Augmentative and Alternative Communication最新文献

Smart Predict is a novel two-tablet application developed to improve conversational efficiency for people who use augmentative and alternative communication (AAC) devices. The Smart Predict system consists of two distinct applications that were built for use with two Android tablets and/or phones with Bluetooth^® capability. One application is referred to as the AAC User app and the second application is called the Partner app. Smart Predict integrates vocabulary supplementation from communication partners in real-time while persons who rely on AAC generate text and maintain full control to choose words within a word prediction line. Using single-case research designs with adapted alternating treatments under two counterbalanced treatment conditions (AAC User app alone versus AAC User app + Partner app), we examined message efficiency with persons who rely on switch scanning for on-screen keyboards. User experience questionnaires were administered to determine satisfaction and workload, and to provide feedback for future development efforts. Three adults with complex communication needs and motor impairments conversed with research staff about fourteen movie trailers. Characters per minute and switch selections per character produced by the person with complex communication needs and motor impairments were measured during 15-minute interviews to represent communication speed and effort. Results indicate that message efficiency increased with the dual-tablet Smart Predict, indicating faster message generation with the vocabulary supplementation system. User satisfaction increased and perceived effort decreased under the Smart Predict conditions. Given these results within a research and development framework, the Smart Predict concept is a viable feature that could be considered within smart AAC technologies.

Communication accessibility has been defined by many scholars and organizations, but it is generally described as clear communication that everyone can access and understand. The objective of this manuscript was to assess communication accessibility for people who use augmentative and alternative communication (AAC) within a variety of restaurant settings through interviewing five adults who utilize AAC as their primary form of communication. Interviews were qualitatively coded and revealed common communication accessibility themes restaurants and restaurant staff were not implementing, such as direct communication and increasing AAC awareness. The implications of the interview data include its potential usage in training restaurant staff and management to utilize communication accessibility tips and features to increase the communication accessibility of the restaurant patrons they serve, especially for individuals who use AAC. This could then lead researchers in creating a formal training schema for restaurants to implement into their businesses reliably and effectively.

The aim of this interpretive qualitative study was to explore how environmental factors influence the transition from relying solely on graphic symbols to using spelling in face-to-face communicative interactions, from the perspective of literate adults with speech and motor impairments who use augmentative and alternative communication (AAC). Fourteen adults either chose to submit a written story with weekly email follow-up, took part in interviews conducted via Zoom¹, or chose to communicate solely by email. Researchers analyzed data using Charmaz's (2014) constructivist grounded theory approach. The analysis yielded three themes explaining environmental factors relevant to the transition from using graphic symbols to spelling in communication: (a) access to AAC systems and services; (b) knowledgeable and supportive communication partners who have high expectations; and (c) opportunities to learn reading, writing, and spelling. Supportive factors included providing sufficient time for spelling in communicative interactions, structured learning opportunities for practice and independence, opportunities to learn through socially meaningful interactions and having print-rich and language-rich activity settings. Slow speed in navigating graphic symbols and lack of ability to express an exact message were motivational reasons for participants to use spelling in communicative interactions. The interaction among environmental factors and person-related characteristics warrants further investigation.

Functional communication is crucial for mental health and for coping with mental health problems. People with disabilities are at increased risk of mental health problems, and people who use augmentative and alternative communication (AAC) are reported to be at greater risk of depression and anxiety than people without impairments. This scoping review summarizes existing knowledge about the mental health and mental health problems of people who use AAC. The review includes nine publications, published between 2001 and 2022. These mainly report on adults and elderly people who use AAC. Four of the nine publications included people who use AAC due to acquired impairments. None of the studies reported the prevalence of mental health problems and only a few addressed factors of positive mental health. The results indicate a shortage of theoretical accounts for most of the publications included, and the publications are not built on each other. The scarcity of knowledge is discussed in relation to the idea that the need for communicative support is a need based on communicative functioning rather than any diagnostic category and thus not visible in much of the health literature based on diagnostic categories. Several implications for practice and research are suggested.

It is well-known that children with expressive communication difficulties have the right to communicate, but they should also have the right to do so in whichever language they choose, with a voice that closely matches their age, gender, and dialect. This study aimed to develop naturalistic synthetic child speech, matching the vocal identity of three children with expressive communication difficulties, using Tacotron 2, for three under-resourced South African languages, namely South African English (SAE), Afrikaans, and isiXhosa. Due to the scarcity of child speech corpora, 2 hours of child speech data per child was collected from three 11- to 12-year-old children. Two adult models were used to "warm start" the child speech synthesis. To determine the naturalness of the synthetic voices, 124 listeners participated in a mean opinion score survey (Likert Score) and optionally gave qualitative feedback. Despite limited training data used in this study, we successfully developed a synthesized child voice of adequate quality in each language. This study highlights that with recent technological advancements, it is possible to develop synthetic child speech that matches the vocal identity of a child with expressive communication difficulties in different under-resourced languages.

A multiple-probe across participants design was used to examine whether three young children diagnosed with autism spectrum disorder (ASD) could learn to use verb symbols presented on an AAC application to request actions. Using researcher coaching (involving joint planning, descriptive instructions, and guided practice) parents of participants were taught to (a) embed opportunities for children to request actions in daily home routines, (b) model AAC responses, (c) use a prompt hierarchy with a time delay, and (d) contingently reinforce correct aided AAC responses. Following intervention delivered by parents, all three participants increased their use of verb symbols to request actions and parents implemented procedures with high fidelity. There were, however, individualized differences in rate of acquisition, variability of responding, readiness for fading supports, and moving to more advanced skills. One of the three participants was able to master two-step responses involving navigation to a category folder. Generalization of requesting actions to labeling actions was limited.

Special education teachers support students with complex communication needs across the day. Yet, evidence suggests that these professionals are entering the field without being fully prepared to support these students by having the knowledge and skill to implement augmentative and alternative communication practices. The lack of preparedness from these professionals creates barriers for students with complex communication needs, their families, and other team members. To gather information from special education teachers' point of view, a nationwide survey was disseminated with the purpose of identifying the most beneficial component of their training to support students with complex communication needs. Five themes were identified from the views of 792 special education teachers, with the most beneficial components of their training consisting of 'access to content,' followed by 'opportunities to practice.' Recommendations, practical implications, and future research directions are discussed.

Alternative access methods accommodate an individual's specific physical disability, by adjusting the typical keyboard/mouse/touchscreen interface or using an alternative interface such as head controls, eye trackers, or switches. Ideally, they allow for efficient and comfortable use of any computing device, such as laptops, tablets, and smartphones. This paper reviews the literature to address two main questions: how well do existing access methods meet users' needs? And what is the best way to choose the "right" access method(s) for a given individual? We report on typing speeds for various access methods across 57 studies, as well as experimental multimodal access methods across 34 papers. Results support the intuitive understanding that the access method affects the end user's experience and productivity. We also reviewed 33 papers and resources related to alternative access assessment and service provision. Existing evidence remains emerging and suggests that use of a systematic, user-centered approach to alternative access assessment may reap significant benefits, including better team performance and improved user satisfaction. Yet although many alternative access assessment resources are available, providers may not always use them. While today's alternative access methods can be an impactful means of enabling participation for people with physical disabilities, there is room for improvement, both in the access methods themselves, as well as their associated service provision and support. To identify and implement these improvements, the field needs research and development that is fully inclusive of people with disabilities in all phases of the work. We list some additional priorities for future work.

Ableism is a form of oppression with pernicious consequences for people who use AAC. Historically, Ableist ideologies led to attempts to erase disability from the social fabric (e.g., the Eugenics movement). Speechism is the prejudice and discrimination of people because their language, use of language, or mode of expression is deemed inferior. Speechism and Ableism obstruct the true reality of the experiences of people who use AAC. Ableism presumes that the abled-bodied experience is the only legitimate and valid experience and does not recognize that many disabled people experience their lives very differently. This perspective makes invisible the ableist experiences that disabled people have to face in many facets of our lives. This problem is compounded for people who use AAC who may face challenges explaining the full extent and impact of these ableist experiences. As an AAC community, we must confront Ableism in our field and industry by always prioritizing the lived experiences of people who use AAC in the development of AAC technology and policy. People who use AAC must be at the decision table regarding everything that involves us as a community. We can have an anti-ableist future only if disabled people lead the way.

Society generally, and communication partners specifically, wield substantial power in determining access to augmentative and alternative communication (AAC) tools and controlling the opportunities for participation afforded to people who cannot rely on speech alone to be heard and understood. This paper integrates the lived experiences of people who need or use AAC with key research findings related to policy, practice, technology, attitude, knowledge, and skill barriers in society that limit people who need or use AAC. Future research and technology development is urgently required to dismantle societal barriers to ensure access to AAC and meaningful opportunities to participate in all aspects of society - education, employment, healthcare, leisure, family, and community.