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academies
Nov12-13, 2018 | Paris, France
Central Nervous System & Therapeutics
International Conference on
Journal of Neurology and Neurorehabilitation Research | Volume 3
Voice it out loud: Viewing the world through Autistic eyes using Assistive Technology
Tamara C McGill-Carter
Chicago School of Professional Psychology, USA
D
eVillers andDeVillers(2014) and Iacoboni (2009) discovered
that the ability for one to find their voice and actively
engage in the world around them, mirror neurons take part in
speech production. However, for several sets of children with
verbal delays and who are non-verbal who Speech Generating
Devices (SGD). The question posed is whether the devices
are more effective in school settings considering the nature
of communication and interactions that occur in that setting
than other settings. Past researchers made convincing cases
regarding the role of language development using SGD in
several settings, but the one setting that has limited literature
is SPG device use in the home (Thunberg, Ashlen, & Sandberg,
2011). More specifically, a child with definite understanding of
their own feelings and desires, it is necessary to hear language
used by them to understand what they most desire (DeVillers &
DeVillers, 2014). We can observe behavior in expressing wants
and needs, but the proper verbal expressions for that child’s age
range can indicate the maturity of the ToM and development
of the executive functioning for their stage of life (DeVillers &
DeVillers, 2014). That would lead to the second case of how the
child obtains the information for a conversation. For example,
when we hear someone try to get things that they want and
driven by those wants, they voice and go to the place to get
those wants. This approach to ToM development, therefore,
focuses on the importance of learning words as labels for
mental states (DeVillers & DeVillers, 2014).
What kind of language reflects or supports the developments
of ToM reasoning to give researchers an understanding of the
child’s maturity is what several studies seeks to answer. Recent
research focused on the verbs that reflect the child’s mental
state (Devillers & DeVillers, 2014). Rarely do children express
their own and/or another’s’ beliefs until around four year
of age. This study has been replicated with children who are
slightly and moderately language delayed, but has not been
studied with adults whom are non-verbal and severely delayed
in language (DeVillers & DeVillers, 2014). Therefore, to fill the
research gap, examining data provided by the population of
non-verbal/severely delayed individuals using Voice Output
Command Aides (VOCA’s) in either a school, home or day
program setting will hopefully answer the researcher’s pressing
research question.
Speaker Biography
Tamara C McGill-Carter’s expertise is in Neuro-anatomy and Neuroscience with
a focus on the intricate workings of the Limbic and Memory systems. Her master’s
thesis surrounds Human Memory and Encoding, detailing the fundamental changes
that creates as well as destroy memories. She also excels in psychological theories
and is currently in her final year of the Chicago School of Professional Psychology’s
Educational Psychology and Technology doctorate program, due to graduate by next
summer. Her dissertation’s focus centers on Autism, Theory of Mind, and Executive
Functioning. She expertise in neuro-anatomy further expanded while working with
individuals with developmental disabilities/delays at several Home Health Agencies,
which created several projects centering on how autism and developmental delays
affect the brain. She currently holds dual bachelor’s degrees in Psychology from Indiana
University Northwest in Gary and a Master of Arts degree from the Chicago School of
professional Psychology, the concentration focus being Trauma and Crisis Intervention.
e:
Chirion_Lyons@hotmail.com