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Designing Light-Tech &High Tech Dynamic

auditory scanning systems

GAYLE PORTERLINDA BURKHART

ISAAC conference, Natal, Brazil 2004

www.Lburkhart.com

Light techAided auditory scanningn Partner assisted auditory scanning

n Human voicen “Smart partner” operating system

n Not as rigid with timingn Can interpret a broader range of movements

(learning movements)n Partner skills to operate the system

n Operational versus social speechn Vocabulary organization !

High techAided auditory scanningn Computer or dedicated communication

devicen Digitized or synthesized voicen Scanning voice versus speaking voice

n Can be confusing to “less involved” partnersn Use different voicesn Use private and public speakers

n More independentn “Computer” operating system

n Rigid with timingn Accurate movements

n Vocabulary organization !

Selection techniquesn 1 Movement to accept option

n “Yes” – partner assisted auditory scanningn Accurate movement with timing control to access

switch with automatic scanning

n 2 movements to reject & acceptn Differentiated “Yes” & “No” movements

n generally increases partner’s confidence using scanningn ? Increase activity & possible fatigue

n 2 switch scanningn Reduced timing & attention requirementsn Need to access to separate locationsn ? Increase activity & possible fatigue

Why use auditory scanning?n Aim is the same as all AAC interventions

n For the person to meet his/her variedcommunication requirements asn intelligiblyn specificallyn efficientlyn independentlyn in as socially valued a manner

as possible

Considerations forauditory scanning systemsn Choice of auditory or auditory + visual

systemn Cortical Vision Impairment

n Operational considerationsn Social speech vs operational speech

• Selection set is transient

• Limited selection set presented at onetime (auditory memory)n Need multiple levels / branches

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Activity Specific Scanning Display - ColumnsAuditory scanning activity display

Dynamic AuditoryScanning systems

Common issues using auditoryscanning branching systemsË Child and partner locating required vocabulary in

branchesË Layout instructions

Ë Speed of communication (number of levelchanges required to communicate message)

Ë Enabling quicker access to predictable messages

Ë Enabling access to a wide vocabulary for spontaneous,unpredicted messages

Design strategiesn To enable “automatic” level changes

n “go to page number” instructionsn Use of color & numbers on page tags

n Organisation of dynamic displayn Placement of vocabularyn Navigation

Organisation Dynamic displaysn Taxonomic - organised according to categories

n Schematic - organised according to events or activities

n Topic - organised according to the topice.g.: I’m talking about my dog, “I’m talking aboutpirates”, “I’m talking about school”.

n Pragmatic - organised according to communication function and discourse requirements

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Pragmatic organisationn Uses communication function and discourse

requirements to structure the placement ofvocabulary within the dynamic display.

n Taxonomic, schematic, topic and anecdoteorganisations can all be used within a pragmaticorganisation

n Efficiency to meet communication requirementsis the overriding factor determining the types ofbranches and the placement of specificvocabulary.

The question

“What does the child need to say,when, to whom and how?”

raises many considerations for vocabularyplacement

Vocabulary placement

Considerations for vocabulary placement

What functions may be expressed with thisvocabulary?

Shop- Request - “Let’s go to the shops”- Question – “Are we going to the shop?”- Relate information – “I went to the shop …….”- Tell a story – “We went to the shops ……..”- Pretend – “Let’s play shops”Etc.

What type of branchingWhat type of branching organisation organisationsuits each function?suits each function?

Pragmatic branch startersI like this I don't like this I think it’s .. (opinion)

Something's wrong I want something

I want to go somewhere Let’s do something

I'm telling you something I'm asking a question

I'm telling a story I have an idea

Do you want to hear a joke Let’s pretend

I’ve got something to show you I’ll tell you how to ....

Considerations for vocabulary placement

Time requirements for effective messagetransmission?n Priority continuum

n Varies given message, function,environments, partners & individualrequirements.

n Consider discourse patterns of use

n Some context dependent messagesneed to be said “quickly or not at all”.

Early learning auditory scanning bookn Partner instructionsn Visual symbols present

n Opportunities to learnn Point of focus (partner / child)

n Early communication functions onseparate pages

n Introduction to lists within functionn Light tech

n Partner scaffoldsn Active observation & interpretation of movementn Adapt timing

n Reduced attention / skill needed for operation

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Early learning auditory scanning book

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Visual plus auditory scanning- May use light to highlight individual pictographs

Auditory scanning chart

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Expanding vocabulary

n Expand range of communicationfunctionsn Less predictablen Require categories

n Group interaction words – “quick chat”

n Include anecdote strategies

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Telling about group

I’ve got more to say

Go to p.7

Telling about group

I’m telling you something

Go to p.8

Telling about group

It’s about group

Go to p.8

Read group news Granny had a birthday party

I’ve got more to say

Go to p 7

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Granny had a birthday party

I’m telling you something

Go to p 8

Granny had a birthday party

It’s already happened

Go to p 9

Granny had a birthday party

people

Go to p 10

Granny had a birthday party

Granny

Go to categories p.9

“yes”

Granny had a birthday party

actions

Go to p.13

Granny had a birthday party

have (had)

Go to categories p.9

“yes”

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Birthday

Go to categories p.9

“no”

party

Granny had a birthday party

Please put on a CD

I want something

Go to p. 11

Please put on a CD

music

Go to p. 11b

Please put on a CD

put on

a CD

Individual vocabulary placement Individual vocabulary placement

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Individual vocabulary placement Individual vocabulary placement

Individual vocabulary placement Operational commands- Link pagesn To and from the front / main page

n Need to be able to get to all pages from the frontpage and main navigation index

n Need to be able to get back to main navigationindex from all pages

n To other “predictably” associated pagesn Within a category or topic

n Turn the page / next pagen Go back / previous pagen Sub-category pages

Increasing linguistic complexity

n Scaffoldingn Inclusion of more specific informationn Grammatically correct sentences

n Uses conversational topic with pragmaticbranch organisationn Narrows options for auditory scanning whilst

allowing for broader vocabulary

n Developed by Louise Dunne

My class learnedabout theFederation of Aust.

I have a messageabout school

Go to page 4

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I’m telling yousomething

Go to page 4b

My class learnedabout theFederation of Aust.

Past tense

My whole class

learned about

Go to page 4c

My class learnedabout theFederation of Aust.

The federation of

Australia

My class learnedabout theFederation of Aust.

Let’s work withJames.

I have a messageabout school

Go to page 4

I’ve got an idea.

Go to page 4g

Let’s work withJames.

Let’s work withsomeone

Go to page 9b

Let’s work withJames.

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…James

Let’s work withJames.

High tech dynamic displaysIssues & challenges for auditory scanning

n Enough vocabulary/ message types to meetwide range of communication requirements

n Limited number of options on a page withlinear scanning

n Absence of ‘co-construction’ from acommunication partner in message formationn Key words sentences expanded by partner

n Voice output messages may not soundgrammatically correct to the child

Louise Dunne 2001

Pragmatic organization for High Techauditory scanning dynamic displaysn Can use similar organizations to light tech

displaysn Pragmatic branch startersn Strategic clues such as “It’s already happened”,

“going to happen”.

n However, computer technology only respondsto it’s programming. Need to program extrapages and link buttonsn Operation and navigation buttonsn Scaffold language outputn Do tasks that partners do in light tech systems

Other optionsn Combination direct access (eye, hand)

to limited set of visual symbols withattached lists to use auditory scanning.

n Auditory scanning groups of words

Referencesn Ayton, T. and Porter, G. (1991) Working with visual

communication. in Bloomberg, K., and Johnson, H.,(eds),(1991) Communication Without Speech; A Guide forparents and teachers. Melbourne: Australian Council ForEducational Research

n Beukelman, D.R. & Mirenda, P. (1998) Augmentative andalternative communication. Management of severecommunication disorders in children and adults. 2ndEdition. Baltimore: Paul H. Brookes Publishing Co.

n Blackstone, S. (1994) Auditory scanning AugmentativeCommunication News 7(2), 6-7

n Dunne, L. & Porter, G. (2001) Dynamic Displays: Low techand High Tech. Pre-conference workshop AGOSCIconference Adelaide

n Glennen, S.L. & De Coste, D.C. (1997) Handbook ofaugmentative and alternative communication San Diego,CA: Singular Publishing Group Inc.

n Kraat, A. (1987) Communication interaction between aidedand natural speakers: A state of the art report. (2nd Edition)Wisconsin- Madison: Trace R&D Center.

n Light, J. (1989) Toward a Definition of CommunicativeCompetence For Individuals Using Augmentative andAlternative Communication Systems. Augmentative andAlternative Communication Vol 5. No 2 pp 137- 144

n Musselwhite, C. & Burkhart, L. (2002) Sequenced SocialScripts: Companion CD to Can we Chat? Co-PlannedSequenced Social Scripts

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n Porter, G. (2000) Ideas for the design of low- tech dynamicdisplays: User friendly, multi-level communication books.(printed in , Department of Education. (2001). Students withphysical impairment: Augmentative and alternativecommunication. Brisbane, QLD: Author.)

n Renner (2003) The development of communication withalternative means from Vygotsky’s cultural-historicalperspective in von Tetzchner, S. & Grove, N. (eds)Augmentative and alternative communication: Developmentalissues. London: Whurr Publishers Ltd.

n Retherford, K.S. (1996) Normal communication acquisition:An animated database of behaviors. Eau Claire, WI: ThinkingPublications

n Smith, M.E. (1926) An investigation of the development ofthe sentence and the extent of vocabulary in young children.University of Iowa Studies in child welfare. 3, no. 5.