An exploration of motor learning concepts relevant to use of speech-generating devices.

For individuals who rely on speech-generating devices (SGDs) to complement and substitute for spoken language, speed, and accuracy of access to the device are paramount for effective communication. There is some evidence that application of motor memory principles may improve effectiveness of SGD-based communication. This article reviews motor learning models and principles, including learning stages, types of practice, and environmental factors that affect learning, and highlights the potential applications of these principles in dynamic display SGD design, intervention, and research.

Effects of icon size and location on speed and accuracy of SGD access.

Increasing speed and accuracy of communication via a speech-generating device (SGD) is an important clinical goal in augmentative and alternative communication (AAC). The current study, conducted with adults without disabilities using a within-subject experimental design, compared the effects of two different SGD trainings on speed and accuracy of locating words via an SGD interface. During size-centered training, participants were introduced to six large icons that completely filled an SGD screen. During location-centered training, participants were introduced to six small icons on a 40-location screen where other icons were hidden. After the training, participants were asked to find the trained items on a 40-location screen with all 40 icons visible. Accuracy and speed of response were analyzed, and the study found that participants located targets faster and more accurately following location-centered training vs. following size-centered training. If similar effects are found with individuals with complex communication needs, clinicians should consider implementing SGD grid designs that facilitate location-centered learning.

Manual motor-plan similarity affects lexical recall on a speech-generating device: implications for AAC users.

UNLABELLED: Language production via high-tech alternative/augmentative communication (AAC) devices involves use of motor sequences that are determined by the visuo-spatial characteristics of a particular device. The current study uses traditional short-term memory tasks with device-based output to demonstrate that typical talkers show a trend toward device-specific modality interference in short-term device-based recall. The theoretical implications of these early findings with regard to models of working memory and the clinical implications are discussed. LEARNING OUTCOMES: (1) Describe two modalities of non-phonological short-term storage, (2) List a potential effect of SGD-based output on modality of short-term word storage, (3) Describe a theoretical implication of device-based representations with regard to models of working memory, and (4) Describe a clinical application of the concept of motor memory in AAC.

Speech generating devices and modality of short-term word storage.

Persons with severe speech impairments frequently communicate via non-speech means, such as speech-generating devices (SGDs). In studies of people without disabilities, use of non-speech responses has activated non-phonological modalities for short-term word storage. In the current study, short-term word storage was evaluated in 23 pre-trained adult speakers without disabilities and in four individuals who use SGDs for communication. Results indicated that participants without disabilities stored lists of words phonologically when using SGDs. Individuals who used SGDs were most successful in recall of high- frequency words, with preliminary evidence of phonological encoding for short-term storage in preparation for non-speech responses. Further research is needed to describe possible concurrent storage modalities.

The effect of shared book reading on the acquisition of expressive vocabulary of a 7 year old who uses AAC.

Children who have poor expressive vocabularies are at risk of further language delays and reading comprehension difficulties, which will significantly impact their educational achievement. The role of shared book reading in supporting vocabulary growth continues to receive empirical attention in the field of communication disorders. This single-subject study analyzes the effect of an intervention program based on shared book reading in a girl with no functional speech who used augmentative and alternative communication. The study included three literacy activities, a prereading activity to stimulate the girl's prior knowledge about the topic, a shared reading activity, and a postreading activity to assess and support language comprehension. Our findings suggest that the activities and elicitation techniques used by the clinician had a positive effect on the participant's expressive vocabulary.