109
Papers Topic - Assistive Technology Advancing Comprehensive Early Childhood Intervention
Session 3
P3.02 Exploring the Evolution of Assistive Technology in Early Intervention: A Systematic Literature Review Presenting Author: Elizabeth Park (USA) Affiliation: Chaminade University of Honolulu Co-Author: Denise Dugan This systematic review examines the evolution of assistive technology (AT) in early intervention from 2004 to 2024, highlighting trends, applications, challenges, and ethical considerations. Using PRISMA guidelines, 62 peer-reviewed articles from EBSCOhost were analyzed, focusing on children in various types of early intervention. AT has transformed early intervention, enhancing communication, mobility, and participation. Innovations like Augmentative and Alternative Communication (AAC) systems, eye-gaze technologies, and cochlear implants support language acquisition and social integration. Emerging solutions, such as AT reuse and augmented reality applications, address diverse needs but face challenges such as accessibility, caregiver training, and integration into daily routines. Ethical considerations include equity, cultural relevance, and data privacy. While AT improves literacy, executive functioning, and emotional well-being, barriers like environmental constraints and resource disparities persist. Future research should prioritize using simpler AT tools, inclusive design, practitioner confidence, and cross-cultural implementation to maximize AT’s transformative potential. C Board is an open source AAC application for children and adults with speech and language impairments. C Board was developed with the support of UNICEF’s regional office for Europe and Central Asia, UNICEF Innovation Fund graduate “Cireha.” C Board includes over 30 languages and 20,000 symbols. C Board is the first free AAC solution for children and their families in Serbia with complex communication needs. In Serbia, we support parents or caregivers to implement AAC/C Board in early years into daily routines and communication with children in their homes, kindergartens, and hospitals. The tool can work on tablets, desktops, and phones and promotes interaction, helps overcome speech impairments, develops language, and steers children towards an education and active social life right from their early years. During the training of families with CST (caregiver skills training), communication development sessions also offer families the opportunity to learn how to use an AAC/C Board to further enhance communication skills. P3.01 C Board App: An Open-Source, High-Tech AAC Solution in Early Childhood Interventions in Serbia Presenting Author: Nataša Srećković Milenković (Serbia) Affiliation: SLP, Early Intervention Specialist Co-Authors: Milica Pejovic Milovancevic, Jelena Zajeganovic Jakovljevic P3.03 LLAMA (Links to Learning Adaptive Math Assessment) for Preschoolers: Research & Development to Increase Access and Inclusion Presenting Author: Kristen Missall (USA) Math performance gaps emerge in preschool and grow larger for preschoolers with identified disabilities, suggesting urgency to early math instruction. Links to Learning Adaptive Math Assessment (LLAMA) is a tablet-based universal screening and instruction planning tool for preschoolers with and without disabilities. To develop, refine, and validate LLAMA over 4 years using mixed methods, we gathered information from teachers, parents, research experts, and over 700 children in inclusive classrooms. In this presentation we discuss the iterative procedures for developing and validating LLAMA to increase equity and access for children with disabilities, including language, visual/auditory input, engagement, and fine motor demands. We present results that support the following features of LLAMA for children with identified delays and disabilities: (1)teacher feedback on LLAMA access; (2) child-level data showing LLAMA access, and item reliability and distributions, and construct validity; and (3) teacher feedback on LLAMA administration. Affiliation: Lehigh University Co-Author: Robin Hojnoski
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