China
Africa
Explore chapters and articles related to this topic
What support interventions are helpful for families and carers of autistic people in the criminal justice system?
Published in Nichola Tyler, Anne Sheeran, Working with Autistic People in the Criminal Justice and Forensic Mental Health Systems, 2022
An absence of appropriate training was identified for both staff and parent/carers. Whilst some participants had received training, it was noted that this did not match their needs (Chown, 2010; Berryessa, 2014a) in that, whilst it provided basic information about autism, it did not give them training on how to apply this knowledge in their role. For example, staff stated they lacked training in how to use communication tools (such as Augmentative and Alternative Communication [AAC]), interviewing skills and how to manage behaviours of concern. Participants also over-estimated their skills in comparison to their actual knowledge and abilities (Chown, 2010; Murphy & McMorrow, 2015).
Blinking and Looking: An Eye-Tracking Approach to Studying Cognitive Processing Differences in Individuals with Speech, Language, and Communication Disorders
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Jennifer M. Roche, Schea N. Fissel
A fourth era could reasonably be suggested given the early 21st century advancements in technologies that have improved sampling rate, made tracking systems less invasive (e.g., Eyelink 1000 Plus—remote tracking), and offer high quality, economical options (e.g., webcam-based eye tracking—Google Glass, WebGazer, EyesDecide). There is also an active market of AAC (Augmentative and Alternative Communication) technologies allowing for the translation of eye position and movement into communicative messages (EyeTech, Tobii Systems, ACAT Intel®—Assistive Context Assistive Technology—used by Stephen Hawking). The applications of modern eye-tracking technologies for examining the cognitive processing profiles of persons with speech, language, and communication needs are massive in scope. But before we review the benefits of using eye-tracking methods for persons with speech, language, and communication needs, we first turn to Cognitive Science to better understand what eye tracking tells us about neuro-typical cognitive processes.
Digital Communication and Social Media for People with Communicative and Cognitive Disabilities
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Margret Buchholz, Ulrika Ferm, Kristina Holmgren
People who have a restricted ability to communicate can use augmentative and alternative communication (AAC; i.e. methods to compensate for restrictions in their ability to produce and/or comprehend spoken and written communication). An AAC system involves assistive technology that is adjusted to the individual’s communication needs (Beukelman and Mirenda, 2013). People who have difficulties communicating may also have cognitive problems and difficulties reading and writing. For them, AAC can include graphic symbols and text-to-speech for assisted reading (Beukelman and Mirenda, 2013; Light and McNaughton, 2012). Assistive technology means products, environmental modifications, services and processes that enable occupation and participation for people with disabilities (Cook and Polgar, 2015). This includes mainstream, off-the shelf technology and specialised devices. Assistive technology can, to some extent, connect to and be used for remote communication. Remote communication to a large degree depends on access to mainstream technology and services. Having access to mainstream technology and services is, therefore, vital for communication and, as such, should be deemed a human right (McEwin and Santow, 2018).
Evaluating the perspectives of those with severe physical impairments while learning BCI control of a commercial augmentative and alternative communication paradigm
Published in Assistive Technology, 2023
Kevin M. Pitt, Jonathan S. Brumberg
Augmentative and alternative communication (AAC) devices seek to provide access to communication for a variety of individuals with heterogenous cognitive-sensory-motor profiles, including those with severe physical impairments due to diagnoses such as cerebral palsy and amyotrophic lateral sclerosis (ALS). Communication access can be achieved through a combination of both high (e.g., eye gaze access to electronic device) and low technology (i.e., techniques not requiring an electronic device) access methods (Beukelman & Light, 2020). Due to the large variety and level of cognitive-sensory motor strengths presented by individuals with severe physical impairments who may use AAC, there are some for whom current AAC access methods do not adequately meet their complex communication needs. It is therefore important that research on the development of new AAC access methods is conducted to bridge this gap and help ensure an efficient and effective form of communication for all (Fager et al., 2019).
Effects of adapted Letter-Sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder
Published in Augmentative and Alternative Communication, 2023
Jessica Caron, Janice Light, David McNaughton
An estimated 25%-30% of children with autism spectrum disorder (ASD) struggle to acquire spoken language skills and have limited or no speech by the time they enter kindergarten (Tager-Flusberg & Kasari, 2013). Spoken language impairments put individuals with ASD at increased risk of not developing adequate literacy skills (Ebert & Scott, 2016). Literacy provides a foundation for lifelong learning and contributes to positive life outcomes. Being able to read is necessary to access general education content, 21st- century technology, and most employment opportunities (Dessemontet et al., 2021). Literacy is even more important for those who have limited spoken language skills. These individuals with limited spoken language skills have complex communication needs and use or would benefit from augmentative and alternative communication (AAC). Although there are benefits to using AAC, with conventional literacy skills (i.e., read, write, spell) the benefits include true generative communication – “… a pathway to communicating precisely what they wish to say” (Clendon et al., 2021, p. 2).
Exploring the communication needs and challenges of adults with autism spectrum disorders: Communication partners’ perspectives
Published in International Journal of Speech-Language Pathology, 2022
Kathleen E. Denney, Kate L. Anderson, Joanne M. Watson
Significant communication impairment is a defining feature of autism spectrum disorders (ASD), including challenges in both verbal and non-verbal communication, limited social reciprocity, and difficulties initiating or engaging in spontaneous communication (American Psychiatric Association, 2013). Some individuals with ASD are considered to have Complex Communication Needs (CCN), meaning they require significant support to express themselves and understand others (Anderson, 2016; Hines, Balandin, & Togher, 2011). Their communication support needs may include assistance from communication partners, as well as the use of Augmentative and Alternative Communication (AAC) tools such as key word sign, picture-based systems, or speech generating devices (Ganz, Hong, & Gilliland, 2014; Shire & Jones, 2015). Individuals with ASD and CCN face significant barriers to participation in educational, vocational and social domains as a result of functional communication challenges (Holyfield, Drager, Kremkow, & Light, 2017). Adequate communication supports are therefore vital to wellbeing and inclusion for people with ASD and CCN.