Caregivers’, teachers’, and assistants’ use and learning of partner strategies in communication using high-tech speech-generating devices with children with severe cerebral palsy

Tegler, Helena; Pless, Mia; Johansson, Monica; Sonnander, Karin

doi:10.1080/10400435.2019.1581303

Assistive Technology

2019

DOI: 10.1080/10400435.2019.1581303

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Caregivers’, teachers’, and assistants’ use and learning of partner strategies in communication using high-tech speech-generating devices with children with severe cerebral palsy

Helena Tegler

Mia Pless

Monica Johansson

et al.

Abstract: Sonnander (2019): Caregivers', teachers', and assistants' use and learning of partner strategies in communication using high-tech speech-generating devices with children with severe cerebral palsy, Assistive Technology,

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Cited by 3 publications

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References 44 publications

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“…Research found that social and pedagogical inclusion of students with, for example, complex communication needs was demanding (Andzik et al, 2016;Radford et al, 2015;T€ onsing & Dada, 2016). Moreover, implementing eye-gaze accessed SGDs in classroom settings was difficult (Rytterstr€ om, Borgestig, & Hemmingsson, 2016;Tegler, Pless, Blom Johansson, & Sonnander, 2019;van Niekerk & T€ onsing, 2015). In a study by Rytterstr€ om et al (2016), teachers expressed a conflict between the need to follow the process on the SGD screen, the student's eye movements and facial expressions, and the need to face the rest of the class.…”

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confidence: 99%

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Tegler

Johansson

2020

Augmentative and Alternative Communication

Self Cite

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Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants' classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent onscreen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student's access to the vocabulary relevant to answering the teacher's question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom.

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mentioning

confidence: 99%

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Tegler

Johansson

2020

Augmentative and Alternative Communication

Self Cite

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Social Validity, Cost, Acceptability, and Feasibility of Augmentative and Alternative Communication Devices Used for Individuals With Autism Spectrum Disorder and Intellectual Disability: A Systematic Review

et al. 2022

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Purpose: The authors conducted a systematic review of single-case experimental designs that included individuals with autism spectrum disorder and/or intellectual disability who used speech-generating devices (SGDs) for communication. The purpose of this study was to review subjective and normative pre- and post-intervention social validity data, in addition to the cost, acceptability, and feasibility of the SGDs used in the studies. The authors also studied trends in the reporting of pre- and post-intervention data over time. Method: A systematic review of 7,327 articles resulted in 86 articles that met design quality criteria and included participants who used SGDs. A group of raters completed interrater reliability for all stages of the review. Results: Researchers reported more subjective than normative data. Few studies reported on the price of the SGD or the person who purchased the SGD. More researchers reported using an SGD with more than one use, but few solicited feedback about the SGD used during the intervention. Few researchers reported information about the portability of the device or the operation effort. Conclusions: Reporting on social validity represents a substantial limitation in experimental studies. Future work incorporating less biased/more objective measures is important for the creation of socially valid interventions.

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Leveraging Communication Partner Speech to Automate Augmented Input for Children on the Autism Spectrum Who Are Minimally Verbal: Prototype Development and Preliminary Efficacy Investigation

Holyfield,

MacNeil,

Caldwell

et al. 2024

Am J Speech Lang Pathol

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Purpose: Augmentative and alternative communication (AAC) technology innovation is urgently needed to improve outcomes for children on the autism spectrum who are minimally verbal. One potential technology innovation is applying artificial intelligence (AI) to automate strategies such as augmented input to increase language learning opportunities while mitigating communication partner time and learning barriers. Innovation in AAC research and design methodology is also needed to empirically explore this and other applications of AI to AAC. The purpose of this report was to describe (a) the development of an AAC prototype using a design methodology new to AAC research and (b) a preliminary investigation of the efficacy of this potential new AAC capability. Method: The prototype was developed using a Wizard-of-Oz prototyping approach that allows for initial exploration of a new technology capability without the time and effort required for full-scale development. The preliminary investigation with three children on the autism spectrum who were minimally verbal used an adapted alternating treatment design to compare the effects of a Wizard-of-Oz prototype that provided automated augmented input (i.e., pairing color photos with speech) to a standard topic display (i.e., a grid display with line drawings) on visual attention, linguistic participation, and (for one participant) word learning during a circle activity. Results: Preliminary investigation results were variable, but overall participants increased visual attention and linguistic participation when using the prototype. Conclusions: Wizard-of-Oz prototyping could be a valuable approach to spur much needed innovation in AAC. Further research into efficacy, reliability, validity, and attitudes is required to more comprehensively evaluate the use of AI to automate augmented input in AAC.

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Caregivers’, teachers’, and assistants’ use and learning of partner strategies in communication using high-tech speech-generating devices with children with severe cerebral palsy

Abstract: Sonnander (2019): Caregivers', teachers', and assistants' use and learning of partner strategies in communication using high-tech speech-generating devices with children with severe cerebral palsy, Assistive Technology,

Cited by 3 publications

References 44 publications

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Social Validity, Cost, Acceptability, and Feasibility of Augmentative and Alternative Communication Devices Used for Individuals With Autism Spectrum Disorder and Intellectual Disability: A Systematic Review

Leveraging Communication Partner Speech to Automate Augmented Input for Children on the Autism Spectrum Who Are Minimally Verbal: Prototype Development and Preliminary Efficacy Investigation

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