Babb et al. (2020) investigated the use of video VSDs to support participation during a volunteer activity for adolescents with CCN.
Archive | Research
Information Theoretic Feature Transformation Learning for Brain Interfaces (Özdenizci & Erdoğmuş, 2019)
Özdenizci & Erdoğmuş (2019) address potential confounders caused by heuristic feature ranking and selection based dimensionality reduction methods that are widely used for brain interfaces and extend this focus with a novel information theoretic feature transformation concept.
RERC on AAC at ATIA 2020
RERC on AAC to present at the ATIA 2019 Conference in Orlando, FL.
Multimodal Alternative AAC Access for Adults With Cerebral Palsy (Mandak et al., 2019)
At the 2019 ASHA Conference, Mandak and colleagues explored a new multimodal access technology which integrated eye-gaze and scanning with two adults with cerebral palsy.
Effects of video VSDs on communication during play: A pilot study (Laubscher et al., 2019)
Laubscher et al. examined the effects of video VSDs and instruction on communication between a child with ASD and a peer with typical development during play.
How Individuals with Down Syndrome Visually Attend to and Interact with AAC Displays (Barwise et al., 2019)
At the 2019 ASHA Conference, Barwise and colleagues used eye-tracking technology to investigate how individuals with Down Syndrome interact with AAC displays.
New and FREE online resource: Thinking about Thinking for AAC (TAT4AAC)
The TAT4AAC is a new resource to help us better understand the cognitive demands of various AAC technologies.
Trends in BCI research participant categories and descriptions in abstracts (Eddy et al., 2019)
Eddy and colleagues examined trends in inclusion and description of study participants with disabilities across six International BCI Meetings from 1999 to 2016.
Video VSDs with dynamic text on single word reading of children with multiple disabilities (Holyfield et al., 2019)
Holyfield et al. investigated the use of video visual scene displays (VSDs) with the Transition to Literacy (T2L) feature on the single word reading of children with multiple disabilities.
Effect of dynamic text on single word reading of adults with IDD (Holyfield et al., 2019)
Holyfield et al. investigated the use of VSDs with dynamic text on the single-word reading of adults with IDD.