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Full-Text Articles in Education
Strategies For Highlighting Items Within Visual Scene Displays To Support Augmentative And Alternative Communication Access For Those With Physical Impairments, Kevin Pitt, John W. Mccarthy
Strategies For Highlighting Items Within Visual Scene Displays To Support Augmentative And Alternative Communication Access For Those With Physical Impairments, Kevin Pitt, John W. Mccarthy
Department of Special Education and Communication Disorders: Faculty Publications
Purpose: In contrast to the traditional grid-based display, visual scene displays (VSDs) offer a new paradigm for aided communication. For individuals who cannot select items from an AAC display by direct selection due to physical impairments, AAC access can be supported via methods such as item scanning. Item scanning sequentially highlights items on a display until the individual signals for selection. How items are highlighted or scanned for AAC access can impact performance outcomes. Further, the effectiveness of a VSD interface may be enhanced through consultation with experts in visual communication. Therefore, to support AAC access for those with physical …
Evaluating The Perspectives Of Those With Severe Physical Impairments While Learning Bci Control Of A Commercial Augmentative And Alternative Communication Paradigm, Kevin Pitt, Jonathan S. Brumberg
Evaluating The Perspectives Of Those With Severe Physical Impairments While Learning Bci Control Of A Commercial Augmentative And Alternative Communication Paradigm, Kevin Pitt, Jonathan S. Brumberg
Department of Special Education and Communication Disorders: Faculty Publications
Augmentative and alternative communication (AAC) techniques can provide access to communication for individuals with severe physical impairments. Brain–computer interface (BCI) access techniques may serve alongside existing AAC access methods to provide communication device control. However, there is limited information available about how individual perspectives change with motor-based BCI-AAC learning. Four individuals with ALS completed 12 BCI-AAC training sessions in which they made letter selections during an automatic row-column scanning pattern via a motor-based BCI-AAC. Recurring measures were taken before and after each BCI-AAC training session to evaluate changes associated with BCI-AAC performance, and included measures of fatigue, frustration, mental effort, …
Evaluating Person-Centered Factors Associated With Brain–Computer Interface Access To A Commercial Augmentative And Alternative Communication Paradigm, Kevin Pitt, Jonathan S. Brumberg
Evaluating Person-Centered Factors Associated With Brain–Computer Interface Access To A Commercial Augmentative And Alternative Communication Paradigm, Kevin Pitt, Jonathan S. Brumberg
Department of Special Education and Communication Disorders: Faculty Publications
Current BCI-AAC systems largely utilize custom-made software and displays that may be unfamiliar to AAC stakeholders. Further, there is limited information available exploring the heterogenous profiles of individuals who may use BCI-AAC. Therefore, in this study, we aimed to evaluate how individuals with amyotrophic lateral sclerosis (ALS) learned to control a motor-based BCI switch in a row-column AAC scanning pattern, and person-centered factors associated with BCI-AAC performance. Four individuals with ALS completed 12 BCI-AAC training sessions, and three individuals without neurological impairment completed 3 BCI-AAC training sessions. To assess person-centered factors associated with BCI-AAC performance, participants completed both initial and …
Serving Culturally And Linguistic Students Identified With A Communication Disability In The K-12 Educational Environments, Lashell Dauterman
Serving Culturally And Linguistic Students Identified With A Communication Disability In The K-12 Educational Environments, Lashell Dauterman
Theses and Dissertations
As more and more students enter public schools with culturally and linguistically diverse backgrounds that require services under the Individuals with Disabilities Education Act, facilitators must be more sensitive to the needs, especially in the area of communication. Augmentative and alternative communication devices and other assistive technology are required by law to be utilized with individuals identified as disabled. However, due to the challenges that exist in properly identifying and implementing intervention plans for children who require services as English language learners and special education, communication needs are often misidentified or not provided. Another issue that exists is the lack …