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Communication and social engagement
Published in Sara J. Czaja, Walter R. Boot, Neil Charness, Wendy A. Rogers, Designing for Older Adults, 2019
Sara J. Czaja, Walter R. Boot, Neil Charness, Wendy A. Rogers
For those who have problems speaking, assistive technologies include adapted keyboards, pointing devices, and communication or picture boards, which include pictures of common objects or words. Speech-generating devices translate pictures or words into speech. Software programs are available that can convert a person’s computer into a speaking device. These programs are becoming more advanced, and the speech is becoming more audible and more natural. Developments are also taking place with eye gaze technologies. Using these systems, individuals use their eye movements to look at control keys or cells on a computer screen to generate speech.
AAC in the 21st century
Published in Alex Mihailidis, Roger Smith, Rehabilitation Engineering, 2023
H. Shane, J. Costello, J. Seale, K. Fulcher-Rood, K. Caves, J. Buxton, E. Rose, R. McCarthy, J. Higginbotham
The assessment process for determining access to a speech-generating device is a dynamic one and must account not only for the user's strengths, abilities, and limitations but also for the requirements of the task or activity and the contextual setting. A feature-matching model is utilized to identify alternative access technologies and methods that are best suited to the individual and their unique needs and limitations. Once potential access technologies are identified, systematic trials help to determine the ideal option for a particular user functioning in a specified setting and for a specific task.
Finding the right fit: what contributes to the successful use of speech generating devices?
Published in Assistive Technology, 2023
Karen E. Majeski, Christopher D. Ryan, Barbara Nadeau
Theoretical models exist that can be utilized by assistive technology professionals to guide the decision making and matching process when choosing a speech generating device for the user. One such model is the Human Activity Assistive Technology (HAAT) model (Cook & Hussey, 1995). The HAAT Model was developed to describe a process for prescribing an assistive technology solution suited to a person (human) with a specific disability doing an activity within a given context: in other words, finding the appropriate fit between user and device (Cook & Hussey, 1995). The order of this is important as the emphasis is placed on the human attributes first doing an activity in context prior to deciding on assistive technology solutions (Cook et al., 2020). This model has been used in both the initial and ongoing assessment process of assistive technology for the user as well as within assistive technology research (Cook et al., 2020). Other models such as the Matching Person and Technology (MPT) assessment process (Scherer et al., 2002), and the Student, Environments, Tasks, and Tools framework (SETT) also exist (Zabala, 2002). Although these models are useful to help guide the matching the process, Polgar et al. (2010) suggests an additional point of view to consider when prescribing any form of assistive technology. Polgar posits that the meaning one derives from an assistive device is an equally important factor in the decision-making process as the human attributes and device characteristics in whether an individual will successfully incorporate an assistive technology into daily activities or whether it will be abandoned. For instance, when assistive technology is perceived by the user as just a tool for achieving a desired outcome, it is much more likely to be assimilated into user’s daily life.