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high-tech

this term refers to any high-technology, electronic device used to assist in communication

Native voice, self-concept and the moral case for personalized voice technology (summary)

 
Native
voice,
self-concept
 
and
 
the
moral
 
case
 
for
 
personalized
voice
technology

AAC devices currently in common use have a limited number of different voices available and these are not natural sounding of easily able to express emotions; this can be a reason for some people who might benefit choosing not to use them.

This paper considers the importance of voice and the impact of its loss on people with acquired communication difficulties such as Parkinson’s disease, amyotrophic lateral sclerosis (ALS), stroke etc.

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Augmentative and alternative communication devices for aphasia: the emerging role of ‘‘smart’’ mobile devices (summary)

AAC devices
 
for
 
aphasia;
 
the
 
role
of
smart
mobile
 
devices

Background

Despite the increase in availability of mobile apps and smart technology for communication there has been little research into their use with adults who have aphasia; usually an older age group with acquired communication difficulties.

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Augmentative and alternative communication devices for aphasia: the emerging role of ‘‘smart’’ mobile devices (short summary)

AAC devices
 
for
 
aphasia;
 
the
 
role
 
of
smart
mobile
 
devices

People who have aphasia often use a combination of augmentative and alternative communication (AAC) strategies to support their interactions.

This paper aimed to gather an overall perspective on high-tech device use in this population through gathering information from professionals working with them. The information was gathered via a web-based survey of professionals, observation of group therapy sessions and focus groups of clinicians from the group therapy centres.

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Augmentative and alternative communication devices for aphasia: the emerging role of ‘‘smart’’ mobile devices (short summary)

People who have aphasia often use a combination of augmentative and alternative communication (AAC) strategies to support their interactions.

This paper aimed to gather an overall perspective on high-tech device use in this population through gathering information from professionals working with them. The information was gathered via a web-based survey of professionals, observation of group therapy sessions and focus groups of clinicians from the group therapy centres.

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Speech-language pathologists' views on mentoring by people who use speech generating devices (summary)

Speech and Language Therapists
views
 
on
 
mentoring
 
by
people
 
who
use
VOCAs

Background

Developing communicative competence in the use of a speech generating device (SGD) can be challenging for new users. It is possible that using competent SGD users as mentors might be beneficial in the early stages of learning to use a device. An earlier study (Ballin et al 2010) indicated that adults who used SGDs supported the idea of the use of mentors.

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Speech-language pathologists' views on mentoring by people who use speech generating devices (summary)

Background

Developing communicative competence in the use of a speech generating device (SGD) can be challenging for new users. It is possible that using competent SGD users as mentors might be beneficial in the early stages of learning to use a device. An earlier study (Ballin et al 2010) indicated that adults who used SGDs supported the idea of the use of mentors.

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Speech-language pathologists' views on mentoring by people who use speech generating devices (short summary)

Speech and language therapists
views
 
on
 
mentoring
 
by
people
 
who
use
VOCAs

Developing communicative competence in the use of a speech generating device (SGD) can be challenging for new users. It is possible that using competent SGD users as mentors might be beneficial in the early stages of learning to use a device. Mentors might be able to help overcome some of the challenges to learning to use an SGD such as; the lack of speech and language pathologist (SLP) service provision, the amount of practise needed, lack of SLPs with specialist augmentative and alternative communication (AAC) knowledge and experience etc.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Background

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems. This means that opportunities to communicate functionally need to be created and supported in the children’s natural environments including schools.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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