Effects of Symbol Component on the Identifying of Graphic Symbols from EEG for Young Children with and without Developmental Delays

Abstract

Using Augmentative and Alternative Communication (AAC) to improve the communication skills of children with disabilities is generally supported by both domestic and foreign scholars. Graphic symbols that represent individual words or phrases are often used in conjunction with AAC; however, research on the reading and identifying of AAC graphic symbols is scant. Therefore, this study used electroencephalogram (EEG) to investigate the success rates of identifying AAC graphic symbols and brainwave changes of young children with and without developmental delays. The results revealed that the number of symbol components affected participants’ success rates of identifying AAC graphic symbols. The EEG Attention Index between the children with and without developmental delays varied during the test. By contrast, the EEG Relaxation Index exhibited no difference between the children with and without developmental delays. When the participants viewed the single-component animations, the children without developmental delays had a significantly higher Relaxation Index than those with developmental delays did. According to cognitive load theory, the children with developmental delays and low cognitive capacities may feel stressed.

Keywords

• Augmentative and Alternative Communication (AAC)
• picture communication symbols (PCS)
• symbol learning
• developmental delays
• electroencephalogram (EEG) technology