Applying Functional Animation to Pictorial Symbols for Supporting P300–Brain–Computer Interface Access to Augmentative and Alternative Communication Devices by Children

Pitt, Kevin M.; Cole, Zachary J.; Zosky, Joshua

doi:10.1080/10447318.2022.2121566

Cited by 10 publications

(1 citation statement)

References 67 publications

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“…Frick et al [2] reviewed previous research on animation in AAC and suggested potential applications of animation to enhance linguistic and operational competence for individuals with complex communication needs. In the field of the brain-computer interface in AAC (BCI-AAC), Pitt et al [28] investigated the use of functional animated symbols in children aged 9 to 13 years old, reporting preliminary positive results. Finally, Schlosser et al [29] conducted a scoping review that describes the roles of animation in AAC for TD individuals and those with developmental disabilities (children and adults).…”

Section: Animation In Speech and Language Pathology Researchmentioning

confidence: 99%

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review

Vlachou,

Kambanaros,

Plotas

et al. 2024

Brain Sciences

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There is limited evidence regarding the effect of animation compared to static pictures on children’s language development. The aim was to systematically review the available literature for evidence concerning the effect of brief animation on spoken language responses (receptive—listening or expressive—speaking) in typically developing (TD) children aged 3 to 9 years. Five databases were searched, resulting in seven included studies. The characteristics of animated stimuli, the manner of presentation, and the language-related tasks were recorded, and questions were posed about the effect of brief animation on children’s receptive and expressive language abilities. The evidence suggests that animation may have a positive effect on expressive language abilities of children compared to static pictures. As far as the effect of animation on receptive language performance is concerned, the evidence is less concrete. Future directions regarding the potential of animation on language development are discussed.

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Section: Animation In Speech and Language Pathology Researchmentioning

confidence: 99%

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review

Vlachou,

Kambanaros,

Plotas

et al. 2024

Brain Sciences

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Promoting Simple and Engaging Brain–Computer Interface Designs for Children by Evaluating Contrasting Motion Techniques

Pitt,

Cole,

Zosky

2023

J Speech Lang Hear Res

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Purpose: There is an increasing focus on using motion in augmentative and alternative communication (AAC) systems. In considering brain–computer interface access to AAC (BCI-AAC), motion may provide a simpler or more intuitive avenue for BCI-AAC control. Different motion techniques may be utilized in supporting competency with AAC devices including simple (e.g., zoom) and complex (behaviorally relevant animation) methods. However, how different pictorial symbol animation techniques impact BCI-AAC is unclear. Method: Sixteen healthy children completed two experimental conditions. These conditions included highlighting of pictorial symbols via both functional (complex) and zoom (simple) animation to evaluate the effects of motion techniques on P300-based BCI-AAC signals and offline (predicted) BCI-AAC performance. Results: Functional (complex) animation significantly increased attentional-related P200/P300 event-related potential (ERP) amplitudes in the parieto-occipital area. Zoom (simple) animation significantly decreased N400 latency. N400 ERP amplitude was significantly greater, and occurred significantly earlier, on the right versus left side for the functional animation condition within the parieto-occipital bin. N200 ERP latency was significantly reduced over the left hemisphere for the zoom condition in the central bin. As hypothesized, elicitation of all targeted ERP components supported offline (predicted) BCI-AAC performance being similar between conditions. Conclusion: Study findings provide continued support for the use of animation in BCI-AAC systems for children and highlight differences in neural and attentional processing between complex and simple animation techniques. Supplemental Material: https://doi.org/10.23641/asha.24085623

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Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists and Special Education Teachers: Prevalence and Preferences

Pitt,

Brennan,

Sauerwein

et al. 2023

Perspect ASHA SIGs

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Purpose: Preservice training is an important step to provide augmentative and alternative communication (AAC) professionals with the skills needed to facilitate inclusion and AAC success. However, existing research has largely focused on evaluating the perspectives of speech-language pathology faculty regarding preservice AAC course design. Thus, identifying important teaching topics and pedagogical teaching strategies for AAC from the perspectives of practicing professionals may provide an avenue for bolstering effective AAC implementation. Method: A total of 67 speech-language pathologists (SLPs) and 330 special education teachers (SETs) in the state of Nebraska completed an online survey investigating the prevalence of preservice training in AAC, preferred teaching topics and strategies, and self-perceived levels of competency immediately following their preservice training in AAC. Results: The majority of SLPs (76.1%) and the minority of SETs (23.5%) indicated receiving a dedicated course in AAC. Participants reported a preference for active learning activities, or a mix of active and passive learning, although specific preferences slightly differed between SLPs and SETs. Participants also indicated a desire for the incorporation of individuals from different disciplines in their preservice coursework. However, strategies for facilitating interactive learning between disciplines require further study. Conclusion: Study findings corroborate and extend existing research and methods for preservice AAC delivery. Supplemental Material: https://doi.org/10.23641/asha.24316996

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Applying Functional Animation to Pictorial Symbols for Supporting P300–Brain–Computer Interface Access to Augmentative and Alternative Communication Devices by Children

Cited by 10 publications

References 67 publications

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review

Promoting Simple and Engaging Brain–Computer Interface Designs for Children by Evaluating Contrasting Motion Techniques

Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists and Special Education Teachers: Prevalence and Preferences

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