Relevant bibliographies by topics / Speech generating devices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Speech generating devices'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Speech generating devices"

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Doyle, Molly, and Wendy Burton. "Update on Medicare and Speech Generating Devices." Perspectives on Augmentative and Alternative Communication 14, no. 1 (April 2005): 13–17. http://dx.doi.org/10.1044/aac14.1.13.

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BLISCHAK, DOREEN, LINDA LOMBARDINO, and ALICE DYSON. "Use of Speech-Generating Devices: In Support of Natural Speech." Augmentative and Alternative Communication 19, no. 1 (January 2003): 29–35. http://dx.doi.org/10.1080/0743461032000056478.

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Kander, Mark. "Will Payers Cover Speech-Generating Apps?" ASHA Leader 18, no. 1 (January 2013): 24–25. http://dx.doi.org/10.1044/leader.bml.18012013.24.

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Shepherd, Tracy A., Kent A. Campbell, Anne Marie Renzoni, and Nahum Sloan. "Reliability of Speech Generating Devices: A 5-Year Review." Augmentative and Alternative Communication 25, no. 3 (January 2009): 145–53. http://dx.doi.org/10.1080/07434610902996104.

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Ballin, Liora, Susan Balandin, Roger J. Stancliffe, and Leanne Togher. "Speech-language pathologists' views on mentoring by people who use speech generating devices." International Journal of Speech-Language Pathology 13, no. 5 (October 25, 2010): 446–57. http://dx.doi.org/10.3109/17549507.2011.522254.

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Goldman, Amy. "Ten Funding Myths Demystified!" Perspectives of the ASHA Special Interest Groups 1, no. 12 (March 31, 2016): 6–9. http://dx.doi.org/10.1044/persp1.sig12.6.

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This article addresses 10 common misconceptions about the availability of funding and coverage for speech-generating devices (SGDs). Speech-language pathologists who will be evaluating individuals who can benefit from SGDs should become familiar with their responsibilities to ensure the process concludes with successful procurement of the recommended device. A reminder of ethical practices and additional resources are provided to the reader.
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Dukhovny, Elena, and Gloria Soto. "Speech Generating Devices and Modality of Short-term Word Storage." Augmentative and Alternative Communication 29, no. 3 (August 9, 2013): 246–58. http://dx.doi.org/10.3109/07434618.2013.815799.

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Kander, Mark. "Bottom Line: Medicare Requires Physician Visit for Speech-Generating Devices." ASHA Leader 18, no. 9 (September 2013): 28–29. http://dx.doi.org/10.1044/leader.bml.18092013.28.

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Yang, Hyun-Kieu. "A Meta-analysis of Communication Interventions Involving Speech-Generating Devices(SGD)." Journal of Special Children Education 18, no. 3 (September 2016): 143–68. http://dx.doi.org/10.21075/kacsn.2016.18.3.143.

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van der Meer, Larah, Debora Kagohara, Donna Achmadi, Mark F. O’Reilly, Giulio E. Lancioni, Dean Sutherland, and Jeff Sigafoos. "Speech-generating devices versus manual signing for children with developmental disabilities." Research in Developmental Disabilities 33, no. 5 (September 2012): 1658–69. http://dx.doi.org/10.1016/j.ridd.2012.04.004.

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Dissertations / Theses on the topic "Speech generating devices"

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Danielson, Priscilla Mary. "Perceptions of Working Memory Use in Communication by Users of Speech-Generating Devices." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/380748.

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Educational Psychology
Ph.D.
Augmentative and alternative communication (AAC) is defined as “all forms of communication (other than oral speech)…used to express thoughts, needs, wants and ideas” (“Augmentative and Alternative Communication (AAC),” 2012). Working memory is a temporary cognitive process, which briefly maintains and manipulates information while it is being encoded as a part of long-term memory (Engle, Nations, & Cantor, 1990; “Introduction to Working Memory”, 2007). It has been suggested that based upon the unique skill set and needs of users of AAC systems, the design of these systems should reflect knowledge gleaned from the cognitive sciences (Light & Lindsay, 1991) with training and implementation of AAC incorporating an understanding of the cognitive processes impacting memory, learning, and visual processing (Light & Lindsay, 1991; Wilkinson & Jagaroo, 2004). This study sought to examine how users of AAC managed and perceived the cognitive load associated with working memory demands while communicating and what specific strategies and/or design features users of AAC perceived they used during conversation when using AAC. Results revealed an overall large amount of variability in participants’ responses. Length of symbol/word sequences, word prediction, seeing the message as it is being created, attention to the conversational topic, and attempting to remember what their conversational partner said appeared to be judged as having the highest degree of importance for the use of a speech generating device and success and message completion in conversation. Errors in conversational while using a speech generating device and stressors during the conversational process appeared to be most closely related to reported lack of time to create messages and the time it takes to create messages. Users of AAC did not report high frequency of actives attention to the working memory processes and design features.
Temple University--Theses
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Hernandez-Cartaya, Rebecca A. "Help Me Chat: Eliciting Communicative Acts from Young Children Using Speech-Generating Devices." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2538.

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Augmentative and alternative communication (AAC) is an evidence-based practice targeting the communication deficits of children with complex communication needs (CCN). While young children with communication disorders are attending preschool and using AAC, and specifically speech-generating devices (SGDs), with increasing frequency, best practices for implementation with this population are largely unexplored. In an effort to contribute to the knowledge base for teachers, the essential communication partners for children in the classroom setting, this research explored the interactions of four teacher-child dyads and analyzed the prompts and cues used to elicit communicative acts from the children. Results of statistical and descriptive analyses revealed that, while teachers overwhelmingly favor and use verbal prompts over other stimuli, these prompts were no more effective in eliciting communicative acts. These results indicate that teachers would benefit from instruction in a variety of techniques for enhancing communication via AAC; future research directions towards this purpose are detailed.
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Frick, Bethany Joan. "Multicultural Considerations in Augmentative and Alternative Communication (AAC) Devices for Culturally and Linguistically Diverse AAC Users." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585242427166751.

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Crisp, Cheryl Lee. "Out of the chrysalis of silence into a world of possibilities family experiences of having a child who uses a speech generating device /." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/2033.

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Thesis (Ph.D.)--Indiana University, 2009.
Title from screen (viewed on January 13, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Marsha L. Ellet, Rebecca S. Sloan, Lynne A. Sturm, Melinda M. Swenson. Includes vitae. Includes bibliographical references (leaves 104-123).
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Bailey, Pippa. "The 'Telling Stories' Project : a case series study of narrative interaction between children who use speech generating devices and their educational staff." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/52779/.

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Story-telling is important to child language development and plays a critical role within the English National Curriculum. Children who use Augmentative and Alternative Communication (AAC) have limited opportunities to develop narrative compared to their typically developing peers. The current study aimed to explore narrative construction in communicative dyads comprising an aided speaker (AS) and natural speaker (NS). A case series design was employed to investigate narrative interactions of children who use AAC with a familiar member of teaching staff. The sample comprised four children, two with cerebral palsy, one with autistic spectrum disorder and one with a genetic condition. Data collection took place at the school attended by each participant. Video capture was used to record one personal and one fictional narrative in four separate data collection sessions with each dyad. Data were transcribed using standard orthography. Three dependent variables were investigated: communicative modality, linguistic move-type and linguistic complexity. A subsidiary study was completed to test the reliability of Momentary Time Sampling in coding interactional data. The findings revealed multimodal contributions from both interlocutors. Speech was the dominant modality for all NS participants. Communicative modality use was more varied for the AS. NS participants assumed a more dominant, initiating role. Analysis highlighted patterns of frequent directives, such as instructions and w-question and yes/no question employed by the NS followed by AS responses during narrative interaction. However, some miscommunication between interlocutors was also recorded. Narrative interaction was found to follow the educational initiation-response feedback framework, although there was evidence of the AS and NS working together to construct narrative. Implications include the need for NS scaffolding within education to support AS access to narrative language. The case series serves to illustrate some of the challenges associated with narrative production for children who use AAC and the associated relevance of the NS’ role.
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Randall, Taylor. "Teaching Individuals with an ASD to Tact and Comment on Emotions: An Evaluation of OiGO©." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7897.

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Many individuals with an Autism Spectrum Disorder (ASD) have deficits in social skills (e.g., Church, Alisanski, & Amanullah, 2000;). More specifically, individuals with an ASD may have deficits in tacting and commenting on the emotions of others as well as their own (Hobson, 1986). One potential way to facilitate the acquisition of social skills by individuals with an ASD is through the use a social skill application. The OiGO© application was developed to offer a modality to allow individuals to appropriately tact and comment on emotions. The purpose of this study was to evaluate whether participants would learn to tact and comment on the emotional responding of other individuals using OiGO©. This study used a multiple baseline across participants with embedded probes design to assess the effects of OiGO© plus reinforcement on tacting and commenting vocally and through the use of the application. Correct vocal responding increased from baseline levels for one of three participants. In addition, all participants quickly met mastery criterion via OiGO© responding during the OiGO© plus reinforcement phase. Furthermore, responding during the generalization probes was variable. These results combined suggest that individuals with autism can quickly learn to use this application.
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Guinn, Dana M. "Proloquo2Go or SwiftKey Symbols: Which Leads to Better Acquisition of Targeted Phrases for a Student with Intellectual Disability and Articulation Concerns?" Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3196.

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Having a meaningful system for expressing common needs and thoughts is important for overall quality of life for students with intellectual disability and limited expressive language. The current study was conducted to evaluate whether one communication system, Proloquo2Go ($249.99) or SwiftKey Symbols (FREE), is more effective in the acquisition of targeted expressive phrases in one student with intellectual disability who exhibited expressive communication difficulties. The student was provided with instruction in both systems using task analytic instruction and system of least prompting and encouraged to use each system at different times in a single case, alternating treatment design. Results indicated that Proloquo2Go led to faster acquisition of targeted phrases, although gains were shown with both devices. Although, given the cost difference, teachers and parents may want to consider free options, like SwiftKeys, given the student made gains with this device. Future research is needed to provide generalizability of these results.
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Wang, Xian. "Enabling low cost test and tuning of difficult-to-measure device specifications: application to DC-DC converters and high speed devices." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53521.

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Low-cost test and tuning methods for difficult-to-measure specifications are presented in this research from the following perspectives: 1)"Safe" test and self-tuning for power converters: To avoid the risk of device under test (DUT) damage during conventional load/line regulation measurement on power converter, a "safe" alternate test structure is developed where the power converter (boost/buck converter) is placed in a different mode of operation during alternative test (light switching load) as opposed to standard test (heavy switching load) to prevent damage to the DUT during manufacturing test. Based on the alternative test structure, self-tuning methods for both boost and buck converters are also developed in this thesis. In addition, to make these test structures suitable for on-chip built-in self-test (BIST) application, a special sensing circuit has been designed and implemented. Stability analysis filters and appropriate models are also implemented to predict the DUT’s electrical stability condition during test and to further predict the values of tuning knobs needed for the tuning process. 2) High bandwidth RF signal generation: Up-convertion has been widely used in high frequency RF signal generation but mixer nonlinearity results in signal distortion that is difficult to eliminate with such methods. To address this problem, a framework for low-cost high-fidelity wideband RF signal generation is developed in this thesis. Depending on the band-limited target waveform, the input data for two interleaved DACs (digital-to-analog converters) system is optimized by a matrix-model-based algorithm in such a way that it minimizes the distortion between one of its image replicas in the frequency domain and the target RF waveform within a specified signal bandwidth. The approach is used to demonstrate how interferers with specified frequency characteristics can be synthesized at low cost for interference testing of RF communications systems. The frameworks presented in this thesis have a significant impact in enabling low-cost test and tuning of difficult-to-measure device specifications for power converter and high-speed devices.
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Suberman, Rachel. "Teaching Caregivers to Implement Speech-Generating Device-Based Mand Training: Evaluating the Efficacy of Behavioral Skills Training." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7094.

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Many individuals with developmental disabilities do not develop vocal repertoires. Thus, teaching the use of an augmentative and alternative communication (AAC) device is imperative. A speech-generating device (SGD) is an example of an AAC that is universally understood. Individuals with developmental disabilities have been taught to communicate using such device. Teaching caregivers to conduct communication training with their children may be one to way to foster communication in an individual’s natural environment. Thus, the purpose of this study was to extend previous research by using behavioral skills training (BST) to teach caregivers to implement SGD-based mand training using an adapted training sequence. Additionally, we evaluated whether training caregivers to implement mand training with their children resulted in an increase of independent mands in their children. This study found that BST was effective in teaching caregivers to implement SGD-based mand training with their children. Additionally, independent mands increased from pre-training to post-training observations for two children.
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Kapp, Kristen L. "TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/54.

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The purpose of the study was to evaluate the effectiveness of teaching a picture communication system to students with moderate to severe disabilities using the PECS Phase III application. A multiple probe across participants design was used to conduct the study and evaluate the effectiveness of the training on the PECS Phase III application. The results of the study demonstrated that teaching a picture communication system on an augmentative and alternative communication device is effective in the school setting with young adults with moderate and severe disabilities.
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Books on the topic "Speech generating devices"

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Evstaf'ev, Andrey, Aleksandr Maznev, Dmitriy Pegov, Anton Sychugov, and Vitaliy Vasil'ev. Structures and electrical equipment for high-speed ground transport. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1012744.

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The issues of the history of the development of high-speed transport, the principles of operation and the device of mechanical and electrical equipment, the features of maintenance and operation of modern high-speed trains are considered. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of railway transport universities studying in the specialty "Rolling Stock of railways" and the direction "Electric power and electrical Engineering", and can also be useful for engineering and technical workers associated with the operation and maintenance of high-speed trains.
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Carol Geronès, Lídia. Un bric-à-brac de la Belle Époque. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-434-9.

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Fortuny (1983) by Pere Gimferrer is the only novel (at least to date) that the author has written in Catalan and it represents one of the most unique novels of contemporary Hispanic narrative. The aims of the present study are mainly two: to shed light on one of the most important, but least studied, works by Pere Gimferrer, the greatest representative of Hispanic creativity for the Post-War Generation, and to analyse critical reception of the work and show how the novel has evolved from the time of publication in 1983 until today. This essay consists of three major parts: the study of critical reception, the narratological analysis of the text and the unveiling of the textual, but above all visual, references that make up the novel. The latter allows us to explain two essential elements of the novel: the imaginary Fortuny on the one hand and, on the other, the novel’s intertextual concrete figure of speech, its ekphrasis. The study of this intentionally visual character of the novel not only wanted to highlight the importance of two arts to which Gimferrer has always paid special attention – we refer to cinema and painting – but has also demonstrated the desire of the writer to innovate the Catalan narrative scene, using different literary devices to push the limits of the genre novel.
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Meier, Dennis, Jan Seidel, Marty Gregg, and Ramamoorthy Ramesh. Domain Walls. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198862499.001.0001.

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Technological evolution and revolution are both driven by the discovery of new functionalities, new materials and the design of yet smaller, faster, and more energy-efficient components. Progress is being made at a breathtaking pace, stimulated by the rapidly growing demand for more powerful and readily available information technology. High-speed internet and data-streaming, home automation, tablets and smartphones are now ‘necessities’ for our everyday lives. Consumer expectations for progressively more data storage and exchange appear to be insatiable. In this context, ferroic domain walls have attracted recent attention as a completely new type of oxide interface. In addition to their functional properties, such walls are spatially mobile and can be created, moved, and erased on demand. This unique degree of flexibility enables domain walls to take an active role in future devices and hold a great potential as multifunctional 2D systems for nanoelectronics. With domain walls as reconfigurable electronic 2D components, a new generation of adaptive nano-technology and flexible circuitry becomes possible, that can be altered and upgraded throughout the lifetime of the device. Thus, what started out as fundamental research, at the limit of accessibility, is finally maturing into a promising concept for next-generation technology.
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Book chapters on the topic "Speech generating devices"

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Lancioni, Giulio E., Jeff Sigafoos, Mark F. O’Reilly, and Nirbhay N. Singh. "Speech-Generating Devices for Communication and Social Development." In Assistive Technology, 41–71. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4229-5_3.

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Gupta, Madhu S. "Electromagnetic Simulation of High-Speed and RF Multi-Chip Modules — An Overview." In Directions for the Next Generation of MMIC Devices and Systems, 331–38. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-1480-4_38.

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Yin, Yaobao. "Pneumatic Principle and Device of Oscillating Water Column Wave Power Generation." In High Speed Pneumatic Theory and Technology Volume II, 351–86. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2202-4_14.

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Tiwari, Rishika, Manish Shandilya, and Sonika Charak. "Assistive Technology to Support Children With Autism Spectrum Disorder." In Assistive Technologies for Assessment and Recovery of Neurological Impairments, 25–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7430-0.ch002.

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Assistive technology (AT) is defined as any device or technology ranging from low to high that helps to improve functional skills of individuals with cognitive, physical, or neurological disorders. These technologies are devised to improve the functional activities of persons. ATs focussing on cognitive disorders like dementia, autism spectrum disorders, etc. can be categorized as ATs for cognition (ATC) and augmentative and alternative communication (AAC). AAC interventions consist of tools that aid the challenges faced by individuals with speech impairment during communication. AACs used often are speech-generating devices (SGD), software programs, and communication apps for efficient production of speech. ATCs include social stories and video modeling strategies. The use of assistive technology in autism spectrum disorder (ASD) has great importance due to increased requirement for interventions in helping students. There are several lines of evidence showing the effectiveness of technology-assisted training in ASD patients.
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van der Meer, Larah. "iPods and iPads as AAC Devices for Children with Developmental Disorders." In Advances in Medical Technologies and Clinical Practice, 1–26. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8395-2.ch001.

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The Apple iPod Touch™ and iPad™ are increasingly used as augmentative and alternative communication (AAC) devices. This chapter discusses the use of iPods™/iPads™ loaded with software applications that enable speech output and thereby transform them into speech-generating devices (SGD). While a popular mode of communication for children with developmental disorders (DD) who have little or no spoken language, assessment of the effectiveness of such new technology to enhance communicative functioning is necessary. Research on the use of iPods™/iPads™ was evaluated to assess whether they are (a) effective as AAC devices, (b) at least as effective as other AAC interventions, and (c) effective at the individual level of implementation. Findings suggested that the use of iPods™/iPads™ as AAC devices is promising, also in comparison to other AAC systems. Children typically preferred using iPods™/iPads™. Selection of an AAC system based on the child's preference coupled with appropriate instructional strategies may lead to the enhancement of communicative functioning for children with DD.
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Look Howery, Kathy L. "Speech-Generating Devices in the Lives of Young People with Severe Speech Impairment: What Does the Non-Speaking Child Say?" In Advances in Special Education Technology, 79–109. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s2056-769320150000001004.

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Zygopoulou, Maria. "Technology-Aided Interventions to Reduce Challenging Behaviors for Individuals With Autism Spectrum Disorder." In Advances in Early Childhood and K-12 Education, 108–25. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8217-6.ch007.

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Individuals with autism spectrum disorder (ASD) display a variety of challenging behaviors, such as tantrums, aggression, stereotypy, and disruption. Challenging behaviors can have a serious negative impact on the development of social relations, in the learning process, and education. To this aim, there is a need for appropriate interventions in order to improve the quality of life of individuals with ASD. This chapter aims to provide data with regard to different types of interventions and technological tools used for the reduction of challenging behaviors of students with ASD. Functional communication training with the use of speech-generating devices, video self-modeling, self-monitoring with the use of technological devices, and social stories presented in electronic form reflect types of interventions used for challenging behavior reduction. Research data indicate that technology-aided interventions are generally effective in reducing challenging behaviors of students with ASD.
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Bonvillian, John D., Nicole Kissane Lee, Tracy T. Dooley, and Filip T. Loncke. "5. Childhood Autism and Sign Communication." In Simplified Signs, 141–86. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0205.05.

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Chapter 5 provides a comprehensive, historical overview of the defining characteristics of autism spectrum disorder (ASD) along with the various language therapies employed to improve the communicative success of minimally verbal individuals. The various strengths and weaknesses of such approaches are analyzed as a basis for helping to determine which methods are likely to be the most successful. The history of signing in persons with ASD is examined, with a special focus on the relatively recent realization that motor skills (both gross and fine) and imitation abilities in such individuals may be severely impaired, thus limiting the effectiveness of sign interventions that do not take into consideration the motor complexity of the signs used. Since many parents and caregivers may also express reluctance to adopt a strategy that uses signs out of fear that this will prevent their child’s acquisition of speech, research dispelling this myth is provided. In addition to coverage of sign-communication interventions and strategies for promoting spontaneous communication and generalization of sign use to multiple settings, other non-oral approaches employed with persons with disabilities are presented as options, including the use of real objects, the Picture Exchange Communication System (PECS), Blissymbols, speech-generating devices, and software applications.
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Mattos, Érika Bertozzi de Aquino, Isabelle Mazza Guimarães, Alexander Gonçalves da Silva, Claudia Marcia Borges Barreto, and Gerlinde Agate Platais Brasil Teixeira. "Smart Device Clickers." In Wearable Technology and Mobile Innovations for Next-Generation Education, 295–320. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0069-8.ch015.

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In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.
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Kişla, Tarık, and Bahar Karaoğlan. "Ubiquitous Learning for New Generation Learners' Expectations." In Managing and Designing Online Courses in Ubiquitous Learning Environments, 176–200. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9779-7.ch009.

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It cannot be denied that environmental influence has a great effect on the characteristics of individuals: reason why people can be profiled with their generation. Generation is a collection of lifespans which fall into a time duration when major changes have occurred. The last decades are labeled as information and technology era where the world is witnessing great changes in lifestyles that go in parallel with the speed of evolving digital technology. Young people born after 2000 are categorized as “Generation Z,” who are born into a world of IT technology and are independent, social individuals competent in using technology and mostly interested in technology-driven/enabled events and devices. Due to this fact, portable/wearable smart devices may be used to offer new opportunities for delivering education tailored according to situational needs and preferences of these people. In this chapter, after touching distinctive characteristics of the generations, concepts regarding ubiquitous learning and how it aligns with the aspirations and values of Generation Z are highlighted.
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Conference papers on the topic "Speech generating devices"

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Blake, Anthony M. "Dynamically generating FFT code on mobile devices." In ICASSP 2013 - 2013 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2013. http://dx.doi.org/10.1109/icassp.2013.6638119.

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Rega, Angelo, Federica Somma, and Roberta Simeoli. "A REVIEW OF SCIENTIFIC STUDIES ON THE EFFECTIVENESS OF SPEECH-GENERATING DEVICES TO STIMULATE COMMUNICATION IN PEOPLE WITH AUTISM." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2182.

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Lee, S., W. Sutomo, C. Liu, and E. Loth. "MEMS-Based Electrolytic Microbubbler in a Water Channel." In ASME/JSME 2003 4th Joint Fluids Summer Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/fedsm2003-45646.

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This study investigated the development of microbubble injection using a MEMS-based electrolytic device capable of generating small bubbles introduced with nearly zero injection velocity. Three generations of electrolytic microbubblers with gold electrodes and photoresist (PR) as an insulator were fabricated. The objective for the first-generation microbubbler was to understand the influence of voltage and flow speed. The goal of the second-generation microbubbler was to understand the influence of electrode area and spacing, the distance between the cathode and anode. The purpose of the third generation device was to investigate the effect of electrode shape as well as further reduction in the size and spacing of the electrodes. Measurements of the sizes of the bubbles and the bubble generation rates of a first-generation device in a square water channel at different voltages and under different flow conditions were taken. At all but the lowest applied voltage, more than 65% of the observed bubbles were less than 50 μm in diameter. As the applied voltage was increased, the mean bubble diameter and the variation from the mean decreased while bubble generation rates increased. As the flow increased, mean bubble diameter and the deviation from the mean decreased as well. For the second-generation devices, the largest mean bubble diameter and smallest percentage of bubbles smaller than 50 μm occurred at an intermediate value of the ratio between the electrode size and the electrode spacing of approximately 0.7. For the third generation devices, increased detachment frequency occurred with the circular geometries, compared to triangular or square node shapes. The minimum allowable spacing between two electrodes to avoid coalescence was approximately 1.5 times the electrode diameter.
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Chowdhury, Tasnimul Hasan, Md Muntasir Mamun, Md Asikul Islam, Syeda Nazifun Tabassum, and Tajbia Karim. "Verbalink-A Gesture Based Speech Generating Device." In 2020 11th International Conference on Electrical and Computer Engineering (ICECE). IEEE, 2020. http://dx.doi.org/10.1109/icece51571.2020.9393093.

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Perkins, John F., Richard H. Hopkins, Charles D. Brandt, Anant K. Agarwal, Suresh Seshadri, and Richard R. Siergiej. "SiC High Temperature Electronics for Next Generation Aircraft Controls Systems." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-106.

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Several organizations, including Westinghouse, CREE, and ATM, as well as researchers in Japan and Europe, are working to develop SiC power devices for reliable, high power and high temperature environments in military, industrial, utility, and automotive applications. Other organizations, such as NASA Lewis and several universities, are also doing important basic work on basic SiC technology development. It has been recognized for two decades that the superior properties of SiC lead to range of devices with higher power, greater temperature tolerance, and significantly more radiation hardness than silicon or GaAs. This combination of superior thermal and electrical properties results in SiC devices that can operate at up to ten times the power density of Si devices for a given volume. Recent research has focused on the development of vertical metal oxide semiconductor field effect transistor (VMOSFET) power device technology, and complementary high speed, temperature-tolerant rectifier-diodes for power applications. We are also evaluating applications for field control thyristors (FCT) and MOS turn-off thyristors (MTO). The technical issues to be resolved for these devices are also common to other power device structures. The present paper reviews the relative benefits of various power devices structures, with emphasis on how the special properties of SiC enhance the desirability of specific device configurations as compared to the Si-based versions of these devices. Progress in SiC material quality and recent power device research will be reviewed, and the potential for SiC-based devices to operate at much higher temperatures than Si-based devices, or with enhanced reliability at higher temperatures will be stressed. We have already demonstrated 1000V breakdown, current densities of 1 kA/cm2, and measurements up to 400°C in small diodes. The extension of this work will enable the implementation of highly distributed aircraft power control systems, as well as actuator and signal conditioning electronics for next generation engine sensors, by permitting electronic circuits, sensors and smart actuators to be mounted on or at the engine.
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Chowdhury, Paromita, Anupam Mandal, K. R. Prasanna Kumar, and G. Athithan. "A Framework for VoIP Speech Data Generation Using Asterisk." In 2011 International Conference on Devices and Communications (ICDeCom). IEEE, 2011. http://dx.doi.org/10.1109/icdecom.2011.5738538.

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Tabiongan, Raven C. "Chat Box: Two-way Schemed Communication Device for Speech and Hearing Impairment." In 2019 8th International Symposium on Next Generation Electronics (ISNE). IEEE, 2019. http://dx.doi.org/10.1109/isne.2019.8896577.

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Ideguchi, Takuro. "High-speed vibrational spectroscopy using nonlinear optical sources." In Nonlinear Frequency Generation and Conversion: Materials and Devices XX, edited by Peter G. Schunemann and Kenneth L. Schepler. SPIE, 2021. http://dx.doi.org/10.1117/12.2585088.

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Chambers, Justin R., Andrew D. Lowery, and James E. Smith. "Collapsible Wind Powered Energy Generation and Storage Device." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51816.

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The described research is a light weight, inexpensive portable and collapsible wind turbine, small enough to be carried in a backpack, ruck sack or within the storage compartment of a vehicle, which can be used to recharge batteries and provide off-site, emergency, or campsite power. As a means to extend the battery life of electronic equipment while moving away from the power grid and extra battery storage, a power generating unit is needed. Current approaches are to carry the anticipated number of spare batteries, to use solar cells or any number of small generating thermionic devices. While each of these have a place in the market, they also have negative cost, size, and weight drawbacks. The objective of this research is to create a power generating/storage wind turbine device for recreational, emergency, and military use that can easily be collapsed and transported as needed. The device is a lightweight, collapsible wind turbine constructed of rugged materials to be used on camp sites, remote locations etc. and carried within a pack for travel. It is of a size and weight to be part of an emergency or survival pack. The wind turbine, in its preferred embodiment, is a self-starting/sustaining device that starts at low wind speeds so no monitoring or priming of the device is necessary. In addition to the novelty of it being collapsible, the wind turbine device employs advanced features to increase its wind energy capture efficiency and its energy storage and delivery system, along with unique design features that make it rugged, lightweight and easily assembled.
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Amaral de Araújo, Cleudmar, Warner Artur Siquieroli, Sonia A. Goulart Oliveira, Fernando Lourenço de Souza, Lidiane Sartini de Oliveira, and Márcio Peres de Souza. "Spring-Follower-Cam Assembly for Muscular Training at Different Speeds." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52319.

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Conventional equipment for muscular rehabilitation and training uses passive load systems. This work seeks the creation of an alternative resistance generation device for the skeletal muscle contraction to be applied in conventional machines of muscular training and physiotherapy. The proposed device uses a group spring-follower-cam to produce the resistance and does not use cables, belts or chains. The device was designed to generate mechanical resistance through low inertia set, accessibility, modular and low-cost to be adapted on training machines. This device consists of a cam-follower pair connected to a compression spring. Its operating principle is based on the pressure angle variation between the cam-follower pair. The mathematical modeling and the numeric solution for the cam profile is presented. It was noted that prototype can be applied in high speeds unlike conventional equipment. The maximum torque curve available and the torque curve obtained in the device approached, as the movement training approached motor gesture, with maximum errors of about 10 %. The results confirm that the device is capable of generating a resistance profile that resembles the maximum available torque profile at the joint user when performing certain movement training, which can more adequately represent the motor gesture to be trained. Two case studies were conducted using the motor gesture of judo training and rower’s movement which mainly uses elbow flexion.
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Reports on the topic "Speech generating devices"

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Michel Bonin, Tom Harvill, Jared Hoog, Don Holve, Alan Alsing, Bob Clark, and Steve Hrivnak. "A High Speed Laser Profiling Device for Refractory Lininig Thickness Measurements In a Gasifier with Cross-Cut to the Metals, Forest Products, Chemical and Power Generation Industries". Office of Scientific and Technical Information (OSTI), November 2007. http://dx.doi.org/10.2172/963420.

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