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Page 32
December 06-07 , 2018
Amsterdam, Nether l ands
Journal of Neuropsychiatry
ISSN: 2471-8548 Alzheimer’s and Dementia 2018
1 3 t h W o r l d c o n g r e s s o n
Alzheimer’s and Dementia
Statement of the Problem: DeVillers and DeVillers (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.
Biography
Tamara (Tammi) 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. Tammi
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.
Tammi’s 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. Tammi currently holds dual bachelor’s
degrees in Psychology from Indiana University Northwest in
Gary and a Master’s of Arts degree from the Chicago School of
professional Psychology, the concentration focus beingTrauma
and Crisis Intervention.
Voice It Out Loud: Viewing the World through Autistic Eyes
Using Assistive Technology
Tamara C. McGill-Carter
Indiana University Northwest, USA
Tamara C, J Neurol Neurosci 2018, Volume: 2
DOI: 10.21767/2471-8548-C1-003