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 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.

scholarly journals Augmentative and Alternative Communication Telepractice During the COVID-19 Pandemic: A National Survey of Speech-Language Pathologists

2021 ◽  
pp. 1-19
Author(s):  
Elizabeth E. Biggs ◽  
Michelle C. S. Therrien ◽  
Sarah N. Douglas ◽  
Melinda R. Snodgrass
Keyword(s):  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
The Novel ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Five Dimensions ◽  
Know How ◽  
School Based ◽  
Aided Aac ◽  
Novel Coronavirus

Purpose: The novel coronavirus (COVID-19) pandemic has led to sudden, widespread use of telepractice, including providing services to children who use aided augmentative and alternative communication (AAC). This exploratory study examined speech-language pathologists' (SLPs) experiences using telepractice to provide services to children and youth aged 3–21 years who used aided AAC during the earlier months of the pandemic (May–June 2020). Method: Three hundred thirty-one SLPs responded to an online survey. Closed- and open-ended survey items were analyzed quantitatively and qualitatively and mixed at the point of interpretation to understand the experiences of SLPs related to the use of telepractice with children who use aided AAC, including how they perceived effectiveness. Results: Most SLPs were using telepractice to provide both direct and consultation/coaching services to children who used aided AAC. There was fairly wide variation in perceptions of effectiveness of both types of services, but SLPs were more likely to rate consultation/coaching services as being more effective than direct services. SLPs identified factors impacting effectiveness across five dimensions: broader factors, practice-based factors (i.e., technology, the type of services), the child, parents and family members, and professionals. School-based SLPs perceived telepractice as being less effective than non–school-based SLPs. Conclusions: The use of telepractice during the COVID-19 pandemic has unfolded quite differently for different SLPs and the children who use aided AAC that they serve. Although AAC telepractice offers promise for the future, particularly for partnering with families, further research is needed to know how to overcome challenges experienced by SLPs. Supplemental Material https://doi.org/10.23641/asha.17139434

Maternal Responsiveness to AAC

2010 ◽  
Vol 19 (4) ◽  
pp. 115-119 ◽  
Author(s):  
Kara F. Medeiros ◽  
Cynthia J. Cress
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Strategy ◽  
Maternal Responsiveness ◽  
Communication Behavior ◽  
Alternative Communication ◽  
Early Communication ◽  
Aided Aac ◽  
Language Measures

Abstract How a mother responds to her young child's early communication behavior has been found to contribute to the children's scores on cognitive and language measures. This effect has been found in both children with and without developmental disabilities. Aided augmentative and alternative communication (AAC) is a communication strategy used with young children with developmental disabilities. Currently, there have been no studies addressing how a mother's play with her children may change when an aided AAC device is added. In this study 25 dyads participated in familiar and unfamiliar to play with and without a BIGmack present. Mothers' responsive and directive behaviors were coded and compared across both types of play. When the two conditions were compared, mothers showed more overall responsiveness to their children's communication when the BIGmack was present. Mothers did not increase their directive behaviors significantly between the two conditions.

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.

Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis

2018 ◽  
Vol 61 (7) ◽  
pp. 1743-1765 ◽  
Author(s):  
Tara O'Neill ◽  
Janice Light ◽  
Lauramarie Pope
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Meta Analysis ◽  
Experimental Designs ◽  
Future Research ◽  
Alternative Communication ◽  
Highly Effective ◽  
Aided Aac ◽  
Communication Needs ◽  
Aided Language Stimulation

PurposeThe purpose of this meta-analysis was to investigate the effects of augmentative and alternative communication (AAC) interventions that included aided AAC input (e.g., aided AAC modeling, aided language modeling, aided language stimulation, augmented input) on communicative outcomes (both comprehension and expression) for individuals with developmental disabilities who use AAC.MethodA systematic search resulted in the identification of 26 single-case experimental designs (88 participants) and 2 group experimental designs (103 participants). Studies were coded in terms of participants, intervention characteristics, dependent variables, outcomes, and quality of evidence.ResultsAAC interventions that included aided AAC input in isolation, or as part of a multicomponent intervention, were found to be highly effective across participants of various ages, disabilities, and language skills. The interventions typically included aided AAC input in conjunction with expectant delay, direct prompting (e.g., spoken, gestural), contingent responding, and open-ended questions. The interventions were found to be highly effective in supporting both comprehension and expression across the domains of pragmatics, semantics, and morphosyntax. Outcomes related to expression were reported more often than outcomes related to comprehension.ConclusionAided AAC input may reduce input–output asymmetry and enhance expression and comprehension for individuals who use AAC; the evidence suggests that partners should utilize this strategy. Future research is needed to investigate the effects of AAC input (aided and unaided) on long-term language development for individuals who require AAC.Supplemental Materialhttps://doi.org/10.23641/asha.6394364

Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs

2018 ◽  
Vol 123 (5) ◽  
pp. 443-473 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Erik W. Carter ◽  
Carly B. Gilson
Keyword(s):  
Systematic Review ◽  
Augmentative And Alternative Communication ◽  
Communicative Competence ◽  
Experimental Studies ◽  
Future Research ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Aided Aac ◽  
Communication Needs

AbstractBuilding the communicative competence of individuals who use augmentative and alternative communication (AAC) requires intervention and support. This systematic review examined experimental studies involving aided AAC modeling to promote the expressive communication of children and youth (i.e., birth to age 21) with complex communication needs. A search yielded 48 studies involving 267 participants. Interventions were categorized according to three different approaches to aided AAC modeling—augmented input, models as prompts, and models within instructional demonstrations. Although the procedures varied, interventions were generally effective at improving diverse measures of expressive communication. This review provides insight for both researchers and practitioners by describing interventions involving three distinct approaches to aided AAC modeling, highlighting areas needing future research, and offering implications for practice.

A Scoping Review of the Involvement of Children's Communication Partners in Aided Augmentative and Alternative Communication Modeling Interventions

2019 ◽  
Vol 28 (2) ◽  
pp. 743-758 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Erik W. Carter ◽  
Carly B. Gilson
Keyword(s):  
Performance Feedback ◽  
Scoping Review ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Quality Of Reporting ◽  
Communication Partners ◽  
Aided Aac

PurposeThe purpose of this study was to inform practice and research by identifying and synthesizing research on interventions in which natural communication partners implemented aided augmentative and alternative communication (AAC) modeling strategies.MethodA scoping review yielded 29 studies. Data were charted related to participant characteristics, intervention characteristics, partner instruction and assessment, and partner perspectives of social validity.ResultsMore than 157 peer and 100 adult communication partners (e.g., parents, special educators, paraprofessionals) implemented aided AAC modeling strategies within included studies. To teach communication partners intervention strategies, researchers frequently reported using (a) oral instruction, (b) modeling, and (c) practice or application opportunities with performance feedback. Partner instruction frequently involved both training and concurrent support (e.g., coaching, facilitation, consultation, follow-up support).ConclusionFindings from this review inform the design and delivery of aided AAC modeling interventions by children's natural communication partners. Findings also highlight important avenues for enhancing the rigor of future research on interventions involving aided AAC modeling, including the quality of reporting and application of principles from implementation science.Supplemental Materialhttps://doi.org/10.23641/asha.8038505

Voice Banking to Support People Who Use Speech-Generating Devices: New Zealand Voice Donors' Perspectives

2019 ◽  
Vol 4 (4) ◽  
pp. 593-600
Author(s):  
Michelle Westley ◽  
Dean Sutherland ◽  
H. Timothy Bunnell
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
New Zealand ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Technical Aspects ◽  
Communication Devices ◽  
Time Required ◽  
The Voice ◽  
Lateral Sclerosis

Purpose Voice banking is the process of recording an individual's speech to create a personalized synthetic voice to use on speech-generating augmentative and alternative communication devices. This study set out to examine the experience of healthy voice donors during the ModelTalker voice banking process and to identify specific issues related to voice banking in the New Zealand context. Method Eight healthy adults and 2 children completed the ModelTalker voice banking protocol. All participants completed a questionnaire about their voice banking experience, including the length of time required as well as the ease and the technical aspects of the process. Results The median time taken to complete the voice banking process was 5 hr 30 min (range: 3 hr 10 min to 11 hr). Questionnaire responses included themes related to the voice banking process, such as increased awareness of voice banking and its benefits, positive features and challenges of the ModelTalker process, and potential adaptations for the New Zealand context. Conclusions The findings support the use of ModelTalker with New Zealand speakers and inform development of voice banking protocols. The voices created as part of this study are available for people using speech-generating devices who want to use New Zealand–accented voices. Future research is needed to investigate the voice banking experiences of clinical populations, such as people with amyotrophic lateral sclerosis.

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