Title: Use of speechgenerating devices and their effect on mental processing
1Use of speech-generating devices and their effect
on mental processing
- Filip Loncke
- University of Virginia
- Linda Meyer (Woodrow Wilson Rehabilitation
Center. Fishersville, VA) - Sarah Schaller (University of Virginia)
- Alyssa Weltman (University of Virginia)
- Walter Huber (University of Aachen, Germany)
- Ruth Nobis-Bosch (University of Aachen, Germany)
- Joanna Beck (University of Virginia)
- Andy Schultz (University of Aachen, Germany)
2Our research How different are processes in
AAC-users?
- Will a person who uses a speech-generating
communication device still develop (and use)
internal speech? - How fast will a person who uses a
speech-generating communication device integrate
its use in his or her repertoire? - What do we learn about speech and language
processes by altering the output device? - What are the implications and applications for a
wide range of users? - What exactly is a SGD user learning?
3What about speech-generating devices?
Phonological preparation (inner speech)
intention
Message formulation
Generated speech
Lexical selection
Syntactic selection
Operating device
4Interesting characteristics
- Portability users can easily carry the device
and use it as a prosthetic extension of the body.
Naming (or forms of messaging) will be associated
with forms of pointing (to the barcode) and
emanates from the user. - Bar-coding the environment by attaching
barcodes to real objects, persons, symbols,
printed words in the clients daily environment,
s/he will be able to generate speech that is
associated with specific locations of the person
(bedroom, kitchen, etc.). The number of attached
barcodes is infinite. - Self-training the users literally can take
their therapeutic tools in their own hands. This
makes the device a good candidate as a tool for
homework and self-training. - Frequency by using the speech-generating barcode
reader frequently and repeatedly, the person will
strengthen the link between a stimulus and the
word/message making it more likely that s/he will
be able to spontaneously generate the speech.
5A memory task with non-disabled college students
6Results learning spread over one week
7Study 2 Learning pseudo- words
8pseudowords
B.A.Bar
Phonologically simple
Phonologically complex
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12Conclusions and discussion about phonological
study
- Indication that the auditory feedback of the
speech-generating device could be a support in
establishing an internal phonological
representation of the word - Differences between individuals
13Study 3Effects of AAC on Natural Speech
Development
14Importance of the problem
- Questions about (in-)compatibility have been
around for two centuries! - Parents and caregivers (and clients!) are
concerned (and often have an opinion).
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19Study 4 Word finding in individuals with aphasia
20Anomic problems associated with aphasia
- One of the most characteristic problems for
individuals with aphasia is the difficulty to
access the internal lexicon. - Anomia (naming difficulty) is one of the major
indicators of severity of language dysfunction.
The ability to name is crucial for expressive
language use. - Also, naming problems can be a reflection of the
ease of lexical understanding.
21- Participants
- The participants in this study were
- A 64-year-old male who presented with aphasia
secondary to left hemisphere CVA in November 2004 - A 65-year-old male who presented with aphasia
secondary to left hemisphere CVA in August 2002 - A 88-year-old female who presented with aphasia
secondary to left hemisphere CVA that had
occurred several years before the study.
22Scoring
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26Study 5 Self-instructed use of a
speech-generating device in treatment of aphasia
Conducted by Vanessa Seidler, Andy Schultz, Ruth
Nobis-Bosch, Walter Huber
27Materials
- therapy-pictures are labelled with 4-8 barcodes
(Ø 6 items), depending on the utterances of the
normal speakers - barcodes are covered with nouns, verbs and
object-verb-collocations, presenting the most
important propositions of the scene - barcode at the right bottom margin gives the
implication
28This figure shows that B.A.Bar was predominantly
used as repetition aid.During each session HS
used B.A.Bar significantly more often for
repetition than for naming and substitution.Furth
ermore the usage as repetition device increased
significantly from session 2 to session 3.
29At pretest there was no significant difference
between trained and untrained items.In posttest
the performance was improved for both types of
items. However, the difference reached only
significance for trained items.
In figure 4 the outcome data are shown. At
pretest there was no significant difference
between trained and untrained items.In posttest
the performance was improved for both types of
items (fig. 4). However, the difference reached
only significance for trained items.
In figure 4 the outcome data are shown. At
pretest there was no significant difference
between trained and untrained items.In posttest
the performance was improved for both types of
items (fig. 4). However, the difference reached
only significance for trained items.
In figure 4 the outcome data are shown. At
pretest there was no significant difference
between trained and untrained items.In posttest
the performance was improved for both types of
items (fig. 4). However, the difference reached
only significance for trained items.
302nd participant (Summer 2006)
- 66- year old male participant with global aphasia
31Conclusions
- Communication devices can be helpful for
individuals with aphasia if they allow to (1)
compensate for weakened skills, or to (2)
reinforce weakened skills.