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Abstract
The purpose of this paper is to discuss and highlight how Cultural-Historical Activity Theory (CHAT) can contribute to the understanding of the different factors at play when a person is using augmentative and alternative communication (AAC). It is based on data from a 3-year project concerning activity-based vocabulary design of voice output communication aids (VOCAs). Four persons who used AAC and their assistants were interviewed about shopping activities and their views about a vocabulary that included pre-stored phrases. A CHAT model, the Activity Diamond, was applied in an analysis of the data. The result was a multiplicity of human, artifactual, and natural factors, in which six themes were identified: Attitude/Preference, Expectation/Trust, Goal/Power, Place/Space, Time/Learning, and Usability/Accessibility. The themes are exemplified and discussed in relation to AAC.
Notes
1. Alfa standard (discontinued), Permobil AB, Sweden, http://www.permobil.se
2. TalkOut 1200, Permobil AB, Sweden, http://www.permobil.com
3. Wivik, Bloorview Kids Rehab, Canada, http://www.wivik.com
4. ToolBook Instructor 9, SumTotal Systems, Inc., USA, http://www.sumtotalsystems.com
5. Tobii Communicator, Tobii Technology AB, Sweden, http://www.tobii.com
6. Mind Express, Jabbla, Belgium, http://www.jabbla.com.
7. Blissymbolics Communication International, Canada, http://www.blissymbolics.org
8. PCS, DynaVox Mayer-Johnson, USA, http://www.mayer-johnson.com
9. Panasonic Toughbook Panasonic Corporation, http://www.panasonic.com
10. PaceBlade, 2L International BV, Netherlands, http://www.paceblade.com
11. Transana is open source. It is maintained by David K. Woods at the Wisconsin Center for Education Research, University of Wisconsin-Madison, USA, http://www.transana.org
12. NVivo 8, QSR International Pty. Ltd., Australia, http://www.qsrinternational.com
Acknowledgements
The authors gratefully acknowledge Professor Bodil Jönsson, Certec, Department of Design Sciences, Lund University, Sweden, for her inspiration, critical questioning, and constructive feedback; and Eileen Deaner, International Coordinator at Certec, for translation services and comments related to the text. We would also like to thank Professor Eva Björck-Åkesson, School of Education and Communication, Jönköping, Sweden; and the reviewers of the manuscripts, for their useful comments. Thanks also to the persons who participated in the project, and to Therese Rosenqvist, Furuboda Association, Sweden, for her generous contributions.
The study reported in this article was performed as part of the authors' respective doctoral theses.
Declaration of interest: The authors report no conflict of interest. The authors alone are responsible for the content and writing of the paper.