Towards Using Tiny Multi-sensors Unit for Child Care Reminders

2016 IEEE Second International Conference on Multimedia Big Data (BigMM) ◽

10.1109/bigmm.2016.52 ◽

2016 ◽

Cited By ~ 2

Author(s):

Geoffrey Poon ◽

Kin Chung Kwan ◽

Wai-Man Pang ◽

Kup-Sze Choi

Keyword(s):

Child Care

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Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.1.21 ◽

2010 ◽

Vol 19 (1) ◽

pp. 21-28

Author(s):

Kathryn Wishart

Keyword(s):

Child Care ◽

Young Children ◽

High Tech ◽

Speech Language Pathologists ◽

Cultural Backgrounds ◽

Community Based ◽

Multicultural Community ◽

Canadian Perspective ◽

Communication Devices ◽

Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

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