The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design

2019 ◽  
Vol 4 (6) ◽  
pp. 1482-1488
Author(s):  
Jennifer J. Thistle
Keyword(s):  
Augmentative And Alternative Communication ◽  
Reaction Times ◽  
The Other ◽  
Background Color ◽  
Alternative Communication ◽  
Display Design ◽  
Line Drawings ◽  
Research With Children ◽  
Study Participants ◽  
Perceptual Factors

Purpose Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies. Method Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border. Results In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions. Conclusion Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.

Eye-Tracking Measures Reveal How Changes in the Design of Aided AAC Displays Influence the Efficiency of Locating Symbols by School-Age Children Without Disabilities

2014 ◽  
Vol 57 (2) ◽  
pp. 455-466 ◽  
Author(s):  
Krista M. Wilkinson ◽  
Tara O’Neill ◽  
William J. McIlvane
Keyword(s):  
Eye Tracking ◽  
Visual Information ◽  
Augmentative And Alternative Communication ◽  
School Age Children ◽  
Visual Modality ◽  
Alternative Communication ◽  
Display Design ◽  
Line Drawings ◽  
Communication Impairments ◽  
Speed And Accuracy

Purpose Many individuals with communication impairments use aided augmentative and alternative communication (AAC) systems involving letters, words, or line drawings that rely on the visual modality. It seems reasonable to suggest that display design should incorporate information about how users attend to and process visual information. The organization of AAC symbols can influence the speed and accuracy with which children select a target symbol on a display. This research examined why some displays facilitate responding. Method Eye-tracking technology recorded point-of-gaze while children without disabilities engaged in a visual search task with 2 AAC displays. In 1 display, symbols sharing an internal color were clustered together. In the other display, like-colored symbols were distributed. Dependent measures were (a) latency to fixate on the target compared with distracters and (b) the number of fixations to target and distracters. Results Participants were significantly slower to fixate on the target when like-colored symbols were distributed; there was a significant increase in the number of fixations to distracters that did not share color with the target. Conclusions Efficient search was related to minimizing fixations to nonrelevant distracters. Vulnerability to distraction can be a significant problem in individuals with disabilities who use AAC. Minimizing the intrusion of such distraction may, therefore, be of importance in AAC display design.

What Are the Attention Demands of Aided AAC?

2012 ◽  
Vol 21 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Jennifer J. Thistle ◽  
Krista M. Wilkinson
Keyword(s):  
Augmentative And Alternative Communication ◽  
Visual Display ◽  
Alternative Communication ◽  
Display Design ◽  
Attentional Demands ◽  
Multiple Tasks ◽  
Literature Base ◽  
Aided Aac ◽  
The Voice ◽  
Attention Demands

Abstract The act of communicating requires the management and use of attention. Communicating using aided Augmentative and Alternative Communication (AAC) may place unique attentional demands because of the length of time it can take to convey a message. From turning on the AAC device to activating the voice output, there are multiple tasks that call upon attention. Reducing the length of time to communicate may reduce the amount of attention required. Using the existing literature base related to display design, we offer considerations for designing the visual display that influence the speed of aided AAC.

The Influence of AAC Device Type, Dynamic vs. Static Screen, on Peer Attitudes

2005 ◽  
Vol 21 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Karen Dudek ◽  
Ann R. Beck ◽  
James R. Thompson
Keyword(s):  
Augmentative And Alternative Communication ◽  
The Other ◽  
Clinical Implications ◽  
Alternative Communication ◽  
Peer Attitudes ◽  
Main Effect ◽  
Device Type ◽  
Children's Attitudes ◽  
Attitudes Toward Children ◽  
Voice Output

This study examined how children's attitudes toward a peer who used augmentative and alternative communication (AAC) were influenced by type of AAC device accessed by the child for communication. Specifically, the influence of dynamic screens vs. static screens was investigated. Two videotapes were created. In one a child used a dynamic screen voice output AAC device to communicate, and in the other the same child used a static screen voice output AAC device. Children in grades 3 and 5 viewed either the dynamic screen or the static screen videotape. Gender was as evenly distributed between groups as possible. After viewing the videotape, children completed a measure of self-reported attitudes toward children who use AAC. Results indicated effects for gender only. No main effect was found for device type. The two-way interactions of grade x device type and of gender x device type were not statistically significant. The results are discussed along with clinical implications.

Enhancing Vocabulary Selection for Preschoolers Who Require Augmentative and Alternative Communication (AAC)

2001 ◽  
Vol 10 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice C. Light ◽  
Tara Kramer Paige
Keyword(s):  
Augmentative And Alternative Communication ◽  
Subsequent Development ◽  
Field Testing ◽  
Future Research ◽  
Typically Developing ◽  
Alternative Communication ◽  
Line Drawings ◽  
Community Activities ◽  
Selection For ◽  
High Level

Augmentative and alternative communication (AAC) systems (e.g., communication books of line drawings, computer-based voice output systems) offer children with severe communication disabilities increased opportunities for participation in home, school, and community activities. However, without the appropriate vocabulary, AAC systems will not be effective. This project addressed the challenge of vocabulary selection for children who require AAC through two studies: (1) analysis of the vocabulary of typically developing preschoolers and (2) subsequent development and field testing of a vocabulary selection questionnaire. Language samples from five typically developing preschool children were analyzed to determine the words used and the content of the preschoolers’ language. Results indicated that a large portion of the words used by the participants was accounted for by a relatively limited number of words. Using these data and data from other studies in the field, a vocabulary selection questionnaire for professionals and parents was developed and field-tested. A total of 45 speech-language pathologists, teachers, and parents indicated a high level of satisfaction, with 93% of informants reporting that they would use the tool again and 98% of informants indicating that they would recommend it to other parents and professionals. Results from both studies are presented and discussed with reference to clinical implications and future research directions.

scholarly journals Supporting Narrative Retells for People With Aphasia Using Augmentative and Alternative Communication: Photographs or Line Drawings? Text or No Text?

2014 ◽  
Vol 23 (2) ◽  
Author(s):  
Julie Griffith ◽  
Aimee Dietz ◽  
Kristy Weissling
Keyword(s):  
Interface Design ◽  
Augmentative And Alternative Communication ◽  
Case Series ◽  
Alternative Communication ◽  
Communication Behaviors ◽  
Line Drawings ◽  
Series Design ◽  
Individual Assessment ◽  
Expressive Modality ◽  
Perceived Helpfulness

Purpose The purpose of this study was to examine how the interface design of an augmentative and alternative communication (AAC) device influences the communication behaviors of people with aphasia during a narrative retell task. Method A case-series design was used. Four narratives were created on an AAC device with combinations of personally relevant (PR) photographs, line drawings (LDs), and text for each participant. The narrative retells were analyzed to describe the expressive modality units (EMUs) used, trouble sources experienced, and whether trouble sources were repaired. The researchers also explored the participants' perceived helpfulness of the interface features. Results The participants primarily used spoken EMUs to retell their narratives. They relied on PR photographs more frequently than LDs; however, they reported both picture types to be equally helpful. Text was frequently used and reported as helpful by all 4 people with aphasia. Participants experienced similar rates of trouble sources across conditions; however, they displayed unique trends for successful repairs of trouble sources. Conclusion For narrative retells, LDs may serve as an effective visual support when PR photographs are unavailable. Individual assessment is necessary to determine the optimum combination of supports in AAC systems for people with aphasia.

Communication

2009 ◽  
pp. 55-76
Keyword(s):  
Augmentative And Alternative Communication ◽  
Verbal Communication ◽  
The Other ◽  
Active Listening ◽  
Alternative Communication ◽  
Human Communication ◽  
Building Relationships ◽  
Accessible Information ◽  
Making Choices ◽  
History Of

Promoting effective communication 56 Verbal communication 58 Non-verbal communication 60 Providing information 62 Active listening 64 Principles in using augmentative and alternative communication (AAC) 66 Developing accessible information 68 Communication passports 70 Objects of reference 72 Compiling life stories 74 Human communication can be extremely complex; it is an essential part of our experience of forming and building relationships, making choices, and expressing emotions (including discomfort or pain) and opinions. This consequently affects the control we have over our own life and impacts on mental health. Communication is dynamic, whereby we adapt what we are saying and how we are saying it in response to what another person is saying and how. This negotiation goes on throughout the interaction and when successful, can lead to multifaceted meaning that is understood by both parties. The history of communications between people (what each one knows about the other and about communicating with the other), as well as what is currently happening around us, how we are feeling at that moment, and our reasons for communicating, will all impact on how effective our communication will be....

Improving Patient Safety and Patient–Provider Communication

2019 ◽  
Vol 4 (5) ◽  
pp. 1017-1027 ◽  
Author(s):  
Richard R. Hurtig ◽  
Rebecca M. Alper ◽  
Karen N. T. Bryant ◽  
Krista R. Davidson ◽  
Chelsea Bilskemper
Keyword(s):  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Health Care Team ◽  
Provider Communication ◽  
Alternative Communication ◽  
Patient Provider Communication ◽  
Acute Care Settings ◽  
Nurses Perceptions ◽  
Communication Needs ◽  
The Impact

Purpose Many hospitalized patients experience barriers to effective patient–provider communication that can negatively impact their care. These barriers include difficulty physically accessing the nurse call system, communicating about pain and other needs, or both. For many patients, these barriers are a result of their admitting condition and not of an underlying chronic disability. Speech-language pathologists have begun to address patients' short-term communication needs with an array of augmentative and alternative communication (AAC) strategies. Method This study used a between-groups experimental design to evaluate the impact of providing patients with AAC systems so that they could summon help and communicate with their nurses. The study examined patients' and nurses' perceptions of the patients' ability to summon help and effectively communicate with caregivers. Results Patients who could summon their nurses and effectively communicate—with or without AAC—had significantly more favorable perceptions than those who could not. Conclusions This study suggests that AAC can be successfully used in acute care settings to help patients overcome access and communication barriers. Working with other members of the health care team is essential to building a “culture of communication” in acute care settings. Supplemental Material https://doi.org/10.23641/asha.9990962

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.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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