Thematische Bibliographien / Alternative and augmented communication

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Auswahl der wissenschaftlichen Literatur zum Thema „Alternative and augmented communication“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Alternative and augmented communication"

Yorkston, Kathryn M., Kathleen Smith, and David Beukelman. "Extended Communication Samples of Augmented Communicators I." Journal of Speech and Hearing Disorders 55, no. 2 (1990): 217–24. http://dx.doi.org/10.1044/jshd.5502.217.

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Vocabulary selection for linguistically intact augmented communicators is a growing clinical concern. The purpose of this study as to compare and contrast the relative benefits of word lists that were individualized for these augmented subjects to word lists selected from standard vocabulary sources. Communication samples were collected for 14 consecutive days from 10 subjects who used augmentative and alternative communication (AAC) devices. These samples were analyzed to determine the frequency of single word occurrence, and the results were compared with those obtained from analysis of standard vocabulary lists. The conclusions of the study were (a) that when vocabulary lists are individually created, based on the frequency of word occurrence natural communication samples, relatively short lists can represent a large proportion of the total communication sample; (b) that individualized word lists are more efficient than standard vocabulary lists, if efficiency is defined as a large proportion of the total sample represented by a small list; and (c) that if used in their entirety, standard lists are not efficient because they contain large number of words that are rarely used.

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Yorkston, Kathryn M., David R. Beukelman, Kathleen Smith, and Robert Tice. "Extended Communication Samples of Augmented Communicators II." Journal of Speech and Hearing Disorders 55, no. 2 (1990): 225–30. http://dx.doi.org/10.1044/jshd.5502.225.

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The three primary purposes of this project are (a) to identify those word sequences that occur frequently across a group of 10 linguistically intact augmented communicators, (b) to determine the communality with which the various augmented communicators use specific word sequences, and (c) to evaluate the usefulness of word sequences in providing keystroke savings for users of augmentative and alternative communication (AAC) devices as compared to letter-by-letter spelling or single-word retrieval. Communication samples were collected for 14 consecutive days from 10 subjects who used AAC devices. These samples were analyzed with custom software to determine the frequency of occurrence of one-, two-, three-, four-, and five-word sequences. The results revealed that three-, four-, and five-word sequences occurred very infrequently within and across communication samples. Two-word sequences occurred much more frequently than the longer sequences. The authors concluded that clinicians should continue to encourage linguistically intact clients to select long messages (three words or more) for their AAC devices based on message content and the urgency with which messages need to be delivered rather than relying exclusively on statistical analysis. However, statistically based multiword analysis should not be abandoned. Frequently occurring one- and two-word sequences may be an important source of messages that will increase communication efficiency when stored and retrieved in an AAC device.

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El-Soussi, Azza H., Mohsen M. Elshafey, Sahara Y. Othman, and Fadia A. Abd-Elkader. "Augmented alternative communication methods in intubated COPD patients: Does it make difference." Egyptian Journal of Chest Diseases and Tuberculosis 64, no. 1 (2015): 21–28. http://dx.doi.org/10.1016/j.ejcdt.2014.07.006.

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Sullivan, D. J., S. Labby, A. Koptelov, and S. L. Sullivan. "EXPERIENCES, FRUSTRATIONS, AND BARRIERS, OF IPAD USAGE IN THE SPECIAL EDUCATION: LIFE SKILLS CLASSROOM FROM EDUCATORS PERSPECTIVE." Informatics and Education, no. 8 (November 16, 2018): 61–67. http://dx.doi.org/10.32517/0234-0453-2018-33-8-61-67.

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The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.

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Queiroz, Ítala da Piedade, Edênia da Cunha Menezes, Ivana Maria Barboza dos Santos, Ueslane Melo de Goes, and Rosana Carla do Nascimento Givigi. "Validation of the neurofunctional evaluation protocol for Alternative and Augmentative Communication." Revista CEFAC 20, no. 3 (2018): 291–303. http://dx.doi.org/10.1590/1982-0216201820318017.

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ABSTRACT Objective: to validate the neurofunctional evaluation for Alternative and Augmented Communication protocol. Methods: the study was carried out in four steps: instrument construction, literature review, clinical validation and evaluation of the protocol by field experts, through an interactive questionnaire which was repeatedly applied, until the last set of responses was regarded as satisfactory. In addition, clinical evaluations were performed by applying the protocol in children and adolescents with motor impairment in a clinical trial. Results: statistical analysis of the protocol application in the therapeutic setting showed the Kappa indices for each observer with an overall mean of 0.436 (moderate agreement), besides the agreement among experts in content evaluation. Conclusion: agreement between the evaluators, specialists and the protocol clinical application results allowed choosing and implementing an alternative communication resource appropriate to the neuromuscular characteristics of the patient, providing a low cost access, as well as the quick identification of the motor skills that enabled the speech-language therapy.

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Salem, Aziza, and Muayyad M. Ahmad. "Communication with invasive mechanically ventilated patients and the use of alternative devices: integrative review." Journal of Research in Nursing 23, no. 7 (2018): 614–30. http://dx.doi.org/10.1177/1744987118785987.

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Background Communication with patients has always been a major concern in nursing care. Invasive mechanically ventilated (IMV) patients suffer from a communication barrier due to the presence of the endotracheal tube (ETT), which makes them unable to communicate through speech. Aim The purpose of this review is to examine available evidence regarding existing knowledge, skills, perceptions and barriers to IMV patient communication in order to guide the development of strategies that enhance effective communication with these patients. Methods A review of the published literature was conducted between January 2010 and December 2016. Results The literature support clear and concise communication in all areas of care, especially when patients suddenly become speechless. Invasive mechanically ventilated patients want to be heard, have control over their treatment and contribute to decisions concerning their health. Conclusion There is a need for the establishment of an effective nurse -patient communication strategy, which may include determining the mode of communication used by the patient, waiting and giving time to allow a patient to participate in the communication, confirming the message that was communicated with a patient himself/ herself, and the use of assistive and augmented communication to support comprehension when needed.

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Chazin, Kate T., Jennifer R. Ledford, and Natalie S. Pak. "A Systematic Review of Augmented Input Interventions and Exploratory Analysis of Moderators." American Journal of Speech-Language Pathology 30, no. 3 (2021): 1210–23. http://dx.doi.org/10.1044/2020_ajslp-20-00102.

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Purpose Augmented input is the act of concurrently modeling language verbally and on a communication device, and is one strategy for teaching individuals to effectively use aided modes of communication. The purpose of this literature review is to assess the efficacy of augmented input for increasing communication and to identify intervention components, participant characteristics, and instructional contexts related to therapeutic outcomes. Method We double screened all potential sources and double coded all included sources. Database, forward, and backward searches yielded 99 single case designs in 26 sources. We coded characteristics of participants, instructional contexts, independent variables, and dependent variables. We also coded quality/rigor and primary outcomes for each design or comparison. Results Across high-quality studies, two thirds of designs indicated that augmented input was effective compared to baseline conditions and alternative interventions, and exploratory analyses indicated that receptive language skills, age, and diagnoses may moderate intervention efficacy. Most augmented input interventions included additional components that may serve as “active ingredients” (e.g., systematic prompting, contextual reinforcement). Most studies also did not report participant characteristics hypothesized to moderate intervention efficacy (e.g., joint attention skills, imitation repertoire). Results also indicated high risk of publication bias, with peer-reviewed sources twice as likely to include positive effects than dissertations and theses. Conclusions Across high-quality studies, augmented input was inconsistently effective as a stand-alone intervention. Packaged interventions that included augmented input were typically more effective than augmented input in isolation, particularly for individuals who were young, had strong receptive language skills, or had no comorbid diagnoses.

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Porter, Gayle, and Joanne M. Cafiero. "Pragmatic Organization Dynamic Display (PODD) Communication Books: A Promising Practice for Individuals With Autism Spectrum Disorders." Perspectives on Augmentative and Alternative Communication 18, no. 4 (2009): 121–29. http://dx.doi.org/10.1044/aac18.4.121.

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Individuals with autism spectrum disorders (ASD) are severely challenged by their difficulties with language and communication. Some research suggests that augmented language input, whereby a speaking communication partner adopts and uses an augmentative or alternative communication (AAC) system for both expressive and receptive language, can be effective with these individuals. The Pragmatic Organization Dynamic Display (PODD) system is both a method and tool for developing and utilizing augmented language input. As a promising practice, PODD provides strategies to support the design, production, and implementation of communication systems that enable genuine communication for a variety of functions in all daily environments. PODD includes strategies to minimize some of the common difficulties associated with the use of multi-level communication books. Specifically, PODD: (a) supports the individual who relies on AAC and his/her communication partners to move efficiently between pages to locate required vocabulary, (b) reduces the time required to access vocabulary to produce multi-symbol messages, (c) provides a strategy for quick access to predictable messages, and (d) enables access to a broad range of vocabulary for spontaneous, unpredicted messages. This article explores the use of the PODD system for individuals with ASD, with emphasis on features that address the unique communication challenges faced by these individuals.

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O'Neill, Tara, Janice Light, and Lauramarie Pope. "Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis." Journal of Speech, Language, and Hearing Research 61, no. 7 (2018): 1743–65. http://dx.doi.org/10.1044/2018_jslhr-l-17-0132.

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PurposeThe purpose of this meta-analysis was to investigate the effects of augmentative and alternative communication (AAC) interventions that included aided AAC input (e.g., aided AAC modeling, aided language modeling, aided language stimulation, augmented input) on communicative outcomes (both comprehension and expression) for individuals with developmental disabilities who use AAC.MethodA systematic search resulted in the identification of 26 single-case experimental designs (88 participants) and 2 group experimental designs (103 participants). Studies were coded in terms of participants, intervention characteristics, dependent variables, outcomes, and quality of evidence.ResultsAAC interventions that included aided AAC input in isolation, or as part of a multicomponent intervention, were found to be highly effective across participants of various ages, disabilities, and language skills. The interventions typically included aided AAC input in conjunction with expectant delay, direct prompting (e.g., spoken, gestural), contingent responding, and open-ended questions. The interventions were found to be highly effective in supporting both comprehension and expression across the domains of pragmatics, semantics, and morphosyntax. Outcomes related to expression were reported more often than outcomes related to comprehension.ConclusionAided AAC input may reduce input–output asymmetry and enhance expression and comprehension for individuals who use AAC; the evidence suggests that partners should utilize this strategy. Future research is needed to investigate the effects of AAC input (aided and unaided) on long-term language development for individuals who require AAC.Supplemental Materialhttps://doi.org/10.23641/asha.6394364

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Beck, Ann, Kelly Kingsbury, Allison Neff, and Marcia Dennis. "Influence of length of augmented message on children's attitudes toward Peers who use augmentative and alternative communication." Augmentative and Alternative Communication 16, no. 4 (2000): 239–49. http://dx.doi.org/10.1080/07434610012331279094.

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Dissertationen zum Thema "Alternative and augmented communication"

Whitfield, Ani S. "Describing the Motor Skills of Young Children with Developmental Delays Before and After Participating in an Augmented or Non-Augmented Language Intervention." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/96.

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This study described the effect of a non-augmented (Spoken Communication, SC) and two augmented language interventions (Augmented Communication-Input, AC-I or Augmented Communication-Output, AC-O) on the upper-body, gross and fine motor skills of toddlers at the onset and conclusion of the intervention. The data presented are from a longitudinal study by Romski, Sevcik, Adamson, Cheslock, Smith, Barker, & Bakeman (2010). Three standardized assessments and five observational measures examined the participants' motor skills used to activate the speech generating device (SGD), language abilities and outcomes. The AC-O intervention decreased physical prompting, increased error-free symbol activations, and increased developmentally appropriate gross and fine motor use. An augmented intervention that utilizes a SGD may facilitate both language and motor development through the combination of the communicative goals and increased motor learning opportunities when accessing the SGD device.

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Stockley, Nicola. "The effect of augmented input on the auditory comprehension of narratives for persons with chronic aphasia." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64959.

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Background: Augmented input (AI) refers to any visual or linguistic strategy used by communication partners to increase the message comprehension of a person with aphasia. Previous research has focused on the type of AI, such as high versus low context images and linguistic versus visual supports, that can be used to facilitate improved auditory and reading comprehension. The results of these studies have been varied. To date, researchers have not evaluated the frequency of AI required to improve auditory comprehension of persons with chronic aphasia. Aims: The purpose of this study was to determine the effect of AI using no context Picture Communication Symbols™ (PCS) images, presented at a frequency of 70%, versus no AI on the accuracy of auditory comprehension of narratives for persons with chronic aphasia. Methods and procedures: A total of 12 participants with chronic aphasia listened to two narratives, one in each of the conditions. Auditory comprehension was measured by assessing participants’ accuracy in responding to 15 multiple choice cloze-type statements related to the narratives. Results: Of the 12 participants, 7 participants (58.33%) gave more accurate responses to comprehension items in the AI condition, 4 participants (33.33%) gave more accurate responses in the no AI condition and 1 participant scored the same in both the conditions. Conclusion: No context Picture Communication Symbols™ (PCS) images used as AI improved the accuracy of responses to comprehension items based on narratives for some persons with chronic aphasia. Continued research is necessary in order to determine what forms and frequency of AI will lead to improved auditory comprehension for persons with aphasia. Mini Dissertation (M(AAC))--University of Pretoria, 2017. National Research Foundation (NRF) Centre for Augmentative and Alternative Communication (CAAC) M(AAC) Unrestricted

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Flores, Catherine Alexandra. "The effect of augmentative and alternative communication on the receptive language skills of children with developmental disabilities : a scoping review." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64958.

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Receptive language skills form the foundation for later expressive use and therefore play an important role in language development. The role of receptive language skills in the field of augmentative and alternative communication (AAC) has received limited attention as, historically, the function of AAC has been to enhance the expressive language skills of persons who rely on AAC. While this is an important role and the primary outcome of AAC intervention, the role of AAC intervention on receptive language skills is equally important. The ability of persons who rely on AAC to understand spoken language ranges from age equivalent comprehension to minimal comprehension. AAC interventions that improve comprehension include a variety of strategies, but a synthesis of the effects of these strategies has not occurred. The aim of this scoping review was, therefore, to map and synthesise the research evidence on the effects of AAC interventions on receptive language skills of children with developmental disabilities. A four-pronged search strategy was used to identify studies that met the inclusion criteria. Twenty-three studies were included in the scoping review. The studies were described in terms of number of publications, participant characteristics, research design, AAC interventions, intervention outcomes, intervention effects, and quality appraisal. Furthermore, the studies were described in terms of three groups of effects: (i) the effect of aided AAC interventions, (ii) the effect of unaided AAC interventions, and (iii) a comparison of two types of AAC interventions. The trends and gaps in the literature are highlighted in terms of the use of AAC interventions and the receptive language skills addressed. Directions for future research are posited. Valuable preliminary evidence regarding the effects of AAC interventions on receptive language skills of children with developmental disabilities was obtained in the scoping review. Mini Dissertation (M(AAC))--University of Pretoria, 2017. National Research Foundation (NRF) Centre for Augmentative and Alternative Communication (CAAC) M(AAC) Unrestricted

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Chipinka, Megan. "The effects of augmented input on receptive and expressive language for native augmentative and alternative communication (AAC) users during shared storybook readings." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196441.

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The study was a pre-experimental pre- and post-treatment single case study which focused on evaluating the effects of augmentative and alternative communication (AAC) modeling during shared storybook readings. Aided AAC modeling interventions provide verbal and visual language models to support language comprehension and use for children with complex communication needs (CCN). The study measured four aspects of change before and after the AAC modeling phase including a) the number of communicative turns by the AAC user; b) the complexity and length of the initiations and responses made by the AAC user; c) the accuracy in responses to comprehension questions following the story; d) perceptions of the parent participant in regards to the intervention. The results indicated that when aided AAC modeling was implemented the child participant demonstrated an increase in: the number of communicative turns, accuracy in answering comprehension questions, comprehension of story grammar terminology, and production of story retells.

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Ngwira, Sheryll Philda Tebogo. "The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76747.

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Receptive and expressive language difficulties are some of the core challenges facing children with Autism Spectrum Disorder (ASD). Emerging research suggests that for children with ASD receptive language is more impaired than expressive language. Specifically, abstract concepts like prepositions, are challenging for them. Aided augmented input has been shown to be an effective means of facilitating understanding in some children with ASD, however the amount of aided augmented input required to ensure effective understanding has not been determined. The aim of this study was to measure and compare the participants’ ability to follow instructions containing prepositions, under two conditions of aided augmented input. A with-in subject research design, involving 17 participants with ASD, was used to measure the accuracy of responses to instructions containing prepositions. Each participant was presented with 12 instructions. Half of the instructions were provided with 25% aided augmented input (prepositions only) referred to as Condition A, and the other half were presented with 75% aided augmented input (subject, preposition and location) referred to as Condition B. Their responses to the instructions were recorded and analyzed. Results suggest that there was no statistical difference between the two conditions of aided augmented input. Eight participants responded better under Condition A and five participants responded better under Condition B. Four participants responded equally under both conditions. The findings suggest that some participants may benefit from more aided augmented input and some from less aided augmented input. There is need for additional studies to determine the conditions of aided augmented input needed for the effective understanding of instructions containing prepositions and factors affecting the outcome. Mini Dissertation (MA)--University of Pretoria, 2019. Centre for Augmentative and Alternative Communication (CAAC) MA Unrestricted

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Rosa, Valéria Ilsa. "Design inclusivo : processo de desenvolvimento de prancha de comunicação alternativa e aumentativa para crianças com transtorno do espectro do autismo utilizando realidade aumentada." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/174392.

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Durante muitos anos, diversas pesquisas na área de Design no Brasil, constataram limitados investimentos no desenvolvimento de produtos para auxiliar as pessoas com deficiência. Diante disso, esta tese teve por objetivo propor uma abordagem para os equipamentos de auxílio à comunicação de crianças com Transtorno do Espectro do Autismo (TEA) por meio do Design e da Realidade Aumentada (RA). Para o desenvolvimento da pesquisa foram realizadas pesquisa bibliográfica, pesquisa documental, Estudo de Caso e experimentos. Também foram realizadas observações das crianças com TEA, no ambiente da Associação de Pais e Amigos do Autista (AMA) da cidade de Florianópolis, para embasar a proposta de projeto de Prancha de Comunicação Alternativa e Aumentativa. A proposta resultante teve como base comum o produto prancha de comunicação que foi utilizada com aplicativo que utiliza Realidade Aumentada e está disponível no mercado. Nesta prancha de base o usuário aponta o dispositivo móvel para o pictograma e assim acessa e visualiza o vídeo que estabelece a comunicação transmitindo a ação que a criança realmente deseja executar. A base para a análise dos resultados foi a descrição detalhada dos casos por meio da apresentação de painéis representativos de cada criança por dia de aplicação e painéis comparativos de todas as crianças durante a realização do estudo. Evidenciam-se assim, os elementos indicadores de que a solução proposta apresenta vantagens em relação a algumas pranchas atualmente existentes e que pode contribuir para facilitar a comunicação e a interação não só das crianças com TEA, mas também de outras crianças com limitações na comunicação. For many years, several studies in the area of Design in Brazil have founded limited investments in product development to help people with desabilities. Therefore, the aim of this thesis was to propose an approach to the equipment to aid the communication of children with Autism Spectrum Disorder (ASD) through Design and Augmented Reality (AR). For the development of the research were carried out bibliographic and documental researches, case studies and experiments. Observations were also made of the children with ASD in the Association of Parents and Friends of the Autistic (AMA) of Florianópolis to base the project proposal of the Alternative and Increasing Communication Board. The resulting proposal was based on the common product board that was developed together with an Augmented Reality mobile application available on the market. On this basis board the user points the mobile device to the pictogram and thus accesses and visualizes the video which establishes the communication and transmittes the action that the child really wants to perform. Thus, there is evidence that the proposed solution has advantages over some existing boards and can contribute to facilitate the communication and interaction not only of children with ASD, but also of other children with communication limitations.

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Dada, Shakila. "The impact of aided language stimulation on the receptive language abilities of children with little or no functional speech." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-135726.

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Mariano, Daniel Teodoro Gonçalves. "Configurações para métodos de acesso por escaneamento." Universidade Federal de Uberlândia, 2016. https://repositorio.ufu.br/handle/123456789/17612.

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O emprego de tecnologias de acesso a comunicação, baseados em métodos de acesso por escaneamento, viabiliza novas oportunidades de comunicação para indivíduos com disfunção motora severa. Um dos exemplos mais comuns desse tipo de tecnologia é o teclado virtual operado por varredura. Teclados virtuais são frequentemente utilizados como dispositivos de comunicação aumentativa e alternativa por indivíduos com restrições motoras graves e que apresentam comprometimento da fala e da escrita. São compostos por uma matriz de teclas e simulam a operação de um teclado físico para a composição de mensagens. Uma das limitações desses sistemas é o baixo desempenho que possuem. Taxas de comunicação lentas e a considerável ocorrência de erros são alguns dos problemas que usuários desses dispositivos sofrem durante o uso diário. O desenvolvimento e a avaliação de novas estratégias em comunicação aumentativa e alternativa são essenciais para a melhoria das oportunidades de comunicação dos usuários que fazem uso desse tipo de tecnologia. Neste sentido, este trabalho explora diferentes estratégias para aumentar essa taxa de comunicação e reduzir os erros cometidos por seus usuários. Análises computacionais e práticas foram executadas para a avaliação das estratégias propostas. The use of access technologies for communication, based on scanning methods, enables new communication opportunities for individuals with severe motor dysfunction. One of the most commom examples of this type of technology is the single switch scanning. Single switch scanning keyboards are often used as augmentative and alternative communication devices for inidividuals with severe mobility restrictions and with compromised speech and writing. They consist of a matrix of keys and simulate the operation of a physical keyboard to write messages. One of the limitations of these systems is their low performance. Low communication rates and considerable errors ocurrence are some of the few problems that users of these devices suffers during daily use. The development and evaluation of new strategies in augmentative and alternative communication are essential to improve the communication opportunities of user who make use of such technology. Thus, this work explores different strategies to increase communication rate and reduce user’s mistakes. Computational and practical analysis were performed for the evaluation of proposed strategies. Dissertação (Mestrado)

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Zope, Anup Devidas. "Response surface analysis of trapped-vortex augmented airfoils." Thesis, Mississippi State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1604198.

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In this study, the effect of a passive trapped-vortex cell on lift to drag (L/D) ratio of an FFA-W3-301 airfoil is studied. The upper surface of the airfoil was modified to incorporate a cavity defined by seven parameters. The L/D ratio of the airfoil is modeled using a radial basis function metamodel. This model is used to find the optimal design parameter values that give the highest L/D. The numerical results indicate that the L/D ratio is most sensitive to the position on an airfoil’s upper surface at which the cavity starts, the position of the end point of the cavity, and the vertical distance of the cavity end point relative to the airfoil surface. The L/D ratio can be improved by locating the cavity start point at the point of separation for a particular angle of attack. The optimal cavity shape (o19_aXX) is also tested for a NACA0024 airfoil.

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Garbin, Tania Rossi. "Ambientes de comunicação alternativos com base na realidade aumentada para crianças com paralisia cerebral: uma proposta de currículo em ação." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10072.

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Made available in DSpace on 2016-04-27T14:32:16Z (GMT). No. of bitstreams: 1 Tania Rossi Garbin.pdf: 2955516 bytes, checksum: 834cf24e07317a8e5a140f50a8afc893 (MD5) Previous issue date: 2008-06-04 Children with cerebral palsy may be unable to perform oral or written communication and manipulate traditional computer data input devices (mouse and keyboard) due to motor problems. People with special needs must have an alternative environment with a simple autonomous interface. Augmented Reality environments can offer interactivity and multimedia information with real and virtual images, and promote alternative situations for real-time communication and cooperation. Thus, Augmented Reality becomes a kind of sensorial transductor which transforms ideas and concepts into visual and audio sensations which can be noticed and processed. The objective of this study is to propose an alternative form of communication for children with cerebral palsy using Augmented Reality systems, with basis on the complexity theory. Augmented Reality systems and assisted-communication software were used in this study in order to elaborate interaction and communication environments for five first-graders with cerebral palsy from a public elementary school. Our experiments show that the environments provided offered children the chance to perform academic activities both individually and collectively, interact with his/her teacher and peers in an alternative communication environment, making the perception of physical and chemical phenomena, sensations and mental construction easier. We found that the relationships established in alternative communication environments with augmented reality allow for the interaction and construction of action networks, resulting in dynamic and cooperative processes Crianças com paralisia cerebral podem estar impossibilitadas de realizar a comunicação verbal, escrita e manipular os dispositivos tradicionais de entrada de dados em computador (teclado e mouse), por problemas motores. O portador de necessidades especiais precisa de um ambiente alternativo com interface simples para promover a comunicação e auxiliar o processo de aprendizagem autônoma. Os ambientes de Realidade Aumentada podem oferecer interatividade, informações multimídia com imagens reais e virtuais, promover situações alternativas para a comunicação, colaboração, com intervenções em tempo real. A Realidade Aumentada torna-se, então, uma espécie de transdutor sensorial que traduz idéias e conceitos para sensações visuais e auditivas que podem ser percebidas e processadas. Este estudo teve como objetivo propor uma forma alternativa de comunicação para crianças com paralisia cerebral utilizando sistemas de realidade aumentada e com base na teoria da complexidade. Para realização do estudo foram utilizados sistemas de Realidade Aumentada e software de comunicação assistida para elaboração de ambientes de interação e comunicação destinados a cinco crianças com paralisia cerebral da primeira série do ensino fundamental de escolas públicas. As experiências realizadas mostraram que os ambientes propostos ofereceram às crianças a possibilidade de realizar atividades escolares de forma individual e coletiva, interagir com o professor e colegas de classe funcionando como um ambiente de comunicação alternativo, facilitando a percepção o entendimento de fenômenos físicos, químicos, sensações e construções mentais. Verificamos que as relações estabelecidas nos ambientes de comunicação alternativos com realidade aumentada permitem a interação e a construção de redes de ações resultando em processos dinâmicos e colaborativos

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Bücher zum Thema "Alternative and augmented communication"

Pinner, Richard S. Augmented Communication. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02080-4.

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Murphy, Joan. Improving augmented communication within an organisation. [University of Stirling], 1997.

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Association, American Speech-Language-Hearing. Augmentative and alternative communication. ASHA, 1998.

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Shane, Howard C. Augmentative and alternative communication. PRO-ED, 1986.

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McKinney, Bruce C. Mediator communication competencies: Interpersonal communication and alternative dispute resolution. 4th ed. Burgess International, 1995.

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Smith, Martine. Literacy and augmentative and alternative communication. Elsevier, 2005.

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Fonte, M. Alexandra Da, and Miriam C. Boesch. Effective Augmentative and Alternative Communication Practices. Routledge, 2018. http://dx.doi.org/10.4324/9781315200750.

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Warrick, A. Communication without speech: Augmentative and alternative communication around the world. ISAAC Press, 1998.

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Warrick, Anne. Communication without speech: Augmentative and alternative communication around the world. International Society for Augmentative and Alternative Communication, 1998.

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Thomas, Oren, ed. How to use augmentative and alternative communication. PRO-ED, Inc., 2006.

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Buchteile zum Thema "Alternative and augmented communication"

Gómez, Isabel, Pablo Anaya, Rafael Cabrera, Alberto Molina, Octavio Rivera, and Manuel Merino. "Augmented and Alternative Communication System Based on Dasher Application and an Accelerometer." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14100-3_16.

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Othman, Achraf, and Aisha Al-Sinani. "Tawasol Symbols: Alternative Augmented Communication Pictograms to Support the Inclusion During Pandemics." In Lecture Notes in Educational Technology. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7869-4_15.

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Rossi, Ednilson G., Janaina C. Abib, and Luciana A. Rodrigues. "Tool for Alternative and Augmented Communication: A Study Implemented in Hospitals Environment to Support Pedagogical Therapies." In Communications in Computer and Information Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21383-5_71.

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Soares, Marcelo Marcio, and Aline da Silva Oliveira Neves. "Augmented Reality and the Use of Alternative Communication for Children with Autism Spectrum Disorder: A Literature Review." In Advances in Ergonomics in Design. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51038-1_45.

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Pinner, Richard S. "Types of Augmented Communication." In Augmented Communication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02080-4_4.

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Pinner, Richard S. "Stepping Back: Analysis and Discussion of ICT and Language Change." In Augmented Communication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02080-4_5.

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Pinner, Richard S. "Conclusion." In Augmented Communication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02080-4_6.

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Pinner, Richard S. "Introduction." In Augmented Communication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02080-4_1.

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Pinner, Richard S. "History of Augmented Communication: Technology and Disability." In Augmented Communication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02080-4_2.

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Pinner, Richard S. "Augmented Communication as a Modern Phenomenon in Ordinary Speech." In Augmented Communication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02080-4_3.

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Konferenzberichte zum Thema "Alternative and augmented communication"

Wheeler, Matt, Flynn Wolf, and Ravi Kuber. "Supporting augmented and alternative communication using a low-cost gestural device." In ASSETS '13: The 15th International ACM SIGACCESS Conference on Computers and Accessibility. ACM, 2013. http://dx.doi.org/10.1145/2513383.2513386.

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Santos, Flávio, Hendrik Macedo, Marco Chella, Rosana Givigi, Kivi Nunes, and Ingrid Mesquita. "Computational system for alternative and augmented communication for people with cerebral palsy." In the 7th Euro American Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2590651.2590690.

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Gutierrez, L., I. Nikolaidis, E. Stroulia, et al. "fAR-PLAY: A framework to develop Augmented/Alternate Reality Games." In 2011 IEEE International Conference on Pervasive Computing and Communications Workshops (PerCom Workshops). IEEE, 2011. http://dx.doi.org/10.1109/percomw.2011.5766947.

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Bleser, Gabriele, and Gustaf Hendeby. "Using optical flow as lightweight SLAM alternative." In 2009 8th IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE, 2009. http://dx.doi.org/10.1109/ismar.2009.5336475.

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Liegel, L. A., G. N. Nogueira, and P. Nohama. "Portable System for Alternative Communication." In 2019 Global Medical Engineering Physics Exchanges/ Pan American Health Care Exchanges (GMEPE/PAHCE). IEEE, 2019. http://dx.doi.org/10.1109/gmepe-pahce.2019.8717345.

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Suhonen, Katja, Sebastian Müller, Jussi Rantala, Kaisa Väänänen-Vainio-Mattila, Roope Raisamo, and Vuokko Lantz. "Haptically augmented remote speech communication." In the 7th Nordic Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2399016.2399073.

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Beran, Vítězslav. "Augmented multi-user communication system." In the working conference. ACM Press, 2004. http://dx.doi.org/10.1145/989863.989907.

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Togay, Cengiz, and Albert Levi. "WebRTC based augmented secure communication." In 2016 24th Signal Processing and Communication Application Conference (SIU). IEEE, 2016. http://dx.doi.org/10.1109/siu.2016.7496066.

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Hori, Yukari, Yutaka Tokuda, Takahiro Miura, Atsushi Hiyama, and Michitaka Hirose. "Communication pedometer." In the 4th Augmented Human International Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2459236.2459272.

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Zimmerman, Donald, and Linda Stapel. "Communication Science - An Alternative Paradigm for Technical Communication." In 2006 IEEE International Professional Communication Conference. IEEE, 2006. http://dx.doi.org/10.1109/ipcc.2006.320351.

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Berichte der Organisationen zum Thema "Alternative and augmented communication"

Fenske, George, and Layo Ajayi. Identification of Critical Process Parameters for Knife Milling and Alternative Communication Strategies. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1767136.

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Francesco, Petruccione,, Gastrow, Michael, Hadzic, Senka, et al. Evaluation of Alternative Telecommunication Technologies for the Karoo Central Astronomy Advantage Area. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0073.

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The National Research Foundation (NRF) requested the Academy of Science of South Africa (ASSAf), on behalf of South African Radio Astronomy Observatory (SARAO) and the Square Kilometre Array (SKA), to undertake an independent and objective evaluation of potential alternative telecommunication technologies for the areas of the Karoo Central Astronomy Advantage Areas (KCAAA). The study encompasses regulatory, public sphere, and technical dimensions to explore options for maintaining the functionality of the telescope while, at the same time, delivering appropriate connectivity solutions for local communities.The objectives of this study are as follows: 1) Assess the technologies currently being, or planning to be, deployed through existing alternative communications programs managed by SARAO, including whether these technologies are comparable with market available technologies that could feasibly be deployed in the KCAAA; and 2) Assessment of current and future telecommunication technologies that may act as suitable replacement and/or improvement (functional and feasible) for existing detrimental technologies, utilised in the KCAAA. This report provides a critical background into the relationship between the SKA and local communities as it relates to ICTs in the area. Based on this understanding, potential technology solutions are proposed to ensure residents of the KCAAA are still afforded valuable access to information and communication technologies (ICTs) within the parameters of affordability, desirability and feasibility.

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Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.

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The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.

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Melnyk, Andriy. «INTELLECTUAL DARK WEB» AND PECULIARITIES OF PUBLIC DEBATE IN THE UNITED STATES. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11113.

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The article focuses on the «Intellectual Dark Web», an informal group of scholars, publicists, and activists who openly opposed the identity politics, political correctness, and the dominance of leftist ideas in American intellectual life. The author examines the reasons for the emergence of this group, names the main representatives and finds that the existence of «dark intellectuals» is the evidence of important problems in US public discourse. The term «Intellectual Dark Web» was coined by businessman Eric Weinstein to describe those who openly opposed restrictions on freedom of speech by the state or certain groups on the grounds of avoiding discrimination and hate speech. Extensive discussion of the phenomenon of «dark intellectuals» began after the publication of Barry Weiss’s article «Meet the renegades from the «Intellectual Dark Web» in The New York Times in 2018. The author writes of «dark intellectuals» as an informal group of «rebellious thinkers, academic apostates, and media personalities» who felt isolated from traditional channels of communication and therefore built their own alternative platforms to discuss awkward topics that were often taboo in the mainstream media. One of the most prominent members of this group, Canadian clinical psychologist Jordan Peterson, publicly opposed the C-16 Act in September 2016, which the Canadian government aimed to implement initiatives that would prevent discrimination against transgender people. Peterson called it a direct interference with the right to freedom of speech and the introduction of state censorship. Other members of the group had a similar experience that their views were not accepted in the scientific or media sphere. The existence of the «Intellectual Dark Web» indicates the problem of political polarization and the reduction of the ability to find a compromise in the American intellectual sphere and in American society as a whole.

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Augmentative and Alternative Communication: Knowledge and Skills for Service Delivery. American Speech-Language-Hearing Association, 2002. http://dx.doi.org/10.1044/policy.ks2002-00067.

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Roles and Responsibilities of Speech-Language Pathologists With Respect to Augmentative and Alternative Communication: Position Statement. American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.ps2005-00113.

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Roles and Responsibilities of Speech-Language Pathologists With Respect to Augmentative and Alternative Communication: Technical Report. American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.tr2004-00262.

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Professor Sue Fletcher-Watson ‘How early life experiences of autistic children shape them as autistic adults’ – In Conversation. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.12926.

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Professor Sue Fletcher-Watson discusses how children develop and learn, about using technology for learning with augmentative and alternative communication systems, and her work as Director at the Salveson Mindroom Research Centre, University of Edinburgh.

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