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Thiessen A, Brown J, Basinger M. Examining the Visual Attention Patterns and Identification Accuracy of Adults With Aphasia for Grids and Visual Scene Displays. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1979-1991. [PMID: 35858268 DOI: 10.1044/2022_ajslp-21-00248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE We compared the degree of cognitive processing needed by people with aphasia to identify themes depicted in grids and visual scene displays (VSDs). We also compared the accuracy of theme identification for both display types. METHOD Eye-tracking technology was employed to measure the visual processing patterns of 21 adults with aphasia when interpreting themes presented through grids and VSDs. Additionally, we assessed theme identification accuracy by having participants select themes from four choices after viewing each display. RESULTS Participants more rapidly identified VSDs than grid displays, and VSDs required fewer visual fixations to process than grids. No significant differences were noted between grids and VSDs for theme identification accuracy; however, results indicate a ceiling effect for the variable, as participant accuracy levels were nearly 100% for both display conditions. CONCLUSIONS Results from this study add to a growing body of evidence supporting the use of VSDs for adults with aphasia. Both display types were accurately identified; however, VSDs were processed more efficiently than grids indicating that both display types may prove effective for people with aphasia; however, VSDs may require less cognitive effort to effectively use than grid displays.
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Affiliation(s)
- Amber Thiessen
- Department of Communication Sciences and Disorders, University of Houston, TX
| | - Jessica Brown
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Melanie Basinger
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
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Murray J, Lynch Y, Goldbart J, Moulam L, Judge S, Webb E, Jayes M, Meredith S, Whittle H, Randall N, Meads D, Hess S. The decision-making process in recommending electronic communication aids for children and young people who are non-speaking: the I-ASC mixed-methods study. HEALTH SERVICES AND DELIVERY RESEARCH 2020. [DOI: 10.3310/hsdr08450] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023] Open
Abstract
Background
This project [Identifying Appropriate Symbol Communication (I-ASC)] explored UK decision-making practices related to communication aid recommendations for children and young people who are non-speaking. Research evidence related to communication aid decision-making is limited. The research aims were to increase understanding of influencers on the decision-making process in recommending electronic communication aids, and to develop guidance tools to support decision-making. An additional, post hoc aim was to evaluate the public involvement contribution to the I-ASC project. The research focused on the identification of attributes and characteristics that professionals, family members and those who use communication aids considered important in the recommendation process. Findings informed the development of guidance resources. The evaluation of public involvement focused on what could be learned from a nationally funded project with involvement from public contributors typically regarded as hard to include.
Methodology
For the clinical decision-making component, the methodological investigation adopted a three-tier approach with three systematic reviews, a qualitative exploration of stakeholder perspectives through focus groups and interviews, and a quantitative investigation surveying professionals’ perspectives. The public involvement evaluation adopted a mixed-methods approach. A total of 354 participants contributed to the decision-making data set, including professionals, family members, and children, young people and adults who use communication aids; 22 participants contributed to the public involvement evaluation. The literature review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Thematic analysis and framework approach supported the analysis of qualitative data. Two stated preference surveys, a best–worst scaling and a discrete choice experiment, allowed the relative importance of factors in decision-making to be determined. Analysis was grounded in random utility theory.
Public involvement
Two public involvement co-researchers, an adult using a symbol communication aid and a parent of a communication aid user, were core members of the research team. The I-ASC public involvement resulted in an additional award to evaluate the impact of public involvement across the project.
Results
Factors influencing decision-making are not always under the control of the decision-makers, for example professional knowledge, referral criteria and service structure. Findings suggest that real clinical decisions contrast with hypothetical decisions. Survey responses indicated that children’s physical characteristics are less important than their language, communication and learning abilities; however, during real-time decision-making, the opposite appeared to be true, with access needs featuring most prominently. In contrast to professionals’ decisions, users and family members prioritise differing aesthetic attributes of communication aids. Time allocated to system learning remains underspecified. The research informed the development of decision-making guidance tools (https://iasc.mmu.ac.uk/; accessed 8 June 2020). A public involvement evaluation suggests that successful public involvement of individuals with disabilities requires significant resources that include staff time, training and personal support (https://iasc.mmu.ac.uk/publicinvolvement; accessed 8 June 2020).
Future work
Further research is needed in the areas of language assessment, communication aid attributes, types of decision-making episodes and service user perspectives. These data highlight the need for mechanisms that enable public involvement co-researchers to be paid for their contributions to research bid preparation.
Limitations
Individuals who benefit from communication aids are a heterogeneous group. We cannot guarantee that this study has captured all relevant components of decision-making.
Funding
This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 8, No. 45. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Janice Murray
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Yvonne Lynch
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Juliet Goldbart
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Liz Moulam
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Simon Judge
- Barnsley Assistive Technology Service, Barnsley Hospital NHS Foundation Trust, Barnsley, UK
| | - Edward Webb
- Leeds Institute of Health Sciences and Choice Modelling Centre, University of Leeds, Leeds, UK
| | - Mark Jayes
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Stuart Meredith
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Helen Whittle
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Nicola Randall
- Barnsley Assistive Technology Service, Barnsley Hospital NHS Foundation Trust, Barnsley, UK
| | - David Meads
- Leeds Institute of Health Sciences and Choice Modelling Centre, University of Leeds, Leeds, UK
| | - Stephane Hess
- Choice Modelling Centre and Institute of Transport Studies, University of Leeds, Leeds, UK
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Batorowicz B, Campbell F, von Tetzchner S, King G, Missiuna C. Social Participation of School-aged Children Who Use Communication Aids: The Views of Children and Parents. Augment Altern Commun 2014; 30:237-51. [DOI: 10.3109/07434618.2014.940464] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Lidström H, Hemmingsson H. Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: a literature review. Scand J Occup Ther 2014; 21:251-66. [PMID: 24506197 DOI: 10.3109/11038128.2014.880940] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE Information and communication technology (ICT) has the potential to enhance participation in educational activities for students with physical disabilities. Even though incorporating ICTs into teaching and learning in education has become an important issue, it is unclear what evidence research has provided. The aim of this study was to investigate types of ICT items and how ICT is being used by students with physical disabilities, and describe the benefits of ICT use in school activities. METHODS A systematic literature search, covering the period 2000-May 2012, was performed in the databases AMED, CINAHL, Eric, OTseeker, Psych Info, PubMed, and Scopus. Data analysis entailed extracting, editing, grouping, and abstracting findings. RESULTS A total of 32 articles were included, 16 of which were intervention studies. More than half of the studies concerned students with motor impairments. Type of ICT used differed among impairment groups, and ICT seemed to be especially beneficial for writing, spelling, and communication. CONCLUSIONS Even though the review found heterogeneity across the studies students seemed to benefit from ICT use regardless of the type. For future research it is important to highlight intervention studies, especially for students with visual, hearing, and communication impairments.
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Affiliation(s)
- Helene Lidström
- Department of Social and Welfare Studies, Faculty of Health Sciences, Linköping University , Sweden
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Iacono T, Lyon K, Johnson H, West D. Experiences of adults with complex communication needs receiving and using low tech AAC: an Australian context. Disabil Rehabil Assist Technol 2013; 8:392-401. [DOI: 10.3109/17483107.2013.769122] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Clark M, Harris R, Jolleff N, Price K, Neville BGR. Worster-Drought syndrome: poorly recognized despite severe and persistent difficulties with feeding and speech. Dev Med Child Neurol 2010; 52:27-32. [PMID: 19824895 DOI: 10.1111/j.1469-8749.2009.03475.x] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AIM Worster-Drought syndrome (WDS), or congenital suprabulbar paresis, is a permanent movement disorder of the bulbar muscles causing persistent difficulties with swallowing, feeding, speech, and saliva control owing to a non-progressive disturbance in early brain development. As such, it falls within the cerebral palsies. The aim of this study was to describe the physical and neuropsychological profiles of children with WDS. METHOD Forty-two children with WDS (26 males, 16 females; mean age 7y 10mo, SD 3y 1mo; range 2y 6mo to 16y 5mo) were studied prospectively using a standard protocol. RESULTS All of the children had severe bulbar dysfunction; 36 out of 42 had feeding difficulties and 23 of 38 had unintelligible speech, which was poorly compensated for by augmentative communication. There were accompanying disturbances in cognition (mean non-verbal IQ 59), behaviour (12/40 attention-deficit-hyperactivity disorder [ADHD]), social communication (8/42 autism), and epilepsy (12/39). The severity of bulbar dysfunction and impact of additional impairments made it difficult to use formal assessments. INTERPRETATION WDS causes severe and persistent bulbar dysfunction that is often accompanied by additional impairments, as in other cerebral palsies. Speech prognosis is particularly poor. Early diagnosis with appreciation of the underlying neurology would encourage critical evaluation of interventions and long-term planning to improve outcome.
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Affiliation(s)
- Maria Clark
- Great Ormond Street Hospital for Children NHS Trust, London, UK
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