scholarly journals Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

2021 ◽  
Vol 18 (10) ◽  
pp. 5134
Author(s):  
Yu-Hsin Hsieh ◽  
Maria Borgestig ◽  
Deepika Gopalarao ◽  
Joy McGowan ◽  
Mats Granlund ◽  
...  
Keyword(s):  
Eye Gaze ◽  
Dyadic Interaction ◽  
Communicative Interaction ◽  
Communication Interface ◽  
Complex Needs ◽  
Dyadic Communication ◽  
Communication Partners ◽  
Severe Motor ◽  
Communication Needs ◽  
Symmetrical Communication

Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.

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.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

Teaching Partners to Support Communication for Adults with Acquired Communication Impairment

2013 ◽  
Vol 22 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Laura J. Ball ◽  
Joanne Lasker
Keyword(s):  
Practice Patterns ◽  
Communicative Competence ◽  
Communication Disorders ◽  
Communication Impairment ◽  
Communication Partner ◽  
Communication Partners ◽  
Selection For ◽  
Communication Needs ◽  
End Of Life Communication ◽  
Lateral Sclerosis

Abstract For adults with acquired communication impairment, particularly those who have communication disorders associated with stroke or neurodegenerative disease, communication partners play an important role in establishing and maintaining communicative competence. In this paper, we assemble some evidence on this topic and integrate it with current preferred practice patterns (American Speech-Language-Hearing Association, 2004). Our goals are to help speech-language pathologists (SLPs) identify and describe partner-based communication strategies for adults with acquired impairment, implement evidence-based approaches for teaching strategies to communication partners, and employ a Personnel Framework (Binger et al., 2012) to clarify partners? roles in acquiring and supporting communication tools for individuals with acquired impairments. We offer specific guidance about AAC techniques and message selection for communication partners involved with chronic, degenerative, and end of life communication. We discuss research and provide examples of communication partner supports for person(s) with aphasia and person(s) with amyotrophic lateral sclerosis who have complex communication needs.

Interactions of Communication Partners and Students who are Deaf-Blind: A Model

1995 ◽  
Vol 89 (5) ◽  
pp. 391-401 ◽  
Author(s):  
K. Wolff Heller ◽  
P.A. Alberto ◽  
J. Bowdin
Keyword(s):  
Communication Systems ◽  
Different Types ◽  
Communication Partners ◽  
Communication Needs

This article examines various forms of communication systems for their “partner friendliness” and presents a model of different types of communication partners and their communication needs. Case samples illustrate how the forms of communication of two students who are deaf-blind were expanded to promote greater communication with a variety of partners in different settings.

The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Susan M. Bruce ◽  
Susan M. Bashinski
Keyword(s):  
Severe Disabilities ◽  
Collaborative Practice ◽  
Communication Intervention ◽  
Future Research ◽  
Knowledge And Skills ◽  
Interprofessional Collaborative Practice ◽  
Communication Partner ◽  
Communication Partners ◽  
Communication Needs ◽  
Fidelity Measures

PurposeIndividuals with severe disabilities are a diverse group of learners with complex communication needs. This article presents a synthesis of the literature addressing the five strategies of the trifocus framework, with its triadic structure of learner with disability, communication partner, and environment. The application of interprofessional collaborative practice (IPCP) to the implementation of trifocus framework communication strategies is emphasized.MethodA literature search was conducted using Google Scholar and EBSCO to identify literature and research studies on IPCP and communication intervention for learners with severe disabilities, published 1994–2015, and then organized within the trifocus framework. The trifocus strategies are enhancing sensitivity, utilizing routines, increasing communication opportunities, modifying the communication environment, and augmenting input. Studies that included at least one participant with severe disabilities and their communication partners were considered. A secondary search was then conducted by reviewing the articles referenced in the original articles.ConclusionEffective IPCP in communication intervention considers the learner's characteristics, the knowledge and skills required of communication partners, and effective environmental arrangements to support communication. Future research should include clear participant descriptions, documentation of fidelity measures, and evidence of generalization to support professionals to know when findings are relevant to the individuals they serve.

Family Leisure as a Context to Support Augmentative and Alternative Communication Intervention for Young Children with Complex Communication Needs

2017 ◽  
Vol 38 (04) ◽  
pp. 313-320 ◽  
Author(s):  
Kelsey Mandak ◽  
Krista Wilkinson ◽  
Tara O'Neill
Keyword(s):  
Augmentative And Alternative Communication ◽  
Leisure Activities ◽  
Primary Role ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Family Leisure ◽  
Communication Partners ◽  
Language Pathology ◽  
Communication Needs ◽  
Families With Children

AbstractFamilies are often the most significant communication partners for children who require augmentative and alternative communication (AAC). Because family-centered approaches are recommended practice in speech-language pathology, a primary role for speech-language pathologists (SLPs) serving children who require AAC is to support families in integrating communication into highly valued, existing family activities. Family leisure activities can provide a naturally supportive context for AAC, because they provide multiple opportunities for children to interact and practice using AAC with natural communication partners. This article aims to guide SLPs in utilizing family leisure as a context for AAC intervention. We describe the benefits and constraints of engaging in leisure for families with children with disabilities. We define family leisure, which includes two distinct types of leisure activities: core and balance. Finally, we provide a case example of a family that highlights the integration of AAC into both types of leisure activities.

scholarly journals The Art of Intersubjective Dialogue: How to Make Partnership Sustainable

2021 ◽  
Vol 12 (2) ◽  
pp. 54-61
Author(s):  
Geert Franzenburg
Keyword(s):  
Daily Life ◽  
Communication Strategies ◽  
Human Beings ◽  
Cultural Participation ◽  
Central Topic ◽  
Communication Partners ◽  
Past Experiences ◽  
Symmetrical Communication

Abstract Since human beings communicate, dialogue is a central topic, mainly in terms of partnerships in private, political or business contexts. Often, however, dialogue means double monologue. In order to transform it into a real dialogue, particular strategies are helpful, which can be found during the last centuries. Modern communication partners, thus, can evaluate dialogue-experiences from Biblical time until today to make their relationship sustainable and to apply open, personal, and symmetrical communication as a kind of cultural participation. As demonstrated in this paper, all dialogue participants can draw benefit from such evaluation by transferring and transforming past experiences into current situations, Therefore, the article evaluates texts from both religious and psychological perspectives, and emphasizes both, religious and secular narratives, values, models, rituals and attitudes. Thus, it invites people to make experiences with communication strategies in their relationships and daily life.

scholarly journals A dataset of head and eye gaze during dyadic interaction task for modeling robot gaze behavior

2018 ◽  
Vol 161 ◽  
pp. 03002 ◽  
Author(s):  
Mirko Raković ◽  
Nuno Duarte ◽  
Jovica Tasevski ◽  
José Santos-Victor ◽  
Branislav Borovac
Keyword(s):  
Motion Capture ◽  
Eye Gaze ◽  
Dyadic Interaction ◽  
Motion Capture System ◽  
Gaze Behavior ◽  
Second Person ◽  
Interaction Task

In this work is presented a dataset of humans‘ head and eye gaze acquired with Pupil Labs gazetracking glasses and Optitrack motion capture system. The dataset contains recordings of adult subjects in dyadic interaction task. During the experiment, the subjects are asked to pick up an object and, based on the randomly defined instructions, to place it on the table in front of her/him or to give the object to a person sitting across the table. If the object is handed over, the second person takes the object and places it on the table it in front of her/him. The dataset is intended to be used to model the behavior of the human’s gaze while interacting with another human and implement the model in a controller of a robot for dyadic interaction with a humans.

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