Relevant bibliographies by topics / Aumentativa and alternative communication

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  1. Journal articles

Academic literature on the topic 'Aumentativa and alternative communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Aumentativa and alternative communication"

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Narváez Alarcón, Cristian Andrés, and Germán Andrés Garnica Gaitán. "Lineamientos para el diseño de interfaces gráficas y componentes gráficos de sistemas de comunicación aumentativa y alternativa." kepes 16, no. 20 (2019): 345–75. http://dx.doi.org/10.17151/kepes.2019.16.20.13.

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Schirmer, Carolina Rizzotto. "Pesquisas em recursos de alta tecnologia para comunicação e transtorno do espectro autista." ETD - Educação Temática Digital 22, no. 1 (2020): 68–85. http://dx.doi.org/10.20396/etd.v22i1.8655470.

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Cerca de um terço dos indivíduos diagnosticados com Transtorno do Espectro Autista (TEA) não conseguem desenvolver a oralidade. Os benefícios da Comunicação Alternativa (CA) para pessoas com TEA são bem reconhecidos e podem ser usados ​​para ampliar a fala limitada ou atuar como o método de comunicação principal (ou seja, alternativo). Os dispositivos de geração de fala referem-se a uma variedade de soluções de alta tecnologia, incluindo dispositivos de comunicação eletrônica dedicados (comunicadores/vocalizadores), processadores de texto com voz sintetizada e dispositivos móveis multifunciona
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Lemes soares, Kamyla, and Gabriela Botelho Mager. "Pictogramas, categorias e iconotipos: Uma análise em aplicativos de comunicação aumentativa e alternativa (CAA) | Pictograms, categories and icons: An analysis in augmentative and alternative communication applications (AAC)." InfoDesign - Revista Brasileira de Design da Informação 17, no. 1 (2020): 56–72. http://dx.doi.org/10.51358/id.v17i1.701.

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O artigo propõe uma análise da capacidade comunicacional de pictogramas e suas categorias em um aplicativo de comunicação aumentativa e alternativa (CAA) que torne possível a comunicação de pessoas não falantes. O estudo tem como base a psicologia cognitiva, o design de interação e as definições e propriedades dos pictogramas e iconotipos. A partir desta perspectiva teórica, foi feita uma análise das categorias e pictogramas desenvolvidos e utilizados pelo aplicativo Let me talk de CAA. O estudo demonstra um alinhamento entre os níveis cognitivos e a organização dos pictogramas e categorias do
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Bonora, Giulia, Giampiero Dalai, Daniele De Rosa, Marta Panunzi, Luciano Perondi, and Cecilia Rubertelli. "PASS: Picture Augmentative Synsemic System. Un nuevo sistema para las prácticas habilitativas en la CA (comunicación aumentativa): marco teórico." INMATERIAL. Diseño, Arte y Sociedad 4, no. 08 (2019): 33–78. http://dx.doi.org/10.46516/inmaterial.v4.61.

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 In this paper we discuss the theoretical linguistic and graphic preconditions of the design of PASS, a glyph system which we designed for use in Augmentative and Alternative Communication (AAC) habilitative practices that has been released under open source licence.
 
 
 
 We highlight the relevance of graphic design supporting sustainable practices for people with Autism Spectrum Di- sorders (ASD), in a context in which the o er of public healthcare services for rehabilitation is insufficient.
 
 
 
 We present the context in which
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Sánchez Casado, Inmaculada, and José Miguel Benítez Merino. "NOCIONES ESPACIO-TEMPORALES Y BIMODAL: ANÁLISIS DE UNA IMPLEMENTACIÓN EDUCATIVA PARA ALUMNADO DE 3 AÑOS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2016): 165. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.492.

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Abstract:The temporal and spatial concepts are complex concepts both “teaching “ and “learning “. Today it is still an emerging field for educational innovation since their approach requires us to look multimodal ad hoc garner a dialectic between a child’s cognitive development, their ability symbolic representation and communication, perceptual and motor development, in addition to the teaching time and space at the beginning of their schooling. Such notions should begin to develop from the earliest years of age, ie from the kindergarten stage, as this is considered an acquisition period “cri
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Golubeva, S. L. "Alternative Internet communication systems." Science Almanac, no. 5 (2015): 248–51. http://dx.doi.org/10.17117/na.2015.05.248.

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Meinzen-Derr, Jareen. "Augmentative and Alternative Communication." Hearing Journal 71, no. 3 (2018): 22. http://dx.doi.org/10.1097/01.hj.0000531217.63188.5f.

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Ganley, Kimberly A. "Augmentative and Alternative Communication." Journal of Childhool Communication Disorders 16, no. 1 (1994): 55. http://dx.doi.org/10.1177/152574019401600110.

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Williams, Mark. "Alternative and Augmentative Communication." British Journal of Hand Therapy 1, no. 1 (1996): 18–19. http://dx.doi.org/10.1177/175899839600100408.

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Downey, Debora, and Richard Hurtig. "Augmentative and Alternative Communication." Pediatric Annals 32, no. 7 (2003): 466–74. http://dx.doi.org/10.3928/0090-4481-20030701-09.

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