scholarly journals An AAC Mobile-Based Application for People with Intellectual Disability: A Case Study in Brazil

2020 ◽  
Vol 2020 ◽  
pp. 1-12
Author(s):  
Mauro José Conte ◽  
Marcelo Gitirana Gomes Ferreira ◽  
Alejandro R. García Ramírez
Keyword(s):  
Intellectual Disability ◽  
Augmentative And Alternative Communication ◽  
Communication Disorders ◽  
User Centered Design ◽  
Alternative Communication ◽  
Educational Value ◽  
Rehabilitation Process ◽  
System Usability Scale ◽  
System Usability

Augmentative and Alternative Communication (AAC) techniques are employed to mediate communication with people who have communication disorders, as in cases of intellectual disability. Although there are various digital solutions that promote alternative communication options for individuals with communication disorders, only a few of them have been specifically designed or targeted to people with intellectual disability (ID). This work is motivated by the lack of AAC solutions contributing to the rehabilitation processes of individuals with intellectual disability in Brazil. The study presents a mobile-based AAC solution conceived as a tool to assist the rehabilitation process of people with ID. The design was based on user-centered design principles and accessibility standards. The System Usability Scale (SUS) questionnaire was used to evaluate the solution. Four specialists and twenty-five students participated in this study. The proposed solution shows the potential educational value for professionals who assist individuals with intellectual disability in Brazil.

Do We Keep Driving? Effectiveness of Rural Augmentative and Alternative Communication Mobile Service Delivery

1995 ◽  
Vol 14 (1) ◽  
pp. 33-44
Author(s):  
Sheela Stuart ◽  
Anne Massey
Keyword(s):  
New Mexico ◽  
Graduate Students ◽  
Service Delivery ◽  
Augmentative And Alternative Communication ◽  
Communication Disorders ◽  
Mobile Service ◽  
Mobile Unit ◽  
Alternative Communication ◽  
Persons With Disabilities ◽  
Educational Value

Over a twelve month period, a mobile unit was used to meet Augmentative and Alternative communication (AAC) evaluation needs in rural New Mexico through a team comprised of an experienced faculty and graduate students in communication disorders. Two questionnaires were used to evaluate the efficacy of service delivery for clients and educational value for graduate students. Positive responses from both questionnaires indicated that more persons with disabilities received evaluations for AAC and more real world training experiences for preprofessionals was made available. However, there also was evidence of need for improvement in specific procedural details. Graduate students which participated in the AAC evaluations reported that providing service in this manner was a highly demanding experience in terms of time and commitment.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

scholarly journals Increasing Usability of Homecare Applications for Older Adults: A Case Study

Designs ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 23 ◽  
Author(s):  
Christos Panagopoulos ◽  
Andreas Menychtas ◽  
Panayiotis Tsanakas ◽  
Ilias Maglogiannis
Keyword(s):  
Emergency Response ◽  
Independent Living ◽  
The Elderly ◽  
Usability Assessment ◽  
Technological Advances ◽  
System Usability Scale ◽  
System Usability ◽  
Practical Guidelines ◽  
Depth Interviews

As the world’s population is ageing, the field dealing with technology adoption by seniors has made headway in the scientific community. Recent technological advances have enabled the development of intelligent homecare systems that support seniors’ independent living and allow monitoring of their health status. However, despite the amount of research to understand the requirements of systems designed for the elderly, there are still unresolved usability issues that often prevent seniors from enjoying the benefits that modern ICT technologies may offer. This work presents a usability assessment of “HeartAround”, an integrated homecare solution incorporating communication functionalities, as well as health monitoring and emergency response features. An assessment with the system usability scale (SUS) method, along with in-depth interviews and qualitative analysis, has provided valuable insights for designing homecare systems for seniors, and validated some effective practical guidelines.

Pengembangan Front-End Website Perpustakaan Politeknik Negeri Jakarta dengan menggunakan Metode User Centered Design

2020 ◽  
Vol 6 (2) ◽  
pp. 89-95
Author(s):  
Cerah Ayunda Prawastiyo ◽  
Indra Hermawan
Keyword(s):  
User Interface ◽  
User Experience ◽  
Black Box ◽  
User Centered Design ◽  
Front End ◽  
System Usability Scale ◽  
System Usability ◽  
Experience Questionnaire ◽  
User Centered

Penggunaan internet di Indonesia khususnya di instansi pendidikan terutama perguruan tinggi yaitu mengandalkan internet untuk mencari kumpulan informasi dan referensi terkait dengan mata kuliah. Salah satu unit di sebuah perguruan tinggi yang menggunakan internet dengan memanfaatkan sistem informasi berbasis website adalah perpustakaan Politeknik Negeri Jakarta (PNJ). Website berperan penting untuk instansi sebagai acuan website yang baik salah satunya dapat dinilai dari sisi User Interface (UI) yang memiliki tampilan menarik dan User Experience (UX) untuk meningkatkan kenyamanan pengguna website. Dalam pengembangan front end website perpustakaan menggunakan metode User Centered Design (UCD), framework bootstrap, bahasa pemrograman HTML5, CSS dan Javascript. Pada tahap evaluasi design dalam bentuk wireframe menggunakan metode System Usability Scale (SUS) mendapatkan skor 83, pengujian black box untuk mengukur fungsionalitas website mendapatkan hasil sesuai dengan skenario, pengujian User Experience Questionnaire (UEQ) untuk mengukur tingkat kenyamanan pengguna website mendapatkan hasil positif.

Thomas the Writer

1995 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Doreen M. Blischak
Keyword(s):  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Second Grade ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Central Vision ◽  
Grade Classroom

A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.

Augmentative and Alternative Communication (AAC) Use Among Patients Followed by a Multidisciplinary Cleft and Craniofacial Team

2020 ◽  
pp. 105566562094760
Author(s):  
Mark N. Brown ◽  
Lynn Marty Grames ◽  
Gary B. Skolnick
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Disorders ◽  
Sample Population ◽  
Alternative Communication ◽  
Number Of Patients ◽  
Tertiary Teaching ◽  
Syndromic Diagnosis ◽  
Tertiary Teaching Hospital ◽  
Therapeutic Context ◽  
Communication Needs

Objective: To establish preliminary data describing the number of patients who visit a multidisciplinary cleft and craniofacial team who use augmentative and alternative communication (AAC) supports. Design: This retrospective study consisted of chart reviews for all patients who visited a single site’s multidisciplinary cleft and craniofacial team for 1 calendar year. Setting: A single multidisciplinary craniofacial team at a tertiary teaching hospital. Participants: Four hundred sixty-four patients met the inclusion criteria for this study. Of these, 59.9% (n = 278) were male and 40.1% (n = 186) were female. Results: Of the sample population, 6.9% (n = 32) were AAC users as they received AAC intervention in a therapeutic context, while 93.1% (n = 432) were not. The AAC group had a mean age of 5.1 years (standard deviation [SD]: 4.2) and was 68.8% (n = 22) male. The non-AAC group had a mean age of 6.3 (SD: 4.9) and was 59.3% (n = 256) male. Within the AAC group, 40.6% (n = 13) were found to have an identified syndromic diagnosis in comparison to 17.6% (n = 76) of the non-AAC group ( P = .003). Conclusions: This is the first study to report the prevalence of AAC use among patients in the care of multidisciplinary cleft and craniofacial teams. Our findings suggest that a subset of craniofacial team patients may have complex communication disorders that require AAC supports. Craniofacial teams should be aware of resources available for these patients so that the patients’ communication needs are met in the hospital, in school, and in the community.

Using a Speech-Generating Device to Enhance Communicative Abilities for an Adult With Moderate Intellectual Disability

2008 ◽  
Vol 46 (5) ◽  
pp. 376-386 ◽  
Author(s):  
Melissa A. Cheslock ◽  
Andrea Barton-Hulsey ◽  
MaryAnn Romski ◽  
Rose A. Sevcik
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Language Disorder ◽  
Expressive Language ◽  
Self Determination ◽  
Alternative Communication ◽  
Moderate Intellectual Disability ◽  
Speech Generating Device ◽  
Communicative Abilities

Abstract For adults with disabilities who are unable to speak, the literature recommends that intervention include augmentative and alternative communication (AAC) to improve communication and interactions with others. Some adults with moderate intellectual disabilities who exhibit limited functional speech are often overlooked as candidates for AAC interventions because they have some speech abilities. The perception is that they are too old to improve their language and communication skills. This article presents a case report of a 30-year-old woman with a moderate intellectual disability and a severe expressive language disorder who uses a speech-generating device as a compensatory strategy to facilitate her communicative abilities, independence, and self-determination.

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