This study investigates the effects of targeted motion (i.e., smooth movement of a selected AAC symbol from its location to the center of the display) and decluttering of the AAC display on visual fixation duration and accuracy of symbol identification by participants with Down syndrome across three sessions. In each session, participants were first asked to find a target symbol in a grid display with and without targeted motion of selected symbols; data on their visual fixation duration were collected using the Tobii Spectrum Pro. Then they were asked to identify target picture symbols from a unique grid in response to the spoken name of the symbol. Visual fixation duration to target symbols was significantly greater in the condition with targeted motion and decluttering of the display compared to the static display condition across all three sessions. It was difficult for many participants to identify symbols accurately in both of the display conditions; participants demonstrated continued improvements across the three sessions with targeted motion displays while their performance seemed to plateau with the static displays that mimic those used in current practice. Targeted motion may be a powerful tool to increase visual attention to key aspects of AAC displays, but further investigation is required to fully understand how to harness motion to support learning and use of AAC displays.
Despite the potential benefits of augmentative and alternative communication (AAC), individuals who use or may benefit from AAC may encounter opportunity barriers that influence communication participation. Although prior research has examined AAC opportunity barriers, a context-specific examination has not been conducted in the Country of Georgia, an upper-middle-income country with a distinct post-Soviet history and evolving disability-related policies and perceptions. This integrated mixed-methods study investigated AAC-related opportunity barriers and facilitators identified by 55 professionals serving individuals who use or may benefit from AAC in Georgia who completed a survey; 13 survey participants also participated in one of two focus groups. Quantitative survey data were analyzed descriptively. Qualitative survey responses and focus-group transcripts were analyzed using a framework-guided content analysis. Integrated findings revealed barriers related to policy (e.g., limited professional regulation, inconsistent funding, and inequitable access to training and services), practice (e.g., workforce shortages, fragmented coordination, and limited opportunities for AAC implementation support), attitudes (e.g., beliefs that AAC may hinder spoken language development), and knowledge and skill (e.g., practitioner knowledge and skills in AAC assessment and system selection). Findings also highlighted practitioner burnout and emerging facilitators including collaboration, resilience, advocacy, and optimism regarding the future of AAC services in Georgia.
The purpose of this study is to describe the profile of children with speech and motor impairments assessed to use robots in collaborative games. The method employed is a descriptive exploratory design conducted by a research group from the Federal University of Sergipe, in Brazil in a Specialized Rehabilitation Center. Participants' data were grouped and analyzed considering motor aspects, communication, cognitive skills, and schooling information. Eleven children were selected as suitable for using eye tracking devices to control the robotic arm. The study indicated that children with severe motor impairments tend to spend more time on health services than educational services. It highlighted the need for better coordination between these services considering other social barriers and the use of AAC to support peer interaction.
Using communication aids in everyday interaction is often challenging, despite evidence showing that their use can facilitate linguistic development and social participation. Previous research has identified that a key factor in promoting the use of communication aids is teaching communication partners skills that facilitate aided interaction. This paper outlines, step by step, the design process of a new evidence-based intervention model called Reco (relaxed communication), which was developed according to the Intervention Mapping Protocol. Reco was designed for children and young people for whom communication aids are recommended as well as for their communication partners. The aim of Reco is to facilitate the use of communication aids in everyday interaction. The development process began by identifying the problem and objectives for intervention and continued by selecting evidence-based methods. In the pilot phase, participants comprised two school-aged children who use AAC and their parents, school instructors, and speech and language therapists, and in the implementation phase six children and their communication partners. The implementation phase is currently under review. This protocol article is valuable for demonstrating how to use participatory research design and evaluate evidence-based interventions in the AAC field.
