TY - JOUR
T1 - Comparison of the effects of mobile technology AAC apps on programming visual scene displays
AU - Caron, Jessica
AU - Light, Janice
AU - Davidoff, Beth E.
AU - Drager, Kathryn D.R.
N1 - Funding Information:
This project was supported, in part, by funding from the: (a) Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education [grant number H325D110008]; (b) Hintz Family Endowed Chair in Children’s Communicative Competence; (c) New Century Scholars Doctoral Scholarship through the American Speech-Language-Hearing Foundation; and (d) National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) [grant number 90RE5017]; NIDILRR is a Center within the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS). The content does not necessarily represent the policy of these funding agencies; readers should not assume endorsement by these agencies.
Publisher Copyright:
© 2017 International Society for Augmentative and Alternative Communication.
PY - 2017/10/2
Y1 - 2017/10/2
N2 - Parents and professionals who work with individuals who use augmentative and alternative communication (AAC) face tremendous time pressures, especially when programming vocabulary in AAC technologies. System design (from programming functions to layout options) necessitates a range of skills related to operational competence and can impose intensive training demands for communication partners. In fact, some AAC applications impose considerable learning demands, which can lead to increased time to complete the same programming tasks. A within-subject design was used to investigate the comparative effects of three visual scene display AAC apps (GoTalk Now, AutisMate, EasyVSD) on the programming times for three off-line programming activities, by adults who were novices to programming AAC apps. The results indicated all participants were able to create scenes and add hotspots during off-line programming tasks with minimal self-guided training. The AAC app that had the least number of programming steps, EasyVSD, resulted in the fastest completion times across the three programming tasks. These results suggest that by simplifying the operational requirements of AAC apps the programming time is reduced, which may allow partners to better support individuals who use AAC.
AB - Parents and professionals who work with individuals who use augmentative and alternative communication (AAC) face tremendous time pressures, especially when programming vocabulary in AAC technologies. System design (from programming functions to layout options) necessitates a range of skills related to operational competence and can impose intensive training demands for communication partners. In fact, some AAC applications impose considerable learning demands, which can lead to increased time to complete the same programming tasks. A within-subject design was used to investigate the comparative effects of three visual scene display AAC apps (GoTalk Now, AutisMate, EasyVSD) on the programming times for three off-line programming activities, by adults who were novices to programming AAC apps. The results indicated all participants were able to create scenes and add hotspots during off-line programming tasks with minimal self-guided training. The AAC app that had the least number of programming steps, EasyVSD, resulted in the fastest completion times across the three programming tasks. These results suggest that by simplifying the operational requirements of AAC apps the programming time is reduced, which may allow partners to better support individuals who use AAC.
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U2 - 10.1080/07434618.2017.1388836
DO - 10.1080/07434618.2017.1388836
M3 - Article
C2 - 29057676
AN - SCOPUS:85031892707
SN - 0743-4618
VL - 33
SP - 239
EP - 248
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
IS - 4
ER -