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Real-time computer feedback systems (CFS) have been shown to impact the communication of neurologically typical individuals. Promising new research appears to suggest the same for the vocalization of low functioning children with Autistic Spectrum Disorder (ASD). The distinction between speech-like versus non-speech-like vocalizations has rarely, if ever, been addressed in the HCI community. This distinction is critical as we strive to most effectively and efficiently facilitate speech development in children with ASD, while simultaneously helping decrease vocalizations that do not facilitate positive social interactions. This paper provided an extension of Hailpern et al. in 2009 by examining the influence of a computerized feedback system on both the speech-like and non-speech-like vocalizations of five nonverbal children with ASD. Results were largely positive, in that some form of computerized feedback was able to differentially facilitate speech-like vocalizations relative to nonspeech-like vocalizations in 4 of the 5 children. The main contribution of this work is in highlighting the importance of distinguishing between speech-like versus nonspeech-like vocalizations in the design of feedback systems focused on facilitating speech in similar populations. [ABSTRACT FROM AUTHOR]

Due to the profile of strengths and weaknesses indicative of autism spectrum disorders (ASD), technology may play a key role in ameliorating communication difficulties with this population. This paper documents coding guidelines established through cross-disciplinary work focused on facilitating communication development in children with ASD using computerized feedback. The guidelines, referred to as A3 (pronounced A-Cubed) or Annotation for ASD Analysis, define and operationalize a set of dependent variables coded via video annotation. Inter-rater reliability data are also presented from a study currently in-progress, as well as related discussion to help guide future work in this area. The design of the A3 methodology is well-suited for the examination and evaluation of the behavior of low-functioning subjects with ASD who interact with technology. [ABSTRACT FROM AUTHOR]

Communication disorders occur across the lifespan and encompass a wide range of conditions that interfere with individuals' abilities to hear (e.g., hearing loss), speak (e.g., voice disorders; motor speech disorders), and/or use language (e.g., specific language impairment; aphasia) to meet their communication needs. Such disorders often compromise the social, recreational, emotional, educational, and vocational aspects of an individual's life. This research examines the development and implementation of new software that facilitates multi-syllabic speech production in children with autism and speech delays. The VocSyl software package utilizes a suite of audio visualizations that represent a myriad of audio features in abstract representations. The goal of these visualizations is to provide children with language impairments a new persistent modality in which to experience and practice speech-language skills. [ABSTRACT FROM AUTHOR]

The impact of living in a world that does not understand your impairment can be frustrating and a daunting task. Consider how an individual would feel if their family, friends, or doctors did not understand or were not even empathetic to daily struggles brought on by an acquired language disorder such as Aphasia. This work seeks to shed new light on aphasia by creating an instant message client which emulates the effects of aphasia. The goal of this new system is to raise awareness, teach, and increase empathy for caregivers, family members, and doctors/therapists who work with this population on a daily basis. [ABSTRACT FROM AUTHOR]