Augmentative and alternative communication devices for aphasia: the emerging role of “smart” mobile devices

Moffatt, Karyn; Pourshahid, Golnoosh; Baecker, Ronald M.

doi:10.1007/s10209-015-0428-x

Cited by 23 publications

(23 citation statements)

References 37 publications

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“…None of the participants used any traditional AAC tool, but they all used digital screens in the same emancipatory way that AAC is meant to work. In contrast to many traditional AAC tools, the digital screens used within the group of this study (i.e., regular smartphones and tablets) were anti-stigmatising because of their similarity to the tools used by ' everyone else' (see also Moffatt, Pourshahid & Baecker 2017). These findings should be of value within fields such as universal design, because they highlight the importance of avoiding to develop excluding or stigmatising technology.…”

Section: Literacy Practices and Agencymentioning

confidence: 74%

Increased Agency through Screens and Co-Creation – Literacy Practices within a Group of People with Aphasia at a Swedish Folk High School

Taubner

2019

Scandinavian Journal of Disability Research

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This article aims to analyse characteristics of collective and authentic literacy practices within a group of people with aphasia attending an aphasia course at a Swedish folk high school. The group included 12 individuals with aphasia who were studied during a period of 3 weeks. Ethnographic data consists of video and audio recordings, photos and field notes. Two main characteristics of the literacy practices were identified: digital screens dominated and bridged the online/offline boundary, and shared knowledge enabled the participants to co-create literacy. The literacy practices were emancipatory, because they provided ways for the participants to unmask their inherent competence, increasing their agency. When the use of digital technology transforms a (formerly non-literacy) practice into a multimodal literacy practice, and when an individual with aphasia becomes part of a literacy co-creation practice, the disability (understood as a relation between individual and environmental characteristics) caused by aphasia is reduced.

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Section: Literacy Practices and Agencymentioning

confidence: 74%

Increased Agency through Screens and Co-Creation – Literacy Practices within a Group of People with Aphasia at a Swedish Folk High School

Taubner

2019

Scandinavian Journal of Disability Research

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“…As the use of mobile devices has gained popularity, there are applications being developed to promote learning in several areas of knowledge, such as: mobile applications to assist people with visual impairment to communicate and control an Android mobile phone via speech recognition [10]; serious game to teach first aid for individuals with autism spectrum disorder (ASD) [11]; collaborative games, such as the ComFiM (communication through the exchange of figures for multi-touch devices), a game to generate communicative situations among children with autism in a collaborative environment [12]; alternative communication systems for web and mobile devices to support alternative communication for inclusion processes to autism [13], to cite a few.…”

Section: A Aac and Mobile Computingmentioning

confidence: 99%

Mobile Interaction for Augmentative and Alternative Communication: a Systematic Mapping

Ascari

Pereira

Silva

2018

JIS

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Verbal communication is essential for socialization, meaning construction and knowledge sharing in a society. When verbal communication does not occur naturally because of constraints in people’s and environments capabilities, it is necessary to design alternative means. Augmentative and Alternative Communication (AAC) aims to complement or replace speech to compensate difficulties of verbal expression. AAC systems can provide technological support for people with speech disorders, assisting in the inclusion, learning and sharing of experiences. This paper presents a systematic mapping of the literature to identify research initiatives regarding the use of mobile devices and AAC solutions. The search identified 1366 potentially eligible scientific articles published between 2006 and 2016, indexed by ACM, IEEE, Science Direct, and Springer databases and by the SBC Journal on Interactive Systems. From the retrieved papers, 99 were selected and categorized into themes of research interest: games, autism, usability, assistive technology, AAC, computer interfaces, interaction in mobile devices, education, among others. Most of papers (57 out of 99) presented some form of interaction via mobile devices, and 46 papers were related to assistive technology, from which 14 were related to AAC. The results offer an overview on the applied research on mobile devices for AAC, pointing out to opportunities and challenges in this research domain, with emphasis on the need to promoting the use and effective adoption of assistive technology.

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“…As a result, to meet minimum levels of intensity requirements for aphasia treatment and to provide equal access to rehab services, SLPs and researchers are left with options to search for new rehab service delivery approaches that should be cost-effective and easily accessible (Code & Petheram, 2011). One such method that may be a possible solution to the concerns of intensity of therapy, accessibility and limited resources is the usage of digital technology gadgets for aphasia therapy such as, computer mediated approach, in which the therapist is not physically present (Lee, Fowler, Rodney, Cherney & Small, 2010;Moffatt, Pourshahid & Baecker, 2017). Thus, aphasia therapy will not be restricted in absence of the therapist and clinical or speech lab environment, allowing patients to engage in speech therapy independently whenever and wherever they choose (Katz, 2010).…”

mentioning

confidence: 99%

“…Neither CMAT is being practiced in Pakistan, except very scanty research work (Shamim, Naz & Khan, 2017;Shamim, Naz & Tariq, 2017), nor any dialogue for implementing digital technology in aphasia treatment is under consideration. The implication of this study is to introduce the growing global trend of using technology in clinical practice for aphasia treatment that is changing from traditional approaches towards usage of digital technology (Hansen, Bjornsen & DeVeney, 2017;Konnerup, 2018;Kurland, Wilkins & Stokes, 2014;McCue, Fairman, & Pramuka, 2010;Moffatt et al, 2017;Peterson, 2010;Theodoros, 2012), whenever and wherever is needed.…”

mentioning

confidence: 99%

Changing Trends from Traditional to Technology Based Approach: Speech Language Pathologist’s Preferences for Computer Mediated Aphasia Therapy (CMAT) in Pakistan

Ali¹

2018

LLR

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Aphasia is an acquired neurological disorder of language and communication dysfunction involving symptoms on all levels of (language modalities and skills) linguistic competence (Ali, Rafi, Khan & Mahfooz, 2016). Aphasia affects spoken communication as well as written. It can impede speaking, comprehension of linguistic input, reading and writing, having affected both expressive as well as receptive communication (Pema, 2016).

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Augmentative and alternative communication devices for aphasia: the emerging role of “smart” mobile devices

Cited by 23 publications

References 37 publications

Increased Agency through Screens and Co-Creation – Literacy Practices within a Group of People with Aphasia at a Swedish Folk High School

Increased Agency through Screens and Co-Creation – Literacy Practices within a Group of People with Aphasia at a Swedish Folk High School

Mobile Interaction for Augmentative and Alternative Communication: a Systematic Mapping

Changing Trends from Traditional to Technology Based Approach: Speech Language Pathologist’s Preferences for Computer Mediated Aphasia Therapy (CMAT) in Pakistan

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