Eye-gaze technology provides access to a computer through the control of eye movements, thus allowing students with severe motor and communication difficulties to communicate and participate in curriculum activities and leisure; however, few studies have investigated whether any challenges exist to its implementation. This study examines the…

Purpose: This study compared the performance of three amplification devices hypothesized to improve speech communication in individuals with hypophonia (HP), as well as to identify individuals' device preferences. Method: Twenty-two individuals with HP and their primary communication partners participated in a cross-over design study comparing…

In 2004, the Individuals with Disabilities Education Act outlined specific considerations for students with individual education programs in relation to their needs and application of assistive technology (AT) devices and services used to access school curriculum. Teachers will interact with a variety of assistive technologies during their career…

Speech language pathologists (SLPs) play a leading role in overall augmentative and alternative communication (AAC) service delivery. Several changes (e.g., the provision of university AAC courses) related to AAC occurred in Taiwan in the past. However, little information of AAC services provided by SLPs in Taiwan is available. The purpose of the…

Purpose: The purpose of this study was to examine confidence levels and identify predictors of increased confidence of school-based speech-language pathologists (SLPs) relative to different aspects of the augmentative and alternative communication (AAC) assessment process. Method: Surveys were completed by 272 school-based SLPs. Questions were…

Whilst augmentative and alternative communication has been used for over sixty years across many countries, in Cyprus it remains underdeveloped. The current study seeks to investigate the current AAC practices in Cyprus. Data were collected through electronically distributed questionnaires to all registered speech and language therapists (n =…

Families play a critical role in the lives of students who use a speech generating device (SGD). This study address (a) mothers' experiences of having a child who uses a SGD, (b) their perception of the effectiveness of a SGD(s), (c) their perceived impacts of SGDs on their family dynamics, and (d) their perception of decision making process. Data…

This study was conducted to determine the effectiveness of using the high-tech speech-generating device with Proloquo2Go app to reduce echolalic utterances in a student with autism during conversational speech. After observing that the iPad device with several apps was used by the students and that it served as a communication device, language…

Children diagnosed with autism spectrum disorder often have restricted verbal communication. For children who do not use functional speech, augmentative and alternative communication (AAC) devices can be an important support. We evaluated the effectiveness of one AAC programme, the Language Acquisition through Motor Planning (LAMP) using a Vantage…

Young people are using digital technology and online social media within their everyday lives to enrich their social relationships. The UK government believes that using digital technology can improve social inclusion. One well-recognized outcome measure for establishing social inclusion is to examine opportunities for self-determination.…

Students who use augmentative and alternative communication (AAC) represent a heterogonous group with complex communication needs. AAC--including aided communication means (e.g., pictures, devices) and unaided (e.g., signs, gestures)--is often used to support students who have difficulties with speech production, language comprehension, and…