scholarly journals Tracking and Classification of Head Movement for Augmentative and Alternative Communication Systems

Sensors ◽  
2022 ◽  
Vol 22 (2) ◽  
pp. 435
Author(s):  
Carlos Wellington P. Gonçalves ◽  
Rogério A. Richa ◽  
Antonio P. L. Bo
Keyword(s):  
Neurological Disorders ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Markov Models ◽  
Assistive Technologies ◽  
Alternative Communication ◽  
Functional Movement ◽  
Involuntary Movements ◽  
Motor Disabilities

The use of assistive technologies can mitigate or reduce the challenges faced by individuals with motor disabilities to use computer systems. However, those who feature severe involuntary movements often have fewer options at hand. This work describes an application that can recognize the user’s head using a conventional webcam, track its motion, model the desired functional movement, and recognize it to enable the use of a virtual keyboard. The proposed classifier features a flexible structure and may be personalized for different user need. Experimental results obtained with participants with no neurological disorders have shown that classifiers based on Hidden Markov Models provided similar or better performance than a classifier based on position threshold. However, motion segmentation and interpretation modules were sensitive to involuntary movements featured by participants with cerebral palsy that took part in the study.

Augmentative and Alternative Communication Systems for the Motor Disabled

2016 ◽  
pp. 680-727
Author(s):  
Alexandros Pino
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Production Systems ◽  
Source Model ◽  
High Tech ◽  
Alternative Communication ◽  
Motor Disabilities ◽  
Symbolic Communication ◽  
Motor Problems ◽  
Software Lifecycle

This chapter discusses Augmentative and Alternative Communication (AAC) for individuals with motor disabilities. Motor disabilities do not only affect movement, but very often also affect speech. In these cases where voice is very weak, speech is unintelligible, or motor problems in the human speech production systems do not allow a person to speak, AAC is introduced. Aided and unaided communication is explained, and low and high tech AAC examples are illustrated. The ITHACA framework for building AAC applications is used as a paradigm in order to highlight the AAC software lifecycle. The same framework is also used to highlight AAC software design issues concerning component-based development (the open source model and the Design for All principles). Key features of an AAC application like virtual keyboards, scanning techniques, symbol dashboards, symbolic communication systems, message editors, symbol translation, word prediction, text to speech, and remote communication are presented. Finally, practical hints for choosing an AAC system are given and a case study of informally evaluating is cited.

Augmentative and Alternative Communication Systems for the Motor Disabled

2014 ◽  
pp. 105-152
Author(s):  
Alexandros Pino
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Production Systems ◽  
Source Model ◽  
High Tech ◽  
Alternative Communication ◽  
Motor Disabilities ◽  
Symbolic Communication ◽  
Motor Problems ◽  
Software Lifecycle

This chapter discusses Augmentative and Alternative Communication (AAC) for individuals with motor disabilities. Motor disabilities do not only affect movement, but very often also affect speech. In these cases where voice is very weak, speech is unintelligible, or motor problems in the human speech production systems do not allow a person to speak, AAC is introduced. Aided and unaided communication is explained, and low and high tech AAC examples are illustrated. The ITHACA framework for building AAC applications is used as a paradigm in order to highlight the AAC software lifecycle. The same framework is also used to highlight AAC software design issues concerning component-based development (the open source model and the Design for All principles). Key features of an AAC application like virtual keyboards, scanning techniques, symbol dashboards, symbolic communication systems, message editors, symbol translation, word prediction, text to speech, and remote communication are presented. Finally, practical hints for choosing an AAC system are given and a case study of informally evaluating it is cited.

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.

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process

2011 ◽  
Vol 20 (3) ◽  
pp. 82-86
Author(s):  
Iris Fishman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Feature Matching ◽  
Assessment Process ◽  
High Tech ◽  
Alternative Communication ◽  
Team Process ◽  
Basic Principles ◽  
Communication Needs ◽  
The Individual

Abstract Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and future communication needs; the inclusion of no-tech, low-tech, and high-tech communication systems; and assessing communication needs with partners in the individual's social network. The assessment also must include a capability profile and feature matching to select the appropriate components of the AAC system. Because the system we provide for today will become the system we use tomorrow, assessment must be considered an ongoing process throughout the lifespan of the individual.

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