Developing multimedia interfaces for speech therapy

George, J.; Gnanayutham, Paul

doi:10.1007/s10209-009-0161-4

Cited by 10 publications

(3 citation statements)

References 4 publications

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“…Children with speech disorder such as dysarthria use alternate communication modes such as manual signs and visual signals under normal situations, which are a substitute for spoken words [14]. However, most of the existing speech assistive technologies (MSAT) focused on multimedia provide elements of speech recognition [15] or text input. It is unlikely for these programs to support young children who still have trouble pronouncing clearly and do not know alphabets.…”

Section: Related Workmentioning

confidence: 99%

Design and Development of Let’s Talk Now: A Speech Assistive Mobile App for Dysarthric Children

Subashini Annamalai,

Yusrita Mohd. Yusoff

2023

ARASET

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Dysarthria is a neurological disorder that damages the articulation of motor speech. Medical researchers have shown that young children suffering from dysarthria have no difficulty with their cognition, however since they are unable to communicate properly and smoothly with their family and friends, they have trouble speaking their thoughts. A multimedia assistive speaking intervention in the form of a mobile application named 'Let's Talk Now' which was designed and developed for the use of dysarthric children aged 3 to 7 years old. This application was meant to be an early intervention to encourage these children to communicate and enable others to understand them. It focuses on general terms of conversation for calling members of the family, simple greetings and gestures, locations, ordering food and drinks, listing events, and asking for support. This paper describes the design and development process of the speech assistive mobile application. It was designed and developed based on the ADDIE (Analysis, Design, Develop, Implement and Evaluate) Model. This paper also includes details on the evaluation of the prototype: alpha test and beta test. The purpose of designing and developing speech assistive multimedia tool for dysarthric children was to help them to be able to converse and interact with others at the early stage of recovery intervention. It is also an attempt to uphold the obligations of the Department of Social Welfare under the Ministry of Women, Family and Community Development, Ministry of Health and the Ministry of Education to provide recommendations for the care and support of the children with disabilities.

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Section: Related Workmentioning

confidence: 99%

Design and Development of Let’s Talk Now: A Speech Assistive Mobile App for Dysarthric Children

Subashini Annamalai,

Yusrita Mohd. Yusoff

2023

ARASET

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“…In normal condition, children with speech impairment such as dysarthria use alternative communication modes such as manual sign and visual symbols, which is a substitution for spoken words [42]. However, most of the existing SMAT include speech recognition elements [18] or text input. Young children who already having difficulty in pronouncing clearly and does not know alphabets, find it impossible for these systems to assist them.…”

Section: Multimedia Based Assistive Technology For Speech Impairmentmentioning

confidence: 99%

User Acceptance of ‘Let’s Talk Now’ Mobile App for Dysarthric Children

Annamalai

Yusoff

Harun

2021

Int. J. Interact. Mob. Technol.

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<p class="SPIEabstractbodytext">Dysarthria is a neurological disorder that damages of motor speech articulation.Young children who suffered from this disorder have no problem with their cognition, but they have difficulties to speak out their words. They could not have an accurate and smooth communication with their family and friends due to this disorder. Therefore, the purpose of this study is to investigate the user acceptance of an interactive speaking tool in the form of a mobile application named 'Let's Talk Now' which was designed with redundant multimedia elements for the use of dysarthric children aged 3 to 7 years old. This mobile appwas designed and developed as an early intervention to help the dysarthric who are facing problem to communicate and enable them to be understood by others. It focuses on daily usable conversation terms for family, greeting and expressions, places, ordering food and beverages, activities and asking for help. This study involved 15 respondents who are related to dysarthria namely therapists, parents, and teacher of dysarthric children. The 'Let's Talk Now' mobile app’s acceptance was evaluated using the USE (Usefulness, Satisfaction and Ease of Use) Questionnaire (Lund, 2001) which was used to measure its user acceptance. The findings described that all of the respondents agreed that the 'Let's Talk Now' mobile app is usable and suitable in helping the communication between dysarthric children and people.</p>

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“…To promote the motor learning of the tongue and overcome the problems and challenges associated with the tongue motor control, a few training methods have been developed and employed with sensory assistance via multiple modalities including visual, auditory, and tactile feedback. Visual/audio instructions have been provided by speech language pathologists or visualization/sonification of the real-time tongue movement has been provided by multimedia tools [ 14 ], [ 15 ], [ 16 ], [ 17 ], [ 18 ]. Also, tactile feedback has been provided by handheld tools like Abilex™ oral motor exerciser and Speech Buddies [19], [20].…”

Section: Introductionmentioning

confidence: 99%

Palatal Electrotactile Display Outperforms Visual Display in Tongue Motor Learning

Jiang

Kim

Park

2022

IEEE Trans. Neural Syst. Rehabil. Eng.

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Incomplete tongue motor control is a common yet challenging issue among individuals with neurotraumas and neurological disorders. In development of the training protocols, multiple sensory modalities including visual, auditory, and tactile feedback have been employed. However, the effectiveness of each sensory modality in tongue motor learning is still in question. The object of this study was to test the effectiveness of visual and electrotactile assistance on tongue motor learning, respectively. Eight healthy subjects performed the tongue pointing task, in which they were visually instructed to touch the target on the palate by their tongue tip as accurately as possible. Each subject wore a custom-made dental retainer with 12 electrodes distributed over the palatal area. For visual training, 3×4 LED array on the computer screen, corresponding to the electrode layout, was turned on with different colors according to the tongue contact. For electrotactile training, electrical stimulation was applied to the tongue with frequencies depending on the distance between the tongue contact and the target, along with a small protrusion on the retainer as an indicator of the target. One baseline session, one training session, and three post-training sessions were conducted over four-day duration. Experimental result showed that the error was decreased after both visual and electrotactile trainings, from 3.56±0.11 (Mean±STE) to 1.27±0.16, and from 3.97±0.11 to 0.53±0.19, respectively. The result also showed that electrotactile training leads to stronger retention than visual training, as the improvement was retained as 62.68±1.81% after electrotactile training and 36.59±2.24% after visual training, at 3-day post training.

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Developing multimedia interfaces for speech therapy

Cited by 10 publications

References 4 publications

Design and Development of Let’s Talk Now: A Speech Assistive Mobile App for Dysarthric Children

Design and Development of Let’s Talk Now: A Speech Assistive Mobile App for Dysarthric Children

User Acceptance of ‘Let’s Talk Now’ Mobile App for Dysarthric Children

Palatal Electrotactile Display Outperforms Visual Display in Tongue Motor Learning

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