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.

scholarly journals Behind the Scenes of Noninvasive Brain–Computer Interfaces: A Review of Electroencephalography Signals, How They Are Recorded, and Why They Matter

2019 ◽  
Vol 4 (6) ◽  
pp. 1622-1636
Author(s):  
Kevin M. Pitt ◽  
Jonathan S. Brumberg ◽  
Jeremy D. Burnison ◽  
Jyutika Mehta ◽  
Juhi Kidwai
Keyword(s):  
Augmentative And Alternative Communication ◽  
Computer Interface ◽  
Computer Access ◽  
Alternative Communication ◽  
Primary Interest ◽  
Physical Impairments ◽  
Computer Interfaces ◽  
Brain Signals ◽  
Speech Science ◽  
Sensorimotor Rhythms

Purpose Brain–computer interface (BCI) techniques may provide computer access for individuals with severe physical impairments. However, the relatively hidden nature of BCI control obscures how BCI systems work behind the scenes, making it difficult to understand “how” electroencephalography (EEG) records the BCI-related brain signals, “what” brain signals are recorded by EEG, and “why” these signals are targeted for BCI control. Furthermore, in the field of speech-language-hearing, signals targeted for BCI application have been of primary interest to clinicians and researchers in the area of augmentative and alternative communication (AAC). However, signals utilized for BCI control reflect sensory, cognitive, and motor processes, which are of interest to a range of related disciplines, including speech science. Method This tutorial was developed by a multidisciplinary team emphasizing primary and secondary BCI-AAC–related signals of interest to speech-language-hearing. Results An overview of BCI-AAC–related signals are provided discussing (a) “how” BCI signals are recorded via EEG; (b) “what” signals are targeted for noninvasive BCI control, including the P300, sensorimotor rhythms, steady-state evoked potentials, contingent negative variation, and the N400; and (c) “why” these signals are targeted. During tutorial creation, attention was given to help support EEG and BCI understanding for those without an engineering background. Conclusion Tutorials highlighting how BCI-AAC signals are elicited and recorded can help increase interest and familiarity with EEG and BCI techniques and provide a framework for understanding key principles behind BCI-AAC design and implementation.

Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs

2019 ◽  
Vol 43 (6) ◽  
pp. 841-878 ◽  
Author(s):  
Joe Reichle ◽  
Jessica Simacek ◽  
Sanikan Wattanawongwan ◽  
Jennifer Ganz
Keyword(s):  
Best Practices ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Limited Evidence ◽  
Communication Mode ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Selection Of

Augmentative and alternative communication (AAC) systems can support communication skills for people with significant developmental disabilities who experience complex communication needs (CCNs). There is a need to tailor best practices in AAC assessment and intervention to create individualized communication systems with this population. In this article, we outline the important components of AAC systems that can be implemented in authentic settings. However, given the limited evidence on AAC interventions specific to people with CCNs, we also identify some priority areas for future inquiry. Among these involve strategies to enhance decision making regarding (a) matching communication mode(s) to learner skills and contextual demands, (b) identifying communicative opportunities and obligations, (c) individualizing aided communication display features, (d) selection of vocabulary specificity, and (e) considering dosage parameters needed to acquire and maintain a communicative repertoire. In addition, we briefly discuss the use of telehealth to enhance intervention capability.

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.

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