Communication Interface Generation For HW/SW Architecture In The STARSoC Environment

2006 ◽  
Author(s):  
Abdelhalim Samahi ◽  
El-bay Bourennane ◽  
Sami Boukhechem
Keyword(s):  
Communication Interface ◽  
Interface Generation

scholarly journals Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

2021 ◽  
Vol 18 (10) ◽  
pp. 5134
Author(s):  
Yu-Hsin Hsieh ◽  
Maria Borgestig ◽  
Deepika Gopalarao ◽  
Joy McGowan ◽  
Mats Granlund ◽  
...  
Keyword(s):  
Eye Gaze ◽  
Dyadic Interaction ◽  
Communicative Interaction ◽  
Communication Interface ◽  
Complex Needs ◽  
Dyadic Communication ◽  
Communication Partners ◽  
Severe Motor ◽  
Communication Needs ◽  
Symmetrical Communication

Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.

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