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Results for “Communication Devices for People with Disabilities”

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At least 19 recordsLinked to original sources
PubMed2004

Patients with disabilities and complex communication needs. The GP consultation.

BACKGROUND: People with complex communication needs vary in terms of their underlying disability and the methods and strategies they use to communicate. OBJECTIVE: This article describes the varied communication profiles that a general practitioner is likely to encounter in patients with disabilities, and the various types of augmentative and alternative forms of communication that might be used in such consultations. DISCUSSION: This article provides strategies to facilitate doctor-patient communication involving patients with complex communication needs, some of which are illustrated in a case study of a young woman with an intellectual disability.

Adult↗
PubMed1981

Communication systems for the nonvocal based on frequent phoneme sequences.

A new type of nonvocal communication system has been developed for people unable to produce speech because of neuromotor impairment. It is designed to be as flexible as the alphabet, while requiring significantly fewer acts of selection on the part of the user. The items in this type of system are phoneme sequences which have a high frequency of occurrence in the phoneme sequences included, the fewer the selection gestures required. A system of this type--Par le si la b-- is available for French, and one for English--SPEEC (Sequences of Phonemes for Efficient English Communication)--is being field-tested. Both systems are implemented in lapboard form and on encoded eye-gaze selection (Etran) charts (Eichler, 1975) and are potentially compatible with a variety of electronic communication devices. To the nonvocal individual with good comprehension and the ability to begin learning regular sound-letter correspondences, this approach offers an unrestricted and potentially more rapid communication mode that may allow greater opportunity to develop and exercise language than is currently afforded by the alphabet or by preselected-vocabulary systems.

Adult↗
PubMed2005

Enabling frail older people with a communication difficulty to express their views: the use of Talking Mats as an interview tool.

The aim of the present study was to obtain the views of frail older people with communication impairments using an innovative interviewing method, Talking Mats. People with a communication disability are often omitted from qualitative research studies since they cannot respond to the more traditional methods of interviewing. However, their views are important and they may, in fact, have additional insights because of their communication situation. The 10 participants in this study were frail older people with a range of communication difficulties with causes including stroke, dementia and hearing loss. They had all recently (within 6 months) moved into care homes. Each participant was interviewed using Talking Mats to obtain their views on four aspects of their life: activities, people, environment and self. The findings are presented in a visual way, and the four life themes are discussed with reference to the different participants. Many insights were gained, such as the participants' views of the activities which they like and dislike, and the views of some of the people in the study about their nursing home environment. The advantages of the Talking Mats as an interview method for research, practice and policy in the care of frail older people are described. The study concludes that Talking Mats is a useful and enjoyable method of allowing frail older people with a communication disability to express views which they have difficulty conveying otherwise.

Aged↗
PubMedDate not supplied

Evaluating changes in the communication skills of deaf children using vibrotactile stimulation.

Results of a 9-mo longitudinal study designed to evaluate the efficacy of a vibrotactile aid, the SRA-10, with four profoundly deaf preschool children are reported. During the study the subjects were enrolled in 30-min triweekly language therapy sessions, and changes in communication skills in connected discourse (vocalization only, sign language only, and vocalization plus sign language) were measured using a computer-based observation system. Changes in structural and semantic aspects of language were also measured. The four subjects were evaluated during one 16-week phase in which the aid was used (aid-on condition) and another 8 weeks in duration in which the aid was not used (aid-off condition). Communication skills improved in the aid-on condition and decreased in the aid-off condition. The changes were found to be significant for the communication involving the vocalization plus sign language (Total Communication) measure, indicating that the vibrotactile stimulation was positively associated with the communicative act.

Child, Preschool↗
PubMed2002

Improving the design of augmentative and alternative technologies for young children.

If children with significant communication disabilities are to attain the power of language, literacy, and communication early in their development, they must have access to appropriate augmentative and alternative communication (AAC) systems. AAC technologies for young children should (a) be highly appealing, capturing, and sustaining of their interest; (b) be seamlessly integrated into all aspects of daily living; (c) provide access to the magical power of communication, language, and literacy; (d) be synchronous with children's diverse cultural and linguistic backgrounds; (e) be easy for children to learn and effortless for children to use; (f) grow easily and seamlessly with children as they develop; and (g) be efficient for families and professionals to learn, maintain, and develop. The design specifications to realize these requirements may vary across children given the diversity of skills, characteristics, and interests. This article summarizes what we know about young children and AAC technologies as related to each of these requirements and also discusses priorities to improve the design of AAC technologies in order to maximize outcomes for young children with significant communication disabilities.

Adolescent↗
PubMed1989

Speech perception using combinations of auditory, visual, and tactile information.

Four normally-hearing subjects were trained and tested with all combinations of a highly-degraded auditory input, a visual input via lipreading, and a tactile input using a multichannel electrotactile speech processor. The speech perception of the subjects was assessed with closed sets of vowels, consonants, and multisyllabic words; with open sets of words and sentences, and with speech tracking. When the visual input was added to any combination of other inputs, a significant improvement occurred for every test. Similarly, the auditory input produced a significant improvement for all tests except closed-set vowel recognition. The tactile input produced scores that were significantly greater than chance in isolation, but combined less effectively with the other modalities. The addition of the tactile input did produce significant improvements for vowel recognition in the auditory-tactile condition, for consonant recognition in the auditory-tactile and visual-tactile conditions, and in open-set word recognition in the visual-tactile condition. Information transmission analysis of the features of vowels and consonants indicated that the information from auditory and visual inputs were integrated much more effectively than information from the tactile input. The less effective combination might be due to lack of training with the tactile input, or to more fundamental limitations in the processing of multimodal stimuli.

Adult↗
PubMed1996

A validated case study of facilitated communication.

The case of a 13-year-old boy with autism, severe mental retardation, and a seizure disorder who was able to demonstrate valid facilitated communication was described. In three independent trials, short stories were presented to him, followed by validation test procedures with an uninformed facilitator providing physical support to the subject's arm. In Trials 1 and 3, several specific answers were provided that clearly indicated that the young man, not the uninformed facilitator, was the source of the information. Moreover, some responses seemed to imply that the subject was employing simple inferential and abstract reasoning. This case study adds to the small, but growing number of demonstrations that facilitated communication can sometimes be a valid method for at least some individuals with developmental disabilities.

Adolescent↗
PubMed1998

EEG-based communication: analysis of concurrent EMG activity.

OBJECTIVE: Recent studies indicate that people can learn to control the amplitude of mu or beta rhythms in the EEG recorded from the scalp over sensorimotor cortex and can use that control to move a cursor to targets on the computer screen. While subjects do not move during performance, it is possible that inapparent or unconscious muscle contractions contribute to the changes in the mu and beta rhythm activity responsible for cursor movement. We evaluated this possibility. METHODS: EMG was recorded from 10 distal limb muscle groups while five trained subjects used mu or beta rhythms to move a cursor to targets at the bottom or top edge of a computer screen. RESULTS: EMG activity was very low during performance, averaging 4.0+/-4.4% (SD) of maximum voluntary contraction. Most important, the correlation, measured as r2, between target position and EMG activity averaged only 0.01+/-0.02, much lower than the correlation between target position and the EEG activity that controlled cursor movement, which averaged 0.39+/-0.18. CONCLUSIONS: These results strongly support the conclusion that EEG-based cursor control does no depend on concurrent muscle activity. EEG-based communication and control might provide a new augmentative communication option for those with severe motor disabilities.

Adult↗