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The application of the family of participation-related constructs (fPRC) framework to AAC intervention outcomes in children with complex communication needs: a scoping review. 家庭参与相关构念(fPRC)框架在复杂沟通需要儿童AAC干预结果中的应用:范围综述
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-09-01 Epub Date: 2023-11-23 DOI: 10.1080/07434618.2023.2276701
Pauline Prinsloo, Shakila Dada, Kirsty Bastable, Parimala Raghavendra, Mats Granlund

Participation is a fundamental human right, and being able to communicate is an essential component of participation in various life situations, such as at school, with peers, and in the community. Augmentative and alternative communication (AAC) interventions aim to facilitate communication and social interaction, independence, and participation in all aspects of life. The purpose of this study was to summarize and map the AAC intervention outcomes for children with complex communication needs onto the Family of Participation-Related Constructs (fPRC) framework. The scoping review identified 270 studies for inclusion, and the data gathered was extracted and mapped onto the fPRC framework. The results indicate that although many studies have reported on participation-related constructs such as activity competence and context, there is still insufficient focus on attendance and involvement, sense of self, and environment constructs. Hence, future research in the field of AAC is needed on the various constructs of participation proposed by the fPRC framework.

参与是一项基本人权,能够交流是参与各种生活情况(如在学校、与同龄人和在社区)的基本组成部分。辅助和替代沟通(AAC)干预旨在促进沟通和社会互动,独立和参与生活的各个方面。本研究的目的是总结复杂沟通需要儿童的AAC干预结果,并将其映射到家庭参与相关构念(fPRC)框架中。范围审查确定了270项研究纳入,收集的数据被提取并映射到fPRC框架中。结果表明,尽管已有许多研究报道了活动能力和情境等与参与相关的构念,但对出勤和参与、自我意识和环境构念的关注仍然不足。因此,未来在AAC领域的研究需要对fPRC框架提出的各种参与结构进行研究。
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引用次数: 0
Visual fixation patterns to AAC displays are significantly correlated with motor selection for individuals with Down syndrome or individuals on the autism spectrum. 对于唐氏综合症患者或自闭症谱系的患者来说,AAC 显示屏的视觉固定模式与运动选择有明显的相关性。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-09-01 Epub Date: 2024-05-24 DOI: 10.1080/07434618.2024.2325065
Krista M Wilkinson, Savanna Brittlebank, Allison Barwise, Tara O'Neill Zimmerman, Janice Light

Eye tracking research technologies are often used to study how individuals attend visually to different types of AAC displays (e.g. visual scene displays, grid displays). The assumption is that efficiency of visual search may relate to efficiency of motor selection necessary for communication via aided AAC; however, this assumption has not received direct empirical study. We examined the relation between speed of visual search and speed of motor selection of symbols. Ten individuals on the autism spectrum (AS; Study 1) and nine with Down syndrome (DS; Study 2) participated in a search task using simulated AAC displays with a main visual scene display (VSD) and a navigation bar of thumbnail VSDs. Participants were given an auditory prompt to find one of four thumbnail VSDs in the navigation bar. Eye tracking technologies measured how long it took participants to fixate visually on the thumbnail VSD, and recorded how long it took participants to select the thumbnail VSD with a finger. A statistically significant relationship emerged between visual fixation and selection latencies, confirming the positive relationship between visual processing and motor selection for both groups of participants. Eye tracking data may serve as a useful proxy measure for evaluating how display design influences selection of AAC symbols, especially when individuals are unwilling or unable to comply with traditional behaviorally-based assessment tasks.

眼动跟踪研究技术通常用于研究个体如何通过视觉关注不同类型的辅助辅助交流显示(如视觉场景显示、网格显示)。我们的假设是,视觉搜索的效率可能与通过辅助 AAC 进行交流所需的运动选择的效率有关;然而,这一假设尚未得到直接的实证研究。我们研究了视觉搜索速度与符号运动选择速度之间的关系。十名自闭症谱系(AS;研究 1)和九名唐氏综合症(DS;研究 2)患者参加了一项搜索任务,该任务使用的是带有主视觉场景显示屏(VSD)和缩略图 VSD 导航栏的模拟 AAC 显示屏。参与者在听觉提示下从导航栏中找到四个缩略图 VSD 中的一个。眼动跟踪技术测量了受试者将视觉定格在缩略图 VSD 上所需的时间,并记录了受试者用手指选择缩略图 VSD 所需的时间。在统计意义上,视觉固定和选择潜伏期之间存在明显的关系,这证实了两组参与者的视觉处理和运动选择之间存在积极的关系。眼动跟踪数据可作为一种有用的替代测量方法,用于评估显示设计如何影响对 AAC 符号的选择,尤其是当个人不愿意或无法完成传统的基于行为的评估任务时。
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引用次数: 0
Increasing linguistic and prelinguistic communication for social closeness during naturalistic AAC instruction with young children on the autism spectrum. 在自闭症儿童的自然AAC教学中增加语言和语言前交流以促进社会亲密。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-09-01 Epub Date: 2023-11-21 DOI: 10.1080/07434618.2023.2283846
Brenna Griffen, Christine Holyfield, Elizabeth R Lorah, Nicolette Caldwell

This study examined the effects of an intervention package using high-tech augmentative and alternative communication (AAC) with Naturalistic Instruction (NI), time delay, and prompting during social routines for preschoolers on the autism spectrum. The AAC was a communication application on a tablet programmed with color photo representations of participants and communication partners engaged in social routines. The primary dependent measure was a linguistic communication turn on the AAC device completing the instructor's cloze phrase related to the routine. A secondary dependent measure was prelinguistic communication -nonspecific vocalizations and smiling - within each turn of the routine. Results indicated that all communication types increased and maintained for all three participants with two participants meeting mastery criteria within the minimal number of sessions. These results are significant in providing additional evidence for the effectiveness of AAC intervention beyond teaching simple object requests and in teaching more socially meaningful communication to children on the autism spectrum. Additionally, this study supports the use of color photo representations to promote social interaction. Future research should continue to evaluate such interventions on a larger scale and include naturally occurring communication partners, such as siblings and peers.

本研究考察了高科技辅助和替代交流(AAC)与自然主义教学(NI)、时间延迟和提示在自闭症谱系学龄前儿童社交活动中的干预效果。AAC是一款平板电脑上的交流应用程序,上面有参与社交活动的参与者和交流伙伴的彩色照片。主要依赖测量是语言交际打开AAC装置完成教师与例程相关的完形填空短语。第二个依赖测量是语言前交流——非特定的发声和微笑——在每一回合的例行活动中。结果表明,所有三名参与者的所有沟通类型都增加并保持不变,其中两名参与者在最小的会话数内达到掌握标准。这些结果在为AAC干预的有效性提供了重要的额外证据,而不仅仅是教授简单的物体请求,以及向自闭症儿童教授更多有社会意义的沟通。此外,本研究支持使用彩色照片表征促进社会互动。未来的研究应该继续在更大的范围内评估这种干预措施,并包括自然发生的交流伙伴,如兄弟姐妹和同龄人。
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引用次数: 0
A tutorial: self-created film as a semiotic resource in AAC. 教程:自制影片作为 AAC 的符号资源。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-08-21 DOI: 10.1080/07434618.2024.2387573
Mascha Legel, Gloria Soto, Nicola Grove, Annalu Waller, Stijn Deckers, Hans van Balkom, Ronald Spanjers, Christopher Norrie, Bert Steenbergen

Sharing personal stories with others is essential to human interaction and language development. To communicate, individuals use a variety of semiotic resources, including images, symbols, and written and spoken language. These modes are deployed in the co-construction of a daily face-to-face conversation. A self-created film can serve as a valuable resource to facilitate a deeper understanding of a personal experience, especially where spoken or written language may present a challenge, for example, for people who rely on augmentative and alternative communication (AAC). Although the AAC literature indicates that using videos delivers benefits for aided communicators, guidelines on how to self-create, use, and transcribe them are rare. The present paper, a tutorial, describes how people who use AAC can develop a personal-video-scene (PVS) via the Film as Observable Communication (FaOC) method to utilize self-created films in sharing their stories. The first part of this paper, the theoretical framework, describes theories, methods, and practices from the fields of AAC, social semiotics, and visual anthropology, on which the FaOC method is based. The second part provides a step-by-step tutorial delivering practical guidance on how to create, use, and transcribe the PVS as a resource in conversations.

与他人分享个人故事对人际交往和语言发展至关重要。为了交流,个人会使用各种符号资源,包括图像、符号、书面和口头语言。在日常面对面交谈的共同构建过程中,这些模式都会被使用。自我创作的影片可以作为一种宝贵的资源,促进对个人经历的深入理解,尤其是在口语或书面语言可能带来挑战的情况下,例如,对于依赖辅助和替代性交流(AAC)的人来说。虽然辅助和替代性交流的文献表明,使用视频能为辅助交流者带来益处,但关于如何自我创建、使用和转录视频的指南却很少见。本文是一篇教程,介绍了使用辅助交流的人如何通过 "电影即可观察交流"(FaOC)的方法制作个人视频场景(PVS),利用自制的影片分享自己的故事。本文的第一部分是理论框架,介绍了作为 FaOC 方法基础的 AAC、社会符号学和视觉人类学领域的理论、方法和实践。第二部分提供了一个循序渐进的教程,就如何创建、使用和转录 PVS 作为对话资源提供了实用指导。
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引用次数: 0
Smart Predict: adding partner-suggested vocabulary to increase efficiency in a dual tablet AAC typing application. 智能预测:在双平板电脑 AAC 键入应用程序中添加伙伴建议的词汇,以提高效率。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-08-20 DOI: 10.1080/07434618.2024.2374314
Melanie Fried-Oken, Michelle A Kinsella, Erik Jakobs, Tom Jakobs, Aimee Mooney, Betts Peters, Rebecca Pryor, Scott Spaulding

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.

Smart Predict 是一款新颖的双平板电脑应用程序,旨在提高使用辅助和替代性交流(AAC)设备的人的对话效率。Smart Predict 系统由两个不同的应用程序组成,分别与两台安卓平板电脑和/或具有蓝牙功能的手机配合使用。其中一个应用程序称为 AAC 用户应用程序,第二个应用程序称为合作伙伴应用程序。智能预测 "实时整合了来自交流伙伴的词汇补充,而依靠全英语会话辅助工具的人则可以生成文本,并完全控制在单词预测行内选择单词。我们采用单例研究设计,在两种平衡处理条件(单独使用 AAC 用户应用程序与使用 AAC 用户应用程序 + 合作伙伴应用程序)下进行适应性交替处理,考察了依赖屏幕键盘切换扫描的人的信息效率。我们还进行了用户体验问卷调查,以确定满意度和工作量,并为未来的开发工作提供反馈。三位有复杂交流需求和运动障碍的成年人与研究人员就 14 部电影预告片进行了交谈。在 15 分钟的访谈中,对有复杂交流需求和运动障碍的人每分钟的字符数和每个字符的切换选择进行了测量,以反映交流速度和工作量。结果表明,双平板智能预测系统提高了信息效率,表明词汇补充系统提高了信息生成速度。在 Smart Predict 的条件下,用户满意度提高,感知到的努力程度降低。鉴于这些研究和开发框架内的结果,智能预测概念是一种可行的功能,可以考虑将其应用于智能辅助交流技术中。
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引用次数: 0
Picture book videos incorporating key word signing for children who require AAC and their families: design and evaluation of a multimedia-enhanced setting. 为需要辅助认知功能的儿童及其家人制作包含关键词手语的图画书视频:设计和评估多媒体增强设置。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-07-12 DOI: 10.1080/07434618.2024.2370821
Meike Cruz Leon, Isabel Zorn

Key word signing (KWS) is an unaided form of augmentative and alternative communication (AAC) and is frequently used by children with cognitive impairments and their families. Successful implementation of KWS requires a family environment that provides aided language input by modeling the signs. However, families face challenges implementing the signs in their everyday lives. KWS requires effort and sustained parental commitment. Users may also struggle with finding good learning resources and stimulating and enjoyable shared contexts for communication. Signed videos of popular children's books may help to implement KWS and create a signing environment which exposes children and their families to KWS in meaningful ways. The aim of this study was to create videos of this type and investigate whether and how they might serve as an attractive medium of support for families' KWS experience. Three families tested the videos. A triangulated qualitative study incorporating interviews and participant observation explored the families' experience of using these videos as a context for shared communication. The findings suggest that picture book videos supplemented by KWS may be appropriate resources for the use of KWS in everyday family life. They serve as a child-centered activity involving KWS exposure, in which children and their families can participate joyfully and naturally.

关键词手势 (KWS) 是一种无辅助的辅助和替代性交流 (AAC),经常被认知障碍儿童及其家人使用。关键词手语的成功实施需要一个家庭环境,通过示范手语来提供辅助语言输入。然而,家庭在日常生活中实施这些手势时面临着挑战。KWS 需要家长的努力和持续投入。使用者还可能难以找到好的学习资源和刺激愉快的交流环境。流行儿童读物的手语视频可能有助于实施 KWS,并创造一个手语环境,让儿童及其家人以有意义的方式接触 KWS。本研究的目的是制作这类视频,并调查它们是否以及如何作为一种有吸引力的媒介,为家庭的儿童识字体验提供支持。三个家庭对视频进行了测试。一项包含访谈和参与观察的三角定性研究探讨了这些家庭将这些视频作为共同交流背景的经历。研究结果表明,绘本视频辅以儿童视觉系统可能是在日常家庭生活中使用儿童视觉系统的合适资源。它们可以作为一种以儿童为中心的活动,让儿童和他们的家人可以快乐、自然地参与其中。
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引用次数: 0
The development of synthetic child speech in three South African languages. 南非三种语言中儿童合成语音的发展。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-07-11 DOI: 10.1080/07434618.2024.2374312
Camryn Terblanche, Tyler T Schnoor, Michal Harty, Benjamin V Tucker

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.

众所周知,有表达交流障碍的儿童有权进行交流,但他们也应该有权用自己选择的语言进行交流,并使用与他们的年龄、性别和方言相匹配的声音。本研究旨在使用 Tacotron 2,针对南非三种资源匮乏的语言,即南非英语(SAE)、南非荷兰语(Afrikaans)和伊西科萨语(isiXhosa),开发与三名表达性交流障碍儿童的声音特征相匹配的自然合成儿童语音。由于儿童语音库稀缺,我们从三名 11 至 12 岁的儿童身上收集了每人 2 小时的儿童语音数据。两个成人模型用于儿童语音合成的 "热启动"。为了确定合成语音的自然程度,124 名听众参与了平均意见分数调查(李克特评分),并提供了定性反馈。尽管本研究中使用的训练数据有限,但我们还是成功地开发出了每种语言中具有适当质量的儿童合成语音。这项研究表明,随着最新技术的发展,我们有可能开发出符合有表达交流障碍的儿童的声音特征的合成儿童语音,使用不同的资源不足的语言。
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引用次数: 0
Developing a screening instrument for underlying core domains of communicative competence in children with communication support needs. 开发一种筛查工具,用于筛查有沟通支持需求儿童的基本沟通能力核心领域。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-07-05 DOI: 10.1080/07434618.2024.2367991
Stijn R J M Deckers, Marieke van Onna, Elske Gros, Hans van Balkom

A socio-neurocognitive approach to augmentative and alternative communication (AAC) shows several underlying domains of communicative competence: Attention, perception, cognition, memory, orientation, socio-emotional development, motor skills, and language. To determine developmental markers of these underlying core domains of communicative competence in children with communication support needs, we developed a new screening instrument. The present article consists of three consecutive studies. In study 1, we constructed the first version of the screening instrument based on a sample of both children without disabilities and children with Down syndrome. In study 2, we confirmed the reliability (i.e., internal consistency) of the screening instrument in a new group of young children with typical development and established concurrent validity with the Early Language Scale. In study 3, we established concurrent validity with the Communication Matrix in a clinical sample of children with communication support needs. The screening instrument can be used in clinical practice as part of AAC assessment to provide comprehensive insights into strengths and weaknesses in the underlying core domains of communicative competence of children with communication support needs.

对辅助和替代性交流(AAC)的社会神经认知方法显示了交流能力的几个基本领域:注意力、感知、认知、记忆、定向、社会情感发展、运动技能和语言。为了确定有交流支持需求的儿童在这些基础核心领域的发展标志,我们开发了一种新的筛查工具。本文由三项连续研究组成。在研究 1 中,我们根据非残疾儿童和唐氏综合症儿童的样本构建了第一版筛查工具。在研究 2 中,我们在一组新的典型发育幼儿中证实了筛查工具的可靠性(即内部一致性),并与早期语言量表建立了并发有效性。在研究 3 中,我们在一组有沟通支持需求的临床儿童样本中证实了该筛查工具与沟通矩阵的并发有效性。该筛查工具可用于临床实践,作为AAC评估的一部分,以全面了解有沟通支持需求的儿童在沟通能力的基本核心领域的强项和弱项。
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引用次数: 0
Perspectives from individuals who use augmentative and alternative communication on communication access in restaurant settings. 使用辅助和替代性交流手段的个人对餐厅环境中交流通道的看法。
IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-06-30 DOI: 10.1080/07434618.2024.2367975
Kylie Robinson, Shelley Lund

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.

许多学者和组织都对无障碍交流进行了定义,但一般都将其描述为人人都能使用和理解的清晰交流。本手稿旨在通过采访五位使用辅助和替代性交流(AAC)作为主要交流方式的成年人,评估在各种餐厅环境中使用辅助和替代性交流(AAC)的人的交流无障碍性。访谈内容经过定性编码,揭示了餐厅和餐厅员工未实施的常见无障碍交流主题,如直接交流和提高对辅助和替代性交流的认识。访谈数据的意义包括其在培训餐厅员工和管理层方面的潜在用途,即利用沟通无障碍提示和功能来提高餐厅服务对象的沟通无障碍程度,尤其是对使用 AAC 的个人而言。这可能会引导研究人员为餐厅创建一个正式的培训模式,以便在其业务中可靠、有效地实施。
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引用次数: 0
Environmental factors contributing to using spelling in communication: Perceptions of literate aided communicators. 在交流中使用拼写的环境因素:识字辅助交流者的看法。
IF 2 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Pub Date : 2024-06-08 DOI: 10.1080/07434618.2024.2359936
Paulina Finak, Heather M Aldersey, Martine M Smith, Beata Batorowicz

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.

这项解释性定性研究旨在从使用辅助和替代性交流(AAC)的有语言和运动障碍的识字成年人的视角出发,探讨环境因素如何影响他们从完全依赖图形符号到在面对面交流互动中使用拼写的转变。14 位成人选择提交书面故事并每周通过电子邮件进行跟踪,或参加通过 Zoom1 进行的访谈,或选择仅通过电子邮件进行交流。研究人员采用 Charmaz(2014 年)的建构主义基础理论方法对数据进行了分析。分析得出了三个主题,解释了与从使用图形符号过渡到拼写交流有关的环境因素:(a)使用辅助交流系统和服务的机会;(b)知识丰富、支持性强、期望值高的交流伙伴;以及(c)学习阅读、写作和拼写的机会。支持性因素包括在交流互动中为拼写提供充足的时间、为练习和独立提供有组织的学习机会、通过有社会意义的互动来学习的机会,以及丰富的印刷和语言活动环境。浏览图形符号的速度慢和缺乏表达准确信息的能力是促使参与者在交流互动中使用拼写的原因。环境因素和个人相关特征之间的相互作用值得进一步研究。
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引用次数: 0
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Augmentative and Alternative Communication
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