Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations

Tilborg, Arjan van; Deckers, Stijn

doi:10.1044/persp1.sig12.125

Cited by 21 publications

(5 citation statements)

References 35 publications

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“…This approach exhibited promising decoding accuracy and speed, but as an initial study focused on a preliminary 50-word vocabulary. While direct word decoding with a limited vocabulary has immediate practical benefit, expanding access to a larger vocabulary of at least 1000 words would cover over 85% of the content in natural English sentences 21 and enable effective day-to-day use of assistive-communication technology 22 . Hence, a powerful complementary technology could expand current speech-decoding approaches to enable users to spell out intended messages from a large and generalizable vocabulary while still allowing fast, direct word decoding to express frequent and commonly used words.…”

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confidence: 99%

Generalizable spelling using a speech neuroprosthesis in an individual with severe limb and vocal paralysis

et al. 2022

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Neuroprostheses have the potential to restore communication to people who cannot speak or type due to paralysis. However, it is unclear if silent attempts to speak can be used to control a communication neuroprosthesis. Here, we translated direct cortical signals in a clinical-trial participant (ClinicalTrials.gov; NCT03698149) with severe limb and vocal-tract paralysis into single letters to spell out full sentences in real time. We used deep-learning and language-modeling techniques to decode letter sequences as the participant attempted to silently spell using code words that represented the 26 English letters (e.g. “alpha” for “a”). We leveraged broad electrode coverage beyond speech-motor cortex to include supplemental control signals from hand cortex and complementary information from low- and high-frequency signal components to improve decoding accuracy. We decoded sentences using words from a 1,152-word vocabulary at a median character error rate of 6.13% and speed of 29.4 characters per minute. In offline simulations, we showed that our approach generalized to large vocabularies containing over 9,000 words (median character error rate of 8.23%). These results illustrate the clinical viability of a silently controlled speech neuroprosthesis to generate sentences from a large vocabulary through a spelling-based approach, complementing previous demonstrations of direct full-word decoding.

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confidence: 99%

Generalizable spelling using a speech neuroprosthesis in an individual with severe limb and vocal paralysis

et al. 2022

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“…Future research can investigate whether indirect services, for example, would be a more effective means of addressing basic vocabulary needs in these children. Second, teaching core vocabulary is recommended practice for students with complex disabilities who use alternative or augmentative communication (van Tilborg & Deckers, 2016). Because this study included SLPs who provide intervention for students with a variety of abilities, their responses are not necessarily contrary to evidence-based practice.…”

Section: Discussionmentioning

confidence: 99%

“…These recommendations are useful for children with mild or moderate language impairments who are involved in an academic curriculum. For children with different communication needs, including those learning to use augmentative and alternative communication, core or basic vocabulary targets may be most appropriate (van Tilborg & Deckers, 2016).…”

Section: Vocabulary Intervention Approachesmentioning

confidence: 99%

Vocabulary Intervention: A National Survey of School-Based Speech–Language Pathologists

Steele

2019

Communication Disorders Quarterly

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This study documented the perspectives of school-based speech–language pathologists (SLPs) who provide vocabulary intervention to students with language impairment. SLPs ( n = 357) working in school settings completed an online survey that included multiple choice, multiple answer, and open-ended questions about service delivery, intervention approaches, and teaching techniques and activities. Percentages, frequency counts, and a qualitative analysis of open-ended questions created a broad account of vocabulary intervention practices. Results showed that SLPs use a variety of approaches and techniques to address vocabulary deficits in school-age children.

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“…Since this is the first core word list established in Afrikaans based on a sample of spoken words, clinicians may also consider referring to it when selecting words for Afrikaans individuals of other ages or for use across other settings, as previous research has indicated that core vocabularies are, to some extent, useful across settings and individuals (Van Tilborg & Deckers, 2016 ). However, this should be done judiciously, as certain words in the core vocabulary list (specifically nouns and verbs such as blok [‘block’] and inkleur [‘to colour’]) are clearly reflective of the preschool context and specific to the population.…”

Section: Implications For Practice and Further Researchmentioning

confidence: 99%

The core vocabulary of South African Afrikaans-speaking Grade R learners without disabilities

Hattingh

Tonsing

2020

SAJCD

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Background: Augmentative and alternative communication (AAC) can enable individuals with little or no functional speech to communicate functionally in a variety of communication contexts. AAC systems for individuals who are not (yet) fully literate often require that the vocabulary for the system be preselected. By including the most commonly- and most frequently-used words (core vocabulary) in an AAC system, access to novel utterance generation can arguably be facilitated. At present, no Afrikaans core vocabulary list based on children’s speech samples exists.Objectives: This study aimed to identify the most frequently- and commonly-used words of South African Afrikaans-speaking Grade R learners without disabilities.Method: Spontaneous speech samples were collected from 12 Afrikaans-speaking Grade R learners during regular preschool activities. Samples were transcribed and analysed to determine the number of different words used, the frequency with which each word was used, as well as the commonality of word use across the 12 participants.Results: A total of 239 words met the criteria for inclusion in the core vocabulary (words used with a frequency of more than 0.05% in the sample, and used by at least half of the participants). These words accounted for 79.4% of words used in the entire speech sample.Conclusion: The established core vocabulary consists of a relatively small set of words that was found to represent a large proportion of speech. AAC team members may consider including these words on Afrikaans AAC systems that are intended to give access to a measure of novel utterance generation.

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Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations

Cited by 21 publications

References 35 publications

Generalizable spelling using a speech neuroprosthesis in an individual with severe limb and vocal paralysis

Generalizable spelling using a speech neuroprosthesis in an individual with severe limb and vocal paralysis

Vocabulary Intervention: A National Survey of School-Based Speech–Language Pathologists

The core vocabulary of South African Afrikaans-speaking Grade R learners without disabilities

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