ICTs in Speech and Language Therapy

Drigas, Athanasios; Petrova, Alexia

doi:10.3991/ijep.v4i1.3280

Cited by 74 publications

(67 citation statements)

References 33 publications

(26 reference statements)

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“…Furthermore, the number of participants with a TBI in the included studies was relatively low. Nonetheless, the key results support the findings reported for other populations with acquired communication disabilities [144][145][146][147]. While two raters decided and agreed on exclusion of studies based on a reading of the titles and abstracts, all data extraction on the full text was completed only by the first author.…”

supporting

confidence: 70%

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

et al. 2017

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distinct from motor speech impairments or primary language impairments (e.g. aphasia), in that the impairments arise from the diffuse axonal injuries which occur in frontal and prefrontal areas of the brain [6]. These impairments can be defined as any aspect of communication that result from underlying deficits in cognition [4,5,7].Communication difficulties after a TBI can affect how a person hears, listens, understands, speaks, reads, writes, and how they engage in conversation and social communication [5]. The underlying deficits of cognition that affect these communicative functions can include slowed information processing; impaired working memory and attention; disorientation and disorganisation; executive function problems including rigidity, poor conceptualization, planning, and problem solving; and poor self-control or selfregulation of cognition or behaviour [4,5]. As a result of these changes in cognitivecommunicative processes, people with TBI have been described as 'overtalkative, inefficient, tangential or drifting from topic to topic, or lacking in language output. ' [4] (p.354). These cognitive-communication impairments can restrict a person's ability to communicate, live independently, return to work or education, participate in society, and build or maintain relationships after their TBI [8].The International Cognitive (INCOG) guidelines for the management of a person's cognitive rehabilitation following TBI highlight that assessment of cognitive-communication skills should incorporate performance in everyday social activities [4]. Adolescents and young adults, the group most at risk of TBI, use digital and online communication MANUSCRIPT ACCEPTED -BRAIN INJURY: 02 FEBRUARY 2017 4 technologies from a young age [9] and, following TBI, involvement in social, academic, and societal situations may be reduced with difficulties using technology and social media [5]. As a result, people with cognitive-communication impairments resulting from a TBI face challenges in accessing information independently and engaging effectively in social networks [8]. However, little is known about how people with cognitive-communication impairments after TBI use and experience digital communication and the internet.Furthermore, clinical guidelines for the assessment of cognitive-communication skills following a TBI do not provide guidance on the use of social media, or of assistive technologies (AT) to support cognitive-communication rehabilitation [4,5].In order to review the existing literature on technology it is essential to consider which types of technology appear in relation to TBI and cognitive-communication. In this study, we considered three major categories of technology: (i) Assistive Technology (AT), being 'any item, piece of equipment, or product, whether it is acquired commercially, includes technology such as email, the internet, and mobile phones [13] which enable users to access, store, transmit, and manipulate information [14]. The multiple purposes of the different types of technology selected ...

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supporting

confidence: 70%

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

et al. 2017

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“…SLPs have fully embraced the use of Information and Communication Technology in assessment, diagnosis and intervention due to the positive impacts it has on both adults and children as indicated by the literature review of (Drigas and Petrova, 2014). The lack of appropriate motivational media leads to a reduction in motivation towards therapy.…”

Section: Related Workmentioning

confidence: 99%

A User-Centred Design Framework for the Development of Speech and Language Therapeutic Toys

2021

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Therapy in early childhood is facilitated through toys and play. While mainstream toys are designed for children, therapeutic toys need to satisfy requirements from clinicians, caregivers, and children. The study presented in this paper investigated the challenges that 22 international toy designers encounter during the design process and whether support is required when developing products for speech and language therapy, through a mixed-method approach. Results show that considerable challenges are encountered during the early design stages. Nonetheless, the toy design process remains unsupported, while no support is available for designers to consider therapeutic needs. Based on the feedback received, eleven requirements were identified upon which a user-centred design support framework was proposed to assist toy designers during the task clarification stage, taking into account the affordances that therapeutic toys should have without inhibiting the creative process.

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“…We have investigated the applications that can serve as a tool for children with ASD in order to help them respond to their educational needs in a different, attractive and innovative way. ICT focused at children with ASD aim to improve communication and language, allowing them to express their emotions and identify the emotions of others to improve their social interaction [ 5 ]. By allowing them to have a tool that helps them in their social insertion, the integration of children with ASD in their environment is more natural and, therefore, the development of their skills and their self-sufficiency increases [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Method for the Development of Accessible Mobile Serious Games for Children with Autism Spectrum Disorder

Jaramillo-Alcázar

Arias

Albornoz

et al. 2022

IJERPH

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Autism spectrum disorder (ASD) covers a range of neurodevelopmental disorders that begin in early childhood and affects developmental activities. This condition can negatively influence the gaining of knowledge, skills, and abilities, such as communication. Over time, different techniques and methods have been put into practice to teach and communicate with children with ASD. With the rapid advancement in the field of technology, specifically in smartphones, researchers have generated creative applications, such as mobile serious games, to help children with ASD. However, usability and accessibility have not been often taken into account in the development of this type of applications. For that reason, in this work we considered that both, usability and especially accessibility are a very important differentiators for the quality and efficiency of mobile serious games. Our approach has two important contributions, the incorporation of accessibility as a fundamental requirement in the development of a mobile serious game and the proposal of a method for the development of this type of applications for children with ASD, a method that can be used by other developers.

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ICTs in Speech and Language Therapy

Cited by 74 publications

References 33 publications

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

A User-Centred Design Framework for the Development of Speech and Language Therapeutic Toys

Method for the Development of Accessible Mobile Serious Games for Children with Autism Spectrum Disorder

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