AAC Virtual Resources

Virtual Research One

Virtual Research Strategy #1: Data Collection from AAC Intervention Specialists Using E-mail and An Address List
During the past six months, we have collected the data from 26 AAC intervention specialists for a variety of different projects. These individuals were located across the United State and Canada. In each case, our goal was to collect expert opinions from these individuals. It was important to maintain their identity so that we could contact them for "follow-up" discussions and clarifications.
Rather than mail the questionnaires to them, we used the Internet. The e-mail addresses of each of the participants was placed in an address list. In each case a letter inviting them to participate was sent along with a standard questionnaire. In the letter, the purpose of the project was described, they were informed that they would not be anonymous, and were reminded that by completing and returning the questionnaire that they agreed to participate in this project (IRB requirement). They were instructed to complete the questionnaire and return it to the AAC-RERC staff using the "reply" function of their e-mail application.
For this project, the response rate was high and responses were prompt, as 92% of the respondents completed the questionnaire following the first request. Following the second request, a total of 98% of the participants responded. Data collection was completed within calendar 10 days.
A summary of results was electronically sent to each of the respondents.
Virtual Tools: Conventional computers and convention e-mail applications
AAC-RERC/June 2000

Virtual Research Two

Virtual Research Strategy #2: Completion of Questionnaires and Survey Using a Specialized World Wide Web Site
For two different projects, we have had AAC intervention experts and AAC users respond to a questionnaire by accessing a specialized World Wide Web Site. The site was used to maintain the anonymity of the individual respondents. It also allowed for an asynchronous response strategy for individuals who required an extensive time to complete the questionnaire.
      During one project, we demonstrated a prototype version of an AAC interface to current AAC users and to AAC intervention specialists. (The remote computer control strategy (VNC) is described in Virtual Research Strategy #3 on the AAC-RERC WWW Site). In brief, respondents were contacted by telephone and using the Virtual Network Computing application (VNC) the interface was demonstrated on a computer in our lab at the University of Nebraska-Lincoln, while being simultaneously displayed on the computer of the respondent. During the demonstration, the interface was manipulated by research staff at the University of Nebraska-Lincoln and the various features and functions were described via the telephone. At selected times, the interface was manipulated by the respondent using his or her own computer system.
      Following the demonstration, the respondents were asked to complete a questionnaire indicating the extent to which they felt the proposed interface had a series of design specifications. Respondents were given the address of a specialized WWW site, provided with brief instructions to access a descriptive letter and the questionnaire. The letter described the project, presented the Institutional Review Board guidelines for the project, informed individuals that their responses would be confidential, indicated that by completing the questionnaire and "submitting it" they would have agreed to participate in the project. The respondents were given one week following the VNC demonstration to complete the questionnaire. Since the research team was unaware of the identity of the individuals who completed the questionnaire, reminders were sent to all participants encouraging those who had not responded to finish the questionnaire within a given deadline. In time, all did so.
      For a second project, persons with ALS who used augmentative and alternative communication systems and their spouses or primary caregivers were asked to provide the research team with the messages (single words and phrases) that they used frequently. They were asked to provide this information in response to categories of messages such as (1) messages to request assistance. (2) messages to discuss our feelings about your disease, and so on. Each participant was contacted personally and the IRB guidelines for the project were presented to them. After they had provided consent, they were given a copy of the questionnaire in paper form. The addresses for the specialized web site was stored under the "bookmarks or favorite" section of their net browser. Therefore, when they had the time, they could contact the web site and download the questionnaire unto their personal computer. After completing each section of the questionnaire, that section could be submitted to the laboratory at the University of Nebraska-Lincoln. This process was completed until each of the sections of the questionnaire had been submitted.
       This strategy (1) allowed individual AAC users to work on the project at their convenience, (2) allowed them to prepare their responses using their own computer technology and AAC technology, and (3) allowed the responses to be submitted confidentially in regard to the research team and in many cases with regard to family members or, caregivers or friends. This strategy provided responses to the research team in electronic format, so that the message list could be analyzed and catalogued electronically without data entry.

Virtual Tools: Microsoft Frontpage Server Extension, (Commercial Product from
Microsoft)
Conventional Computer,
Netserver Software

Virtual Research Three
Virtual Research Strategy #3: Remote Computer Control

In our virtual research consortium, we have made extensive use of "remote computer control: strategies. We have utilized the Virtual Network Computing Application (VNC) which can be downloaded from the following website: http://www.uk.research.att.com/vnc/

In general, VNC allows remote computer control across computer platforms (Macintosh, Windows, UNIX, NT). One computer acts as a server, such that complete access to the server computer can be provided over the internet to "viewer" computers. Computer control allows individuals on the viewer computer to control applications, access desktop and hard disk files, and even control system software. Of course, access is secured through the use of passwords and the IP number of the "server" computer.

During a session, one computer acts as the "server" computer while one or more computers can act as "viewer" computers. In our work, we have utilized four "viewer" computers in some sessions. The "rate of response" is dependent on the number of viewer computers and the speed of the internet connection.

When using VNC, the operator of the "server" computer can control that computer and operators of "viewer" computers can also control the "server" computer. Control is transferred by clicking the mouse or striking a key on the board of either computer.

In the AAC-RERC, we have used VNC for a number of different applications. They will be briefly summarized below.

Involvement of Experts (at remote sites) in the Development of Software
During the development of the AAC Menu Interface, AAC experts throughout North America were consulted. Prototypes of the software were demonstrated to the remote experts using VNC. The VNC application was downloaded into the development computer. VNC was also downloaded into the computers of the AAC experts. With the development computer as the "server" computer, the AAC experts (viewer computers) could view a demonstration of the software under development and could operate the software remotely. Usually, verbal interaction occurred using a conventional telephone.
Using VNC, AAC experts could be actively involved in every step of prototype development without having it loaded onto their computers. This was particularly useful for AAC users, as they did not have to risk having a "new" software product installed in their computers' thereby risking contamination of their system.
When the AAC Menu Interface was evaluated by nearly 30 AAC users and AAC intervention experts from across North American, VNC was used to demonstrate the prototype of the software. All of the participants in that development project viewed and controlled the software using VNC.

Computer Support
Staff at the AAC-RERC have used VNC to provide IS support for consultants, field test personnel, and AAC users at remote sites. Using VNC, computer programmers at the RERC have been able to troubleshoot computer programs at remote sites.

In addition, RERC staff use VNC to remotely control remote computers and download software applications off the internet. For example, when software prototypes research the alpha and beta testing stage of development, RERC staff can control a consultation's computer remotely to install the application and make sure that it is working correctly.

Computer Training
VNC is useful in training someone at a remote site to operate software. For example, some of our consultants were unfamiliar with net conferencing software. So, RERC staff downloaded the software for them and then taught them how to use it. A conventional telephone was used for communication with the remote site during the process.

Research Meetings
A virtual research consortium involves researchers at a number of locations. VNC has been used regularly to support our research discussions. For example, prior to a presentation, staff from one of the sites prepared a PowerPoint presentation that contained data collected at a number of sites. Prior to the actual presentation, the multimedia presentation was loaded onto a "server" computer and researchers at remote sites signed on as "viewers." Using the convention telephone for verbal interaction, the slide show was presented, discussed, and changes were made.

Virtual Tools:
Virtual Network Computing VNC (http://www.uk.research.att.com/vnc/)
Conventional computers,
Internet connections.

AAC-RERC/June 2000

Bobby Approved for Web Accessibility

UNL Dept. of Special Ed & Communication Disorders

UNMC
Munroe/Meyer Institute for Genetics & Rehabilitation

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