dynavox series 5 hands-on training
TRANSCRIPT
DynaVox Series 5With InterAACT
Jane FarrallSpeech PathologistAAC Support Services Manager
Barbara LandsbergOccupational TherapistSales and Marketing Director
DynaVox Series 5Express Yourself!
V+, Vmax+ and Maestro• Fully integrated Win7 technology• Built-in WiFi for access to Internet:
• Free e-mail account• Integrated web browsing
• Built-in Bluetooth for text messaging • Remote technical support • InterAACt• Loud speakers and a range of voices
V+ and Vmax+Vmax+ – 30.7cm screenV+ – 21.3cm screen
23 X 20 X 7cm2kg
32 X 25.4 X 7.6cm3.12kg
MaestroMaestro – 26.4cm screen
27cm x 21.6cm x 4.76cm 1.25kg, 1.56kg with Ext. batt
Speak and Be Heard• Voices:
• Nuance Australian voices (Karen & Lee)• AT&T Natural Voices• Acapela HQ Child Voices
• Legacy Voices:• DECtalk by FONIX• VeriVox• Digitized Speech
• Loud, dual front-facing, high clarity speakers
Connections to our world
• Email -free DynaVox account with every device plus a variety of pre-programmed email pages
• Computer access –integrated or with Access IT• Control of your environment• Text messaging via Bluetooth• TS Phone access
Accessible to Everyone!• Touch screen • Visual and Auditory Scanning• Mouse Pause • Joystick Selection• Morse Code• EyeMax option with Vmax+
Incorporate What You Know!
• Ability to import from:• Boardmaker with SDPro• 3100 Users• Series 4 Communication pages
We Have You Covered• Remote-Access Tech Support• Lifelong Tech Support• DynaCare• Phone, Chat, and Email Support• Getting Started videos, on-board
searchable help, web-based training, 24/7 on-line knowledge base and more!
Language and Communication Framework
AAC Linking Interaction and Technology
As part of the AAC community, DynaVox believes:• At the heart of every AAC device is the language
system that is used.
• That this system should:• encourage successful day to day, face to face,
real time interaction• support timely language and literacy skill use
and development• be age and level appropriate
The InterAACT Framework• Built on two core elements:
• Language Use • Language Structure
Language Use• Relies on conversational messages that are
designed to encourage interaction
• It focuses on interaction, conversation, quick messages and messages that are based on pre-programmed phrases and sentences
• Allows the ability to maintain and manage the flow of a conversation
Language Structure• Building blocks for developing higher level language
skills
• Includes grammatical components that are designed for language and literacy learning
• Allows composition of novel messages for either spoken or written communication
• Keyboards, core word vocabularies and dictionaries
Why Language Use and Language Structure? • To provide a balance
• Every system should support successful day to day “language use” as well as supporting the “language structure” elements needed for generating novel messages and developing and using language and literacy skills
Language Use – quick access to messages
• Common Constructions• Messages that allow me to interact quickly in a conversation in a
particular situation • Watching TV• Bedtime
• Quickfires/Generic small talk (Beukelman)• Messages that allow me to interact quickly in any conversation any
time, any place• Fillers• Interjections• Generic Comments
The InterAACT Framework• Relies on the understanding and use of
the continuum of communication independence
• Segmented by age to include communication across the lifespan.
The InterAACT Framework• 3 Broad levels of communicative
independence:• Emergent: (Beginner; partner dependent)• Contextual: (transitional; context-dependent)• Independent: (creative; independent)
How do these levels affect content presentation• Emergent:
• Scenes are simple and primary and set the context for interaction
• Few levels to traverse• Primarily functional utterances• Facilitator master for partner assisted/partner
dependent communication within context
How do these levels affect content presentation• Context Dependent
• Scenes are simple and primary and set the context for interaction
• Greater number of levels to traverse• Introduction of message building using common
constructions• Increase in the number of utterances presented• Broader representation of language structure using
Gateway• Facilitator master for partner assisted navigation
How do these levels affect content presentation• Independent
• Scenes play a role for Young Child, Child, and to some extent Teen due to the anticipated literacy levels. All other age ranges are text based.
• Equally reliant on Structure and Use• Linguistically complex skills based on the
norm for the age range
Skill Levels within The Continuum
• Changes between these levels take into consideration many different skills: • Level of awareness• Communicative intent• World knowledge• Memory skills• Symbolic representation skills• Metacognitive skills
Presentation of Communication Pages
Emergent
• Scenes are simple and primary and set the context for interaction
• Few levels to traverse• Primarily functional utterances• Facilitator master for partner
assisted/partner dependent communication
Context Dependent• Scenes are simple and primary and set the
context for interaction• Greater number of levels to traverse• Introduction of message building using common
constructions• Increase in the number of utterances presented• Broader representation of language structure
using Gateway• Facilitator master for partner assisted navigation
Independent• Scenes play a role for Young Child, Child,
and to some extent Teen due to the anticipated literacy levels. All other age ranges are text based
• Equally reliant on Structure and Use• Linguistically complex skills based on the
norm for the age range
Age Ranges• For each level of communication
independence, the InterAACT system supports “5 life stages”
• Differences in these “stages” determine vocabulary selection, typical range of contexts, and social roles (rituals) represented.
Backgrounds
InterAACT is:• Interactive and context based• A unique work based on solid yet diverse
pieces of research from a wide variety of fields
• About the joint construction of meaning and sees communication as co-constructed by both partners in the interaction
Visual Scene Displays• Different areas of research
• Young children (2 – 7 years)*• People with aphasia*• People with Autism Spectrum Disorder
• VSDs can be used by “groups [who] are unserved or underserved by current AAC technologies” Blackstone, 2006
*Sponsored by AAC RERC
VSDs and young children• Janice Light and Kathryn Drager• Series of research studies over a number of
years• Looked at difficulties children with typical
development have with existing AAC systems• Currently investigating VSDs to support the
language and communication development in young children with severe communication impairments
VSDs in Aphasia• Beukelman et al have been investigating
how VSDs support the social conversations of individuals with severe aphasia
VSDs and children with ASD• Visual scene displays have tremendous potential as a
way to improve communication and communication instruction for persons with autism spectrum disorders
• Can be used successfully as aided language displays• Using visual scenes to provide elaboration about the
surroundings, people, and structure of activities gives those on the autism spectrum the greatest amount of support to safely and effectively interact in their environment (Shane, 2006)
What InterAACT is NOT!• A prescription• Gateway (although Gateway does
represent a piece of InterAACT)• A duplication of anyone’s work• A lock step program
What InterAACT IS!• Interactive and context based• A unique work based on solid yet diverse
pieces of research from a wide variety of fields
• About the joint construction of meaning and sees communication as co-constructed by both partners in the interaction
• Real people, real words, real situations
Let’s go hands-on….