further experiments, we tested whether this prioritisation effect increased if the self-associated voice was sex-matched to the gender identity of the participant (Experiment 2) or if the self-voice was chosen by the participant (Experiment 3). Sex-matching did not significantly influence prioritisation; the self-voice was similarly prioritised when it matched the gender identity of the listener as when it did not. However, we observed that choosing the self-voice did interact with prioritisation (Experiment 3); the self-voice became more prominent, via lesser prioritisation of the other identities, when the self-voice was chosen relative to when it was not.Our findings have implications for the design and selection of individuated synthetic voices used for assistive communication devices, suggesting that agency in choosing a new vocal identity may modulate the distinctiveness of that voice relative to others.


2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.


2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.


Author(s):  
D. J. Sullivan ◽  
S. Labby ◽  
A. Koptelov ◽  
S. L. Sullivan

The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.


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