Development of Korean Ewha-AAC Symbols: Validity of Vocabulary and Graphic Symbols

Park, Eunhye; Kim, Young Tae; Hong, Ki-Hyung; Seokjeong, Yeon; Yang, Kim Kyung; JangHyun, Lim

doi:10.14818/aac.2016.12.4.2.19

Cited by 12 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It comprises the following 2 iOS apps: TalkingBoogies-AAC for child caregiver communication and TalkingBoogies-Coach for caregiver collaboration. TalkingBoogies-AAC has several features, such as the use of Ewha [ 43 ], an AAC symbol system, and TTS. The team evaluated the developed app in 4 children with ASD and 3 teachers with at least 6 months of experience with AAC from a local special education school.…”

Section: Discussionmentioning

confidence: 99%

A Multimodal Messaging App (MAAN) for Adults With Autism Spectrum Disorder: Mixed Methods Evaluation Study

Hijab¹,

Al-Thani²,

Banire³

2021

JMIR Form Res

View full text Add to dashboard Cite

Background Individuals with autism spectrum disorder (ASD) often exhibit difficulties in social and communication skills. For more than 30 years, specialists, parents, and caregivers have used techniques, such as applied behavioral analysis, augmentative and alternative communication, and the picture exchange communication system to support the social and communication skills of people with ASD. Even though there are many techniques devised to enhance communication, these techniques are not considered in existing social media apps for people with ASD. Objective This study aimed to investigate the effect of adding accessibility features, such as text-to-speech (TTS), speech-to-text (STT), and communication symbols (CS), to a messaging app (MAAN). We hypothesized that these accessibility features can enhance the social and communication skills of adults with ASD. We also hypothesized that usage of this app can reduce social loneliness in adults with ASD. Methods Semistructured interviews were conducted with 5 experts working in fields related to ASD to help design the app. Seven adults with ASD participated in the study for a period of 10 to 16 weeks. Data logs of participants’ interactions with the app were collected. Additionally, 6 participants’ parents and 1 caregiver were asked to complete a short version of the Social and Emotional Loneliness Scale for Adults (SELSA-S) questionnaire to compare pre-post study results. The Mobile Application Rating Scale: user version questionnaire was also used to evaluate the app’s usability. Following the study, interviews were conducted with participants to discuss their experiences with the app. Results The SELSA-S questionnaire results showed no change in the family subscale; however, the social loneliness subscale showed a difference between prestudy and poststudy. The Wilcoxon signed-rank test indicated that poststudy SELSA-S results were statistically significantly higher than prestudy results (z=−2.047; P=.04). Point-biserial correlation indicated that the SELSA-S rate of change was strongly related to usage of the TTS feature (r=0.708; P=.04) and CS feature (r=−0.917; P=.002), and moderately related to usage of the STT feature (r=0.428; P=.17). Lastly, we adopted grounded theory to analyze the interview data, and the following 5 categories emerged: app support, feature relevance, user interface design, overall feedback, and recommendations. Conclusions This study discusses the potential for improving the communication skills of adults with ASD through special features in mobile messaging apps. The developed app aims to support the inclusion and independent life of adults with ASD. The study results showed the importance of using TTS, STT, and CS features to enhance social and communication skills, as well as reduce social loneliness in adults with ASD.

show abstract

Section: Discussionmentioning

confidence: 99%

A Multimodal Messaging App (MAAN) for Adults With Autism Spectrum Disorder: Mixed Methods Evaluation Study

Hijab¹,

Al-Thani²,

Banire³

2021

JMIR Form Res

View full text Add to dashboard Cite

show abstract

“…To ensure privacy when collecting user data, every data is uploaded on the server with an anonymous identifier. We adopted an Ewha AAC symbol system, Korean-based symbol illustrations, for our symbol display [31] in order to support children in successfully delivering region-specific ideas. Other customizing features for making it accessible to a wide range of children were included in TalkingBoogie-AAC, such as adjustable textto-speech (TTS) speed (0.5~2.0x), customizable main screen column size (2~4), and a scroll up, down button for scrolling.…”

Section: System Implementationmentioning

confidence: 99%

TalkingBoogie: Collaborative Mobile AAC System for Non-verbal Children with Developmental Disabilities and Their Caregivers

Shin

Song

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

Augmentative and alternative communication (AAC) technologies are widely used to help non-verbal children enable communication. For AAC-aided communication to be successful, caregivers should support children with consistent intervention strategies in various settings. As such, caregivers need to continuously observe and discuss children's AAC usage to create a shared understanding of these strategies. However, caregivers often find it challenging to effectively collaborate with one another due to a lack of family involvement and the unstructured process of collaboration. To address these issues, we present TalkingBoogie, which consists of two mobile apps: TalkingBoogie-AAC for caregiver-child communication, and TalkingBoogie-coach supporting caregiver collaboration. Working together, these applications provide contextualized layouts for symbol arrangement, scaffold the process of sharing and discussing observations, and induce caregivers' balanced participation. A two-week deployment study with four groups (N=11) found that TalkingBoogie helped increase mutual understanding of strategies and encourage balanced participation between caregivers with reduced cognitive loads.

show abstract

“…Shin, Kim과 Park (2017) (Wilkinson, Carlin, & Jagaroo, 2006 (Choi & Song, 2010a, 2010bKang, Kim, & Yeon, 2019;Shin et al, 2017;Yeon et al, 2016). 현재 타당성이 검증된 한국형 AAC 상징체계가 개발 (Chae, Park, Kim, & Yeon, 2020;Park, et al, 2016) REVT-E = Expressive Vocabulary Test (Kim et al, 2009); REVT-R = Receptive Vocabulary Test (Kim et al, 2009). 증된 체계이다 (Park et al, 2016;Yeon et al, 2016 REVT-E = Expressive Vocabulary Test (Kim et al, 2009); REVT-R = Receptive Vocabulary Test (Kim et al, 2009); 1 = age; 2 = REVT-R; 3 = REVT-E; 4 = Nonverbal IQ; 5 = 4 cell; 6 = 8 cell; 7 = 16 cell; 8 = 32 cell.…”

mentioning

confidence: 99%

Response Time of AAC Graphic Symbol Size and Number in Typically Developing Children

Hong¹,

Yeon²

2021

Commun Sci Disord

View full text Add to dashboard Cite

Objectives: AAC is a multimodal communication system that augments and provides alternates for individuals with limited verbal skills. It helps people with complex communication needs to communicate effectively with various people, promotes participation in many activities, and further promotes independent life. The purpose of this study was to investigate the response time of the selection of graphic symbols according to the size and number of graphic symbols in 5 and 6 year old typically developing children, to compare the differences, and to find out the correlation between age, vocabulary ability, intelligence, and response time. Methods: The participants were 16 children aged 5 years old, and 17 children aged 6 years. Five AAC boards were developed according to the size and number of graphic symbols. A two-way mixed ANOVA was conducted to find the difference in response time between groups according to AAC board type; and the correlation between age, vocabulary ability, non-verbal intelligence and graphic symbol selection response time was examined. Results: The main effect of the response time for selecting graphic symbols between the 5 and 6 year old groups was significant, and the difference in response time was also significant in the AAC board type according to the size and number of graphic symbols. It was found that age, receptive vocabulary ability, and non-verbal intelligence showed significant correlation according to the size and number of picture symbols. Conclusion: The results of this study show that age, receptive vocabulary ability, and non-verbal intelligence should be considered in selecting the size and number of graphic symbols. The necessity of developing and providing communication boards according to age, vocabulary ability and intelligence of AAC users was discussed.

show abstract

Development of Korean Ewha-AAC Symbols: Validity of Vocabulary and Graphic Symbols

Cited by 12 publications

References 0 publications

A Multimodal Messaging App (MAAN) for Adults With Autism Spectrum Disorder: Mixed Methods Evaluation Study

A Multimodal Messaging App (MAAN) for Adults With Autism Spectrum Disorder: Mixed Methods Evaluation Study

TalkingBoogie: Collaborative Mobile AAC System for Non-verbal Children with Developmental Disabilities and Their Caregivers

Response Time of AAC Graphic Symbol Size and Number in Typically Developing Children

Contact Info

Product

Resources

About