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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 PsychologyPh.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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Turner, Maribeth Lynn. "What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?" The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047.
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Jonsson, Jessica, and Olsson Ronja. "Att börja använda ett högteknologiskt AKK : En 6-årings kommunikativa förmågor under de första månaderna efter introduktion av en pratapparat." Thesis, Uppsala universitet, Logopedi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340838.
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When an individual’s ability to communicate with speech does not function as expected, in many cases, augmentative and alternative communication, (AAC), can serve as a support interaction with other persons. The purpose of this study is to investigate how a specific child’s communicative possibilities and abilities develop during the first months after introducing a speech generating device. The study’s main participant Alex is 6 years old and has been diagnosed with autism spectrum disorder and ADHD. Alex also has confirmed limitations regarding gross and fine motor skills and further investigation will examine the presence of childhood apraxia of speech. Two play situations were videotaped at approximately four months intervals and then analysed via conversation analysis and multimodal interaction analysis. At the study’s initial recording session Alex’ communication consisted of gestures and body language together with isolated vocalisations. There were no observed occurrences of spoken words. At the start of the study Alex had been using their speech generating device, SGD, for approximately six weeks. At the end of the study the SGD is found to have been integrated in Alex’ communication during the observed play situations. Its role as a communicative resource has developed from being primarily a device which the child presses in order to answer direct questions, into being used to organise, for example, turn taking, initiate new play rounds or asking questions, by way of other types of manipulation. In addition, Alex’ use of vocalisations has increased and become more situation specific. Baseline measurements were not conducted in this study, wherefore it is not possible to indicate the implementation of an SGD as the reason for Alex’ communicative development. Continued research is needed in order to achieve individual and optimum solutions for all who are dependent on support in their communication.När en individs möjligheter att kommunicera med tal av någon anledning inte fungerar som förväntat kan i många fall alternativ och kompletterande kommunikation, förkortat AKK, fungera som ett stöd i interaktionen med andra människor. Syftet med denna studie är att undersöka hur ett specifikt barns kommunikativa möjligheter och förmågor utvecklas under de första månaderna efter att ett högteknologiskt AKK introducerats. Studiens huvuddeltagare Alex är 6 år och har diagnoserna autism i barndomen och ADHD. Alex har även konstaterade grov- och finmotoriska begränsningar och vidare undersökningar kommer att undersöka förekomst av verbal dyspraxi. Två leksituationer videofilmades med cirka fyra månaders mellanrum och analyserades sedan med samtalsanalys och multimodal interaktionsanalys. Vid studiens inledande inspelning utgjordes Alex kommunikation av gester och kroppsspråk samt enstaka vokaliseringar. Inga talade ord förekom. Vid studiens slut konstateras att hAKK vid den observerade leksituationen integrerats i Alex kommunikation. Dess roll som kommunikativ resurs har utvecklats från att främst vara en apparat som barnet trycker på för att svara på direkta frågor, till att genom annan typ av manipulering exempelvis organisera turtagning, initiera en ny lekomgång och ställa frågor. Även Alex användning av vokaliseringar i leksituationen har ökat och blivit mer situationsspecifika. Alex mamma och en av hens förskollärare intervjuades och besvarade skattningsfrågor. Resultaten visar att de båda noterat en generellt ökad vilja till kommunikation hos Alex samt lyfter frågan om vilka begränsningar som fortfarande finns gällande Alex kommunikativa möjligheter vid studiens slut. Baselinemätningar saknas i denna studie, varför det inte är möjligt att ange implementeringen av hAKK som orsak till Alex kommunikativa utveckling. Fortsatt forskning behövs för att kunna uppnå individuella och optimala lösningar för alla som är beroende av stöd i sin kommunikation.
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Ramdoss, Sathiyaprakash Thoppae. "Speech generating devices and autism : a comparison of digitized and synthetic speech output." 2013. http://hdl.handle.net/2152/21288.
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Children with autism often experience substantial impairments in the domain of language and communication. Speech generating device (SGD) is one of the widely used augmentative communication systems with this population. The most prevalent speech output systems currently in use with SGDs are digitized and synthetic speech outputs. Advantages and disadvantages of each speech output system exist, and large individual differences in-terms of preference and performance have been speculated in both modalities. There is currently no published research that compares digitized and synthetic speech outputs.
The primary goal of this study is to examine the effects of SGD training using digitized vs. synthetic speech outputs on the acquisition of requesting skills of 4 non-verbal children diagnosed with autism. The study addressed the following research questions. First, are there differences in acquisition rates for requests taught using digitized vs. synthetic speech outputs? Second, do children show a preference for one speech output over other? Finally, Are there any differences in perceived social validity of digitized vs. synthetic speech outputs?
The primary findings of this study were: (1) Differences in the performance were found between two of the participants within each speech output; (2) two of the participants appeared to prefer one speech output over other and one participant could not indicate his preference due to positioning bias; (3) social validity measures indicated favorable ratings for SGD training but no clear indications in-terms of acceptability and usability of speech outputs across different settings. The overall results obtained from this study suggest that speech output can play a significant role, and it is one of the important components that can contribute to the success of the intervention. Additionally, overall outcome suggests that non-verbal children with autism can successfully learn to use the SGDs at their own pace with the support of proper prompting strategies and instructional procedures.text
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Figley, Laura C. "Perceptual differences in the conversational performance of people with severe expressive aphasia using three types of visual screen displays on speech generating devices." 2007. http://etd1.library.duq.edu/theses/available/etd-07272007-085658/.
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Seale, Jennifer M. "Quantitative differences in the conversational performance of people with severe expressive aphasia using three types of visual screen displays on speech generating devices." 2007. http://etd1.library.duq.edu/theses/available/etd-07282007-121053/.
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陳翠鳳. "The Effectiveness of Using Speech Generating Devices(SGDs) as Teaching Strategies on Social Interactive Behaviors of Students with Limited Verbal and Severe Intellectual Disabilities." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42285877150699608837.
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碩士國立臺灣師範大學
特殊教育學系在職進修碩士班
100
The Effectiveness of Using Speech Generating Devices（SGDs）as Teaching Strategies on Social Interactive Behaviors of Students with Limited Verbal and Severe Intellectual Disabilities Chen, Tsui-Feng Abstract The primary purpose of this study was to explore the effectiveness of using speech generating devices (SGDs) as teaching strategies on social interactive behaviors of two students with limited verbal and severe intellectual disabilities. Participants were two 2nd-grade girl students in the senior vocational department of a special education school. The independent variable was the speech generating devices (SGDs) teaching strategies, whereas the dependent variables were the participants’ social interactive behaviors (i.e., inviting, taking turns, and expressing praise) in terms of frequency and prompting scores. This study employed a multiple-baseline design across behaviors including the baseline, intervention and retention phases. The data were obtained from these three experimental phases and processed with the technique of visual and simplified time-series analysis to examine the intervention effects. Additionally, the researcher interviewed the participants’ peers and teachers participating in this study to ensure social validity of this study. The results of this study were specified as follows: A. The obtained data showed that SGDs raised the frequency and prompting scores in the participants’ inviting behaviors,and during maintenance phase the behaviors were retained. B. The obtained data showed that SGDs raised the frequency and prompting scores in the participants’ turn-taking behaviors,and during maintenance phase the behaviors were retained. C. The obtained data documented that SGDs increased the frequency and prompting scores in the participants’ praise-expressing behaviors ,and during maintenance phase the behaviors were retained. D. The obtained data from interviews indicated that the study demonstrated positive social validity. In the conclusion, implications for teaching SGDs strategy were addressed and suggestions for future studies were proposed. Keywords: Severe intellectual disabilities, social interactive behavior, augmentative &; alternative communication (AAC), speech generating devices（SGDs）
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Chuan-PoWang and 王譔博. "Request Help Module Interface Design on Speech-Generating Device for Children with Autism Spectrum Disorder." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x6ek98.
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Lee, Chia-Yin, and 李佳音. "Speech Generating Device (SGD) Intervention Program on Functional Communication for a Student with Severe Intellectual Disabilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jp8472.
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碩士臺北市立大學
特殊教育學系碩士在職專班
107
The purpose of this study was to explore the effectiveness of the functional communication of speech generating devices (SGD) intervention program for a student with severe intellectual disabilities and to understand the social validity of speech generating devices intervention program. This study conducts the courses of instruction for a student with severe intellectual disabilities, and the data were collected through functional communication test. Finally, visual analysis to explore the teaching intervention in the immediate, maintenance and type of results. The following are the results of the study: 1. SGD intervention program exercises teaching to improve student diet, activity and social demand functional communication teaching has an immediate effect on student with severe intellectual disabilities. 2. SGD intervention program exercises teaching to improve student diet, activity and social demand functional communication teaching has a partially maintain effect on student with severe intellectual disabilities. 3. SGD intervention program have social validity for improving the functional communication of student with severe intellectual disabilities. Finally, based on the above conclusions, the researchers also made a few suggestions for practical teaching and future research related to the reference.