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

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.

Do Corporate Site Visits Constrain Real Earnings Management?

This study investigates the relationship between corporate site visits (CSVs) and firms’ real earnings management. Using a unique dataset of site visits to Chinese firms listed on the Shenzhen Stock Exchange from 2009 to 2016, we find that such visits are negatively associated with firms’ real earnings management. The results are robust to using alternative CSV measures, controlling for alternative communication channels, and using the propensity score matching method. In cross-sectional analyses, we find that the negative association between site visits and real earnings management is stronger for more complex firms and firms with greater information asymmetry. In addition, we find that CSVs are negatively associated with both management and corporate misconduct but not with accrual-based earnings management or restatements.

Teaching Alphabet Recognition and Letter Sound Correspondence Using a 4 Blocks of Literacy Model for Children with Complex Communication Needs (CCN): Illustrated with a Single Case Study

There are numerous hurdles to literacy acquisition for students with severe and multiple disabilities, such as intellectual disability, complex communication needs including physical disability and autism. However, there is substantial body of research that suggests that these children can gain literacy skills, develop communication and language with effective literacy education, and with the support of assistive and augmentative alternative communication systems. The study describes an ongoing intervention for teaching alphabet recognition and letter-sound correspondence using the 4 blocks of literacy model with a 5.7 year old girl with multiple disabilities who use augmentative alternative communication systems for communication. Emergent literacy instruction for improving alphabet recognition and letter sound correspondence was taught applying the principles of the 4 blocks “Working with words” and “Shared book reading” over a period of eight months. Improvement noticed in alphabet recognition and letter sound correspondence was investigated. Emergent literacy instruction using 4 blocks of literacy model was proved to be an effective method in gaining the alphabet principles and phonics skills. The study provides insights to the rehabilitation professionals and budding therapists on how to implement emergent literacy instructions and strategies to be considered for children with complex communication needs. Key words: Emergent Literacy, Complex Communication Needs, Augmentative Alternative Communication, Multiple Disabilities, 4 Blocks of Literacy Model.

Individuals Who Use Augmentative and Alternative Communication and Participate in Active Recreation: Perspectives From Adults With Developmental Disabilities and Acquired Conditions

Purpose: The aim of the study was to gather the perspectives and lived experiences of 10 adults who use augmentative and alternative communication (AAC) and participate in active recreation. Active recreational participation includes individual sports such as adaptive skiing, surfing, and cycling, as well as unified team sports such as soccer, bocce, and basketball. Method: This research involved a qualitative study with two separate asynchronous online focus groups each conducted over a 6-week span. The focus groups included literate individuals who use AAC and engage in active recreational pursuits across the United States. One focus group included five individuals with acquired conditions, and the other group included five individuals with developmental disabilities. Results: Thematic analysis of the data from both focus groups revealed five primary themes with corresponding subthemes: barriers (intrinsic and extrinsic), supports (intrinsic and extrinsic), benefits (intrinsic and extrinsic), communication (methods), and recommendations for communication partners and people who use AAC. Conclusions: This study provides important information to individuals who use AAC and their communication partners about the benefits of active recreation and the supports needed to make these experiences successful. As a result of this study, speech-language pathologists, related professionals, and caregivers will gain a better understanding of how they can support recreational participation for people who use AAC with a specific focus on enhancing communication and expanding social networks. Supplemental Material https://doi.org/10.23641/asha.17701043

Instructional Strategies for People With Profound Intellectual and Multiple Disabilities

Educating people with profound intellectual and multiple disabilities (PIMD)creates a number of challenges. One general challenge relates to identifying and successfully implementing instructional programs for developing and enhancing the person's adaptive behavior, such as teaching communication and social skills and increasing their overall level of engagement. The purpose of this chapter is to provide an overview of three main instructional approaches that have been applied to enhance engagement and adaptive behavior functioning among people with PIMD. These approaches are (1) intensive interaction, (2) systematic instruction, and (3) assistive technology. Two case studies are included to illustrate the use of assistive technology—specifically augmentative and alternative communication devices and micro-switches—with two adolescents with PIMD. This overview and the case studies suggest that the use of systematic instructional tactics to establish functional use of assistive technology can be an effective instructional approach for people with PIMD.

Communication and Competence

Many factors are important when planning and implementing strategies for teaching in the multiple disability/cross-categorical classroom. No two students' needs are alike; however, two areas are invariably a topic of discussion and lead many of the decisions being made in the individual's educational program: communication and presumed competence. The following chapter includes student narratives for a child with multiple disabilities as well as a child with autism spectrum disorder. Each child exhibits a significant communication delay and is considered to be non-verbal. The narratives along with strategies used to support the students have been included. Common misconceptions about augmentative and alternative communication use and presumed competence among students with significant communication needs are examined as well as research and theory concerning these areas.

Assistive Technology to Support Children With Autism Spectrum Disorder

Assistive technology (AT) is defined as any device or technology ranging from low to high that helps to improve functional skills of individuals with cognitive, physical, or neurological disorders. These technologies are devised to improve the functional activities of persons. ATs focussing on cognitive disorders like dementia, autism spectrum disorders, etc. can be categorized as ATs for cognition (ATC) and augmentative and alternative communication (AAC). AAC interventions consist of tools that aid the challenges faced by individuals with speech impairment during communication. AACs used often are speech-generating devices (SGD), software programs, and communication apps for efficient production of speech. ATCs include social stories and video modeling strategies. The use of assistive technology in autism spectrum disorder (ASD) has great importance due to increased requirement for interventions in helping students. There are several lines of evidence showing the effectiveness of technology-assisted training in ASD patients.

Assistive Technologies, Digital Literacy and Didactic for Inclusion

This article aims to investigate the relationship between technologies and disabilities in the field of special education. In particular, this article discusses the role of aiding technologies, such as augmentative and alternative communication (AAC), in the learning and integration processes of people with disabilities, with a focus on autistic spectrum disorders. To facilitate the accessibility of tools and IT products, various types of aiding technologies are now available, namely a set of hardware and software technical solutions that provide working configurations suitable for the special needs of users, allowing them to overcome the disadvantage gap resulting from a specific disability. The AAC, as an aiding technology, in addition to fostering communication processes, allows the user with autism spectrum disorders to interface in a more functional way with the computer tool, and thus to implement its digital literacy and consequent learning possibilities.