Most healthy young people can use a visual P300-based speller in a controlled laboratory setting1. Previous studies in people with severe disabilities have been limited to relatively small populations [2,3,4] or have been in populations with a variety of different disorders [5,6]. Here, we evaluate the performance of a larger population of people severely disabled by ALS. We sought to identify factors that affect performance and methods for improving performance. The study is part of a program that is providing the P300 speller for long-term independent home use.

Syftet med denna studie är att undersöka hur elever i grundsärskolan inriktning träningsskola kommunicerar med hjälp av digitala verktyg respektive pappersbilder, med frågeställningen; på vilket sätt ger pappersbilder respektive appen Widgit Go elever stöd i sin kommunikation? Detta har undersökts i en kvalitativ studie med deltagande observationer som metod. Fem deltagare deltog i studien. Under sammanlagt tio tillfällen använde deltagarna först pappersbilder sen en kommunikationsapp i en Ipad för att begära olika föremål. Resultatet visade att båda hjälpmedlen fungerade som stöd deltagarnas kommunikation och att de använder Ipaden och pappersbilderna på samma sätt för att kommunicera. Kommunikationen med pappersbilder visade fördelar genom att deltagarnas uppmärksamhet i kommunikationen riktades mot mottagaren. Ipaden visade sig ha fördelar genom att den minskade risken för missuppfattningar i kommunikationen. / The aim of this study was to investigate how pupils in a special training school communicate with digital tools and paper images. The specific research question was in what way paper images and the Ipad communication app Widgit Go could support pupils in their communication. The method used involved qualitative participant observation on two occasions with five different pupils. In all, ten observations were conducted where the participants first used paper images followed by the Ipad app to request certain objects. The results showed that both tools supported the communication of the participants and that the app and the paper images were used in a similar manner to communicate. The paper imageshowed advantages by directing the attention of the communication towards the receiver. The Ipad app showed advantages by decreasing the risk for misunderstandings in the communication.

The present diploma thesis deals with the topic of communication support in patients with multiple sclerosis in the terminal stage of the disease. Since the number of institutions in the Czech republic which deal with this issue is extremely limited, the questions addressed in the thesis are more topical than ever. In the first part of the thesis, the author introduces to the reader the disease as such, with its clinical picture and pathologies, types, diagnostics, progress, and treatment. The aim of the thesis is to characterize the needs and forms of support for patients with respect to communication and in order to reach this aim the author conducted a survey in an institution in the form of an exploratory research. Answers to the research questions were sought in case studies of patients who were willing to participate in the research and who shared their life stories and provided insight into their intimate struggle to cope with the disease in the best way possible. Their goal was prosaically simple - to keep control over their lives and their human dignity for as long as possible. KEYWORDS multiple sclerosis, augmentative communication, alternative communication, technical aids, non-technical aids

Orientador: Débora Deliberato / Banca: Sadao Omote / Banca: Célia Maria Giacheti / Banca: Leila Regina d'Oliveira de Paula Nunes / Banca: Dionísia Aparecida Cusin Lamônica / Resumo: Pesquisadores da área de comunicação suplementar e alternativa têm discutido a falta de instrumentos para avaliar crianças e jovens com necessidade complexa de comunicação. Este trabalho teve por objetivo selecionar vocábulos para um instrumento de avaliação do repertório de vocabulário de crianças não-oralizadas com idade de dois a onze anos e onze meses. Para a seleção dos vocábulos foram realizados três estudos. O primeiro estudo identificou e descreveu instrumentos disponíveis para avaliação do vocabulário receptivo e suas listas de vocábulos. O segundo estudo identificou e descreveu pesquisas que apresentaram inventários ou listas de vocábulos empregados por crianças e seus parceiros de comunicação. O terceiro estudo utilizou o Protocolo de Habilidades de Comunicação para alunos não-falantes em situação familiar e escolar com o objetivo de identificar o vocabulário relatado por pais e professores durante a rotina de crianças e jovens com deficiência nãooralizados. A partir do resultado de vocábulos identificados nos três estudos foram estabelecidos critérios para análise do material: o número de ocorrência dos vocábulos; a classificação do sistema Picture Communication Symbols e uma classificação semântica e sintática. A classificação dos vocábulos de acordo com o sistema Picture Communication Symbols e a classificação semântica e sintática passaram por julgamento de juízes para verificar o índice de concordância. Com respeito à freqüência de ocorrência dos vocábulos, dos 1.181 vocábulos identificados nos três estudos observou-se que 648 (54,87%) vocábulos foram citados uma única vez, 1.014 (85,86%) dos vocábulos ocorreram de uma a quatro vezes e somente 167 (14,14%) vocábulos foram verificados com freqüência de ocorrência igual ou maior que cinco. Com respeito à classificação dos vocábulos pelo sistema Picture... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Researchers in the field of alternative and supplementary communication have studied the lack of instruments to assess children and young people with a complex communication need. This study is focused in selecting words for an assessment tool of vocabulary range in nonspeaking children aged between two and eleven years and eleven months old. Three studies were necessary to select the words. The first study identified and described tools available for the assessment of receptive vocabulary and its lists of words. The second study identified and described the research which showed inventories or lists of words used by children and their partners in communication. The third study used the Communication Skills Protocol for nonspeaking students in school and family situations in order to identify the vocabulary reported by parents and teachers during the routine of those non-speaking children and teenagers. Based on the result of words identified in the three studies, criteria were established to analyze the material: the number of word occurrence, the classification of the Picture Communication Symbols system and a syntactic and semantic classification. The classification of words according to the Picture Communication Symbols system and the syntactic and semantic classification were verified by judges so that the agreement index could be checked. Regarding the frequency of word occurrence, it was found that, out of 1.181 words identified in the three studies, the study indicated that 648 (54.87%) words were mentioned only once, 1.014 (85.86%) words were mentioned between one and four times, and only 167 (14.14%) words were verified with an occurrence of frequency greater than or equal to five. Concerning the classification of words by the Picture Communication Symbols system, it was observed that the classification of words which were concrete and abstract nouns represented a greater number... (Complete abstract click electronic access below) / Doutor

Bakalauro darbe nagrinėjami augmentinės ir alternatyiosios komunikacijos taikymo ikimokyklinio amžiaus vaikams, turintiems autizmo spektro sutrikimų ypatumai. Siekta nustatyti, kaip komunikuoja autizmo spektro sutrikimų turintys vaikai, kokias augmentinės ir alternatyvios komunikacijos priemones naudoja. Tyrime dalyvavo 11 pedagogų (logopedai, auklėtojai), dirbantys ikimokyklinėse įstaigose ir ugdantys autizmo spektro sutrikimų turinčius vaikus. Pusiau struktūruoto interviu metodu atliktas tyrimas, kuriuo buvo norima nustatyti augmentinės ir alternatyvios komunikacijos taikymo ypatymus, ugdant ikimokyklinio amžiaus vaikus, turinčius autizmo spektro sutrikimų. Atlikus tyrimą paaiškėjo, jog vaikai, turintys autizmo spektro sutrikimų nesupranta komunikavimo paskirties, nenaudoja kalbos bendravimui. Autizmo spektro sutrikimų turintys vaikai geba bendrauti verbaliai arba neverbaliai. Dažniau pasireiškia neverbalus bendravimas naudojant simbolius, gestus, mimiką. Šių vaikų komunikacinių ir bendravimo gebėjimų ugdymui naudojama augmentinė ir alternatyvioji komunikacija. Pedagogai, mokydami vaikus augmentinės ir alternatyviosios komunikacijos dažniausiai naudoja vaizdines priemones. Pedagogai, dirbantys su autistiškais vaikais, jų komunikaciniams gebėjimams ugdyti derina tarpusavyje šias augmentinės ir alternatyviosios komunikacijos priemones: gestai; simboliai; gestai – simboliai; simboliai – daiktai; simboliai – kalba; gestas – kalba. Pedagogams didžiausių sunkumų taikant... [toliau žr. visą tekstą] / This bachelor’s work analyses augmentative and alternative communication use for pre-school age children with autism spectrum disorders. The goal is to determine how children that have autism spectrum disorders communicate, which augmentative and alternative communication means they use. The study was participated by 11 pedagogues (speech therapists, preceptors) which work in pre-school institutions and are working with children that have autism spectrum disorders. A study was done in a semi structured interview method to determine augmentative and alternative communication application peculiarities in developing pre-school age children that have autism spectrum disorders. The study showed that children with autism spectrum disorders do not understand communication purpose and they do not use speech to communicate. Children with autism spectrum disorder are able to interact verbally and nonverbally. More often reported use of nonverbal interaction which is being used through symbols, gestures, mimics. To develop those children ability to communicate and interact, augmentative and alternative communication is being used. Pedagogues that work with autistic children to develop a child’s communication abilities combine the use of these augmentative and alternative communication tools: gesture; symbols; gesture – symbols; symbols – objects; symbols – speech; gesture – speech. The biggest difficulty for pedagogues to apply augmentative and alternative communication is the negative... [to full text]

Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-08-03Bitstream added on 2014-06-13T21:03:15Z : No. of bitstreams: 1 paura_ac_dr_mar.pdf: 1120352 bytes, checksum: b1fa6d682aefa46927507402c59a8398 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Pesquisadores da área de comunicação suplementar e alternativa têm discutido a falta de instrumentos para avaliar crianças e jovens com necessidade complexa de comunicação. Este trabalho teve por objetivo selecionar vocábulos para um instrumento de avaliação do repertório de vocabulário de crianças não-oralizadas com idade de dois a onze anos e onze meses. Para a seleção dos vocábulos foram realizados três estudos. O primeiro estudo identificou e descreveu instrumentos disponíveis para avaliação do vocabulário receptivo e suas listas de vocábulos. O segundo estudo identificou e descreveu pesquisas que apresentaram inventários ou listas de vocábulos empregados por crianças e seus parceiros de comunicação. O terceiro estudo utilizou o Protocolo de Habilidades de Comunicação para alunos não-falantes em situação familiar e escolar com o objetivo de identificar o vocabulário relatado por pais e professores durante a rotina de crianças e jovens com deficiência nãooralizados. A partir do resultado de vocábulos identificados nos três estudos foram estabelecidos critérios para análise do material: o número de ocorrência dos vocábulos; a classificação do sistema Picture Communication Symbols e uma classificação semântica e sintática. A classificação dos vocábulos de acordo com o sistema Picture Communication Symbols e a classificação semântica e sintática passaram por julgamento de juízes para verificar o índice de concordância. Com respeito à freqüência de ocorrência dos vocábulos, dos 1.181 vocábulos identificados nos três estudos observou-se que 648 (54,87%) vocábulos foram citados uma única vez, 1.014 (85,86%) dos vocábulos ocorreram de uma a quatro vezes e somente 167 (14,14%) vocábulos foram verificados com freqüência de ocorrência igual ou maior que cinco. Com respeito à classificação dos vocábulos pelo sistema Picture... / Researchers in the field of alternative and supplementary communication have studied the lack of instruments to assess children and young people with a complex communication need. This study is focused in selecting words for an assessment tool of vocabulary range in nonspeaking children aged between two and eleven years and eleven months old. Three studies were necessary to select the words. The first study identified and described tools available for the assessment of receptive vocabulary and its lists of words. The second study identified and described the research which showed inventories or lists of words used by children and their partners in communication. The third study used the Communication Skills Protocol for nonspeaking students in school and family situations in order to identify the vocabulary reported by parents and teachers during the routine of those non-speaking children and teenagers. Based on the result of words identified in the three studies, criteria were established to analyze the material: the number of word occurrence, the classification of the Picture Communication Symbols system and a syntactic and semantic classification. The classification of words according to the Picture Communication Symbols system and the syntactic and semantic classification were verified by judges so that the agreement index could be checked. Regarding the frequency of word occurrence, it was found that, out of 1.181 words identified in the three studies, the study indicated that 648 (54.87%) words were mentioned only once, 1.014 (85.86%) words were mentioned between one and four times, and only 167 (14.14%) words were verified with an occurrence of frequency greater than or equal to five. Concerning the classification of words by the Picture Communication Symbols system, it was observed that the classification of words which were concrete and abstract nouns represented a greater number... (Complete abstract click electronic access below)

The visually impaired community forms a small but integral part of South Africa with the potential to contribute meaningfully to its infrastructure and society, yet blind learners still seem to struggle with computer use. There are various barriers that stand between blind learners and computer access. In this study, I explore the experiences of blind high-school learners (n=4) with regards to computer use. A qualitative case study was applied as research design at a high-school for the visually impaired. Data sources included semi-structured interviews and focus-group discussions, which were audio-recorded and transcribed. Observation-in-thecontext was documented in research diaries and field notes. Following thematic analysis, the following themes emerged: value of computer use for blind users; barriers related to blind computer use; and future solutions and possibilities of blind computer use. Insights may inform future conceptualisation and implementation of computer use amongst blind high school learners. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

Barn är en stor patientgrupp inom ögonsjukvård, vilka har behov av att känna trygghet exempelvis genom att få förberedande information. För att möjliggöra detta krävs att barnet får möjlighet att kommunicera på sin nivå. Alternativ kompletterande kommunikation som till exempel bildstöd kan vara en möjlighet att ge barnet förutsättningar för att få sin röst hörd. Syftet med studien var att undersöka sjuksköterskors uppfattningar om att använda bildstöd i omvårdnaden av barn inom ögonsjukvård. En kvalitativ intervjustudie med induktiv ansats genomfördes där sex ögonsjuksköterskor och två allmänsjuksköterskor intervjuades med hjälp av semistrukturerade frågor. Data analyserades med hjälp av kvalitativ innehållsanalys, vilket resulterade i tre huvudkategorier: Barnet i centrum, Bildstödets betydelse, och Viljan att använda bildstöd. I resultatet framkom att ögonsjuksköterskan använder bildstöd i låg grad. Det fanns ett intresse för att börja använda sig av och implementera bildstöd. Genom att använda bildstöd kan barnet förberedas inför sitt besök och på så sätt skapas trygghet samt främjas kommunikation. Genom att göra barnets röst hörd skapas möjlighet att arbeta utifrån ett barncentrerat perspektiv. Då tidigare erfarenhet av bildstöd inom ögonsjukvård är bristfällig var det av stor vikt att utforska ämnet vidare. / Children are a large patient group in ophthalmic care. Children have a need to feel secure and have access to introductory information. To enable this, the child must be able to communicate at his or her level. Alternative augmentative communication such as image support may be an opportunity for the child to have their voice heard. The purpose of the study was to investigate nurses' perceptions of using image support in the care of children in ophthalmic care. A qualitative study was conducted with an inductive approach where six ophthalmic nurses and two registered nurses were interviewed with the help of a semi-structured questionnaire. Data was analyzed using content analysis, which resulted in three main categories: The child in focus, The meaning of image support and The willingness to use image support. The result showed that the ophthalmic nurse uses image support to a low degree. They showed an interest in using image support and implementing it in their routines. The use of image support provided security for the child by making them more prepared for the visit as well as promoted communication with the child. The thesis showed that by making the child's voice heard, the opportunity to work from a child-centered perspective was increased. As previous experience of image support in ophthalmic care is inadequate, it is of great importance to explore this subject further.

Purpose and objective: A good life includes opportunities to practice self-determination, to participate in and contribute to society, to have meaningful relationships, and opportunities for self-development as well as physical, emotional, and financial health and security (Verdugo et al., 2012). People labelled with an intellectual disability (PLWID) have had limited opportunities to experience these good things in life and to share their own perspectives about a good life. The purpose of this study was to learn from PLWID who face significant barriers to communication about what they most value as part of a good life. My research was situated within the sociohistorical context of the province of Ontario. My main research questions were: (1) What is a good life from the perspectives of PLWID who use various forms of augmentative and alternative forms of communication (AAC)? (2) What can we learn from past advocacy efforts? (3) What are the possibilities and limitations of participatory audio/visual methods for enabling PLWID to articulate their vision of a good life? Methods: To explore these research questions, I conducted three separate but related studies. The first study consists of six narratives of intellectual disability advocacy that has taken place in Ontario. A focus group session advised me regarding the choice of narratives to be included in the study. To conduct the second study, I adopted various research methods, including participatory audio/visual methods, inclusive research methods and narrative approaches. I facilitated a series of five workshops for five participants labelled as having an intellectual or developmental disability and facing significant barriers to communication and six supporters living in the Ottawa Region. Combining audio/visual and inclusive methods and drawing from augmentative and alternative communication (AAC), supported decision-making (SDM) and Supported Conversation for Adults with Aphasia (SCA™), participants received assistance to think about a good life. A total of 34 video vignettes communicate participants’ perspectives. Finally, to conduct the third study, I used audio/visual methods to document the participatory process of exploring a good life with participants and their supporters. Results: The results reveal that the desire for assistance to practice autonomy and the desire to contribute to shaping supports and services has been at the heart of intellectual disability advocacy efforts. Further, PLWID value participation and relationships as part of a good life. Participation in arts and sports is especially important as are relationships with family and friends. Results demonstrate that using participatory audio/visual methods combined with strategies drawn from SDM, AAC and SCA™ provide practical assistance to PLWID when thinking about and communicating their visions and ideas of the good. Conclusion and implications: The findings of this research indicate the need to continue exploring methodological approaches that facilitate the participation of PLWID and others who face barriers to communication and cognition in research and beyond. The three studies support a radically individual and relational conceptualization of autonomy and decision-making. As such, they suggest the need to rethink accepted ideas about self-determination, including reasoning and decision-making. Finally, the results support the need for individualized assistance that accommodates each person’s cognitive and communication abilities to enable meaningful participation. They also suggest the need for fundamental systemic changes that begin with practicing equality and forms of radically inclusive democracy in all our relations.

La suppléance à la communication (SC) est un moyen qui permet aux personnes qui ne peuvent pas communiquer par la parole de transmettre des informations à leur environnement et d'interagir de manière fonctionnelle avec lui. Le développement de la SC connaît des avancées importantes depuis quelques années, surtout avec l'avènement de nouvelles technologies. Toujours est-il qu'une compréhension plus approfondie des mécanismes qui sous-tendent l'utilisation de la SC reste primordiale. De plus, les relations qui existent entre l'utilisation du langage oral et de symboles graphiques sont peu explorées à ce jour. La présente étude fait partie d'un projet plus large visant donc à mieux explorer la nature des compétences nécessaires à une utilisation optimale de symboles graphiques dans la SC. Ainsi, et afin de mieux comprendre cette relation entre le langage oral et l'utilisation de symboles graphiques aussi bien en production qu'en compréhension, ainsi que pour mieux explorer l'effet d'âge et de genre, nous avons recruté 79 enfants (37 filles et 42 garçons), âgés entre 4;1 ans et 9;11ans, et qui présentent un développement typique du langage. L'étude du développement typique nous permet d'étudier certaines habiletés qui peuvent être difficiles à évaluer chez des enfants présentant des déficits sévères. Les sujets ont été répartis en 3 groupes selon leur âge: groupe 4-5 ans (n=26), groupe 6-7 ans (n=35) et groupe 8-9 ans (n=18). Plusieurs tâches ont été crées; celles-ci comprenaient des tâches de compréhension et de production, avec comme matériel des symboles graphiques, des objets ou des mots, qui étaient répartis au sein d'énoncés formés de trois, quatre, six ou huit éléments. Les résultats montrent tout d'abord deux profils distincts: chez les jeunes enfants, on observe une meilleure performance aux tâches d'interprétation par rapport aux tâches de production. Cependant, cette différence n'est plus évidente pour les groupes des plus âgés, et la distinction principale se situe alors au niveau de la différence de performance entre les tâches orales et les tâches symboliques au profit des premières. Par ailleurs, et conformément aux observations sur le développement du langage oral, la performance des filles est supérieure à celle des garçons à toutes les tâches, et cette différence semble disparaître avec l'âge. Enfin, nos résultats ont permis de montrer une amélioration plus marquée de la maîtrise du langage oral avec l'âge par comparaison à la maîtrise du traitement du symbole graphique. Par contre, l'interprétation et la production semblent être maîtrisées de manière similaire. Notre étude vient appuyer certains résultats rapportés dans la littérature, ainsi qu'élargir les connaissances surtout au niveau des liens qui existent entre la production et l'interprétation orale et symbolique en fonction de l'âge et du genre. / Augmentative and alternative communication (AAC) is used by people who cannot communicate through speech to transmit information to their environment and interact functionally with it. AAC has seen significant advances in recent years, especially with the advent of new technologies. Nevertheless, a more thorough understanding of the mechanisms underlying the use of AAC remains crucial. In addition, the relationships between the use of oral language and graphic symbols are little explored to date. This study is part of a larger project aiming to explore the nature of skills underlying the optimal use of graphic symbols in AAC. Accordingly, and in order to better understand this relationship between spoken language and the use of graphic symbols both in production and in comprehension, as well as to explore the effect of age and gender on this relationship, we recruited 79 children (37 girls and 42 boys) aged between 4:1 and 9:11 years, with typical language development. The study of typical development allows us to explore certain skills that can be difficult to evaluate in children with severe deficits. Participants were divided into 3 groups according to age: 4-5 years (n = 26), 6-7 years (n = 35) and 8-9 years (n = 18). Several tasks were created; these included comprehension and production tasks, using graphic symbols, objects or words, in utterances consisting of three, four, six or eight elements. First, the results showed two distinct profiles: in young children, the main distinction fell on the interpretation-production axis, regardless of the task. However, this difference is less obvious for the older age groups, with the distinction falling on the oral-graphic symbols axis. In addition, and in accordance with observations made for oral language development, the performance of girls was higher than the performance of boys in all tasks, and this difference seemed to become less significant with age. Finally, our results showed that oral language is better mastered than graphic symbols with age, whereas the difference between the interpretation and production tends to disappear. Our study supports results reported in the literature, and widens our knowledge on the relationship between oral and symbolic production and interpretation according to age and gender.