Assistive Technologies at the Edge of Language and Speech Science for Children with Communication Disorders

2016 ◽  
pp. 996-1019
Author(s):  
Joséphine Anne Genèvieve Ancelle
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Language Disorders ◽  
Communication Disorders ◽  
The United States ◽  
Assistive Technologies ◽  
Alternative Communication ◽  
Text To Speech ◽  
Therapy Room ◽  
Speech Science

About two million individuals in the United States use augmentative and alternative communication (AAC) devices with text-to-speech (TTS) synthesis to speak on their behalf. In this chapter, two specific systems are introduced and evaluated as potentially significant emerging tools for children with communication disorders. The VocalIDTM project was developed to provide unique voices for children who otherwise speak through standard adult voices. Free SpeechTM is an image-based system designed to address grammatical concepts perceived as abstract by children with language disorders. This chapter also reviews the latest developments in electropalatography (EPG): biofeedback technology, which enables the visualization of tongue to palate contact during speech production. SmartPalateTM has developed cutting-edge hardware and software technology to make EPG more intuitive and more accessible in the therapy room and at home.

Assistive Technologies at the Edge of Language and Speech Science for Children with Communication Disorders

2015 ◽  
pp. 255-277 ◽  
Author(s):  
Joséphine Anne Genèvieve Ancelle
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Language Disorders ◽  
Communication Disorders ◽  
The United States ◽  
Assistive Technologies ◽  
Alternative Communication ◽  
Text To Speech ◽  
Therapy Room ◽  
Speech Science

About two million individuals in the United States use augmentative and alternative communication (AAC) devices with text-to-speech (TTS) synthesis to speak on their behalf. In this chapter, two specific systems are introduced and evaluated as potentially significant emerging tools for children with communication disorders. The VocalIDTM project was developed to provide unique voices for children who otherwise speak through standard adult voices. Free SpeechTM is an image-based system designed to address grammatical concepts perceived as abstract by children with language disorders. This chapter also reviews the latest developments in electropalatography (EPG): biofeedback technology, which enables the visualization of tongue to palate contact during speech production. SmartPalateTM has developed cutting-edge hardware and software technology to make EPG more intuitive and more accessible in the therapy room and at home.

Augmentative and Alternative Communication Course Design and Features: A Survey of Expert Faculty and Instructors

2021 ◽  
pp. 1-18
Author(s):  
Allison M. Sauerwein ◽  
Mackenzie M. Burris
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Course Design ◽  
The United States ◽  
Learning Objectives ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Design Elements ◽  
Language Pathology

Purpose Multiple surveys have been used to investigate augmentative and alternative communication (AAC) coursework offered in speech-language pathology programs in the last 3 decades. These studies primarily explored the availability of AAC courses and reported a limited number of course characteristics. Because few studies to date have specifically examined the AAC course design, the purpose of this study was to investigate the design and features of AAC coursework, such as learning objectives, course content, assignments, and readings and resources, currently taught in the United States. Method An online survey was developed and distributed to faculty or instructors with AAC expertise associated with 265 speech-language pathology programs in the United States. A total of 64 surveys were completed for a response rate of 24.2% (64/265). Quantitative and qualitative analyses were used to evaluate the survey data. Results Patterns are reported related to a number of course design elements and features, including enrollment, course delivery, learning objectives, content, case-based instruction, assignments, in-class activities, and readings and resources. Conclusions This study reports the design and features of AAC courses presently taught by faculty and instructor experts in the United States. The results have direct implications for faculty and instructors who teach AAC coursework and provide state-of-the-art information needed for continuous improvement of AAC preservice education. Resources and considerations are provided for scholarly teaching and evidence-based education.

Update on Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists

2019 ◽  
Vol 28 (2) ◽  
pp. 536-549 ◽  
Author(s):  
Rachel K. Johnson ◽  
Jessica Prebor
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Graduate Training ◽  
The United States ◽  
Academic Programs ◽  
Doctoral Training ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
Survey Responses

Purpose This is a report of the data from a current survey of academic programs in the United States, which provide preservice training in augmentative and alternative communication (AAC) for speech-language pathologists in the United States. A comparison of these findings to the last reported survey was made to identify changes and areas in need of further improvement following implementation of the recent changes to the American Speech-Language-Hearing Association Certification Standards of Clinical Practice. Method A survey was distributed to 279 speech-language pathology graduate training programs in the United States identified from the Council on Academic Accreditation program list. Results A total of 79 survey responses were received for a 28.4% response rate. There was a statistically significant increase in the percentage of programs reported to provide at least 1 course with primary content in AAC compared to the last survey performed. The reported inclusion of AAC content in other courses has also increased, and several programs report multiple AAC courses are now offered for specialized training. The majority of the programs report that less than half of the students graduate with clinical hours in AAC. The number of training grants and doctoral training remains limited to a few programs. Conclusion Academic programs have increased the preservice training in AAC over the past decade. Data indicate a critical need for clinical experience and doctoral training to meet the growing demands of speech-language pathologists.

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.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

A Review of 21 iPad Applications for Augmentative and Alternative Communication Purposes

2012 ◽  
Vol 21 (2) ◽  
pp. 60-71 ◽  
Author(s):  
Ashley Alliano ◽  
Kimberly Herriger ◽  
Anthony D. Koutsoftas ◽  
Theresa E. Bartolotta
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cost Effective ◽  
Alternative Form ◽  
Alternative Communication ◽  
Text To Speech ◽  
Reference Guide ◽  
Expressive Communication ◽  
Communication Needs ◽  
User Friendly ◽  
Ipad Applications

Abstract Using the iPad tablet for Augmentative and Alternative Communication (AAC) purposes can facilitate many communicative needs, is cost-effective, and is socially acceptable. Many individuals with communication difficulties can use iPad applications (apps) to augment communication, provide an alternative form of communication, or target receptive and expressive language goals. In this paper, we will review a collection of iPad apps that can be used to address a variety of receptive and expressive communication needs. Based on recommendations from Gosnell, Costello, and Shane (2011), we describe the features of 21 apps that can serve as a reference guide for speech-language pathologists. We systematically identified 21 apps that use symbols only, symbols and text-to-speech, and text-to-speech only. We provide descriptions of the purpose of each app, along with the following feature descriptions: speech settings, representation, display, feedback features, rate enhancement, access, motor competencies, and cost. In this review, we describe these apps and how individuals with complex communication needs can use them for a variety of communication purposes and to target a variety of treatment goals. We present information in a user-friendly table format that clinicians can use as a reference guide.

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 and Remote Learning

2021 ◽  
pp. 875687052110525
Author(s):  
Marla J. Lohmann ◽  
Alexandria Kappel ◽  
Matthew S. Taylor
Keyword(s):  
Students With Disabilities ◽  
Augmentative And Alternative Communication ◽  
Virtual Classroom ◽  
Assistive Technologies ◽  
Individualized Education Programs ◽  
Alternative Communication ◽  
Language Disabilities ◽  
Online Classrooms ◽  
Access Services ◽  
Remote Learning

For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without the need for students to travel long distances to access services. It is critical that teachers of students with disabilities understand how to support learning and know how to use the accommodations, modifications, and assistive technologies listed in student Individualized Education Programs (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.

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