Shelves, cabinets and bins are stocked with a wide range of technology, tools and gadgets. A visitor to the center will see hundreds of products that range from specially designed kitchen equipment and gardening tools to computerized utensils, iPads and adaptive gaming consoles. There’s a robotic feeding device compatible with switches that enables users with physical disabilities to independently feed themselves and a Control Bionics wearable system that empowers a person with limited movement to use small muscle contractions to accomplish activities of daily living through electromyography (EMG).

There are also a wide range of traditional building tools and a set of 3D printers always at the ready for the faculty and students employed at the facility —  the Florida Alliance for Assistive Services and Technology (FAAST) Center — to modify and personalize “out of the box” products to meet the specific needs of individual clients with their communication, recreation, transportation and activities of daily living.

This year is the 20th anniversary of the center, which has aided thousands of children, seniors and families by connecting them with assistive devices; trained caregivers and future clinicians; and served as a key partner in research initiatives designed to find long-term gains in the application of augmentative and alternative communication (AAC).

The FAAST Center is led by highly experienced speech-language pathologists and faculty researchers in the School of Communication Sciences and Disorders, all of whom are certified as Assistive Technology Professionals: Senior Associate Dean Jennifer Kent-Walsh, Associate Instructor Carolyn Buchanan ’12˛Ń´ˇ, Senior Instructor Nancy Harrington, and Instructor ±ĘłÜ˛Ô˛ąłľĚýDesormes ’02.

Their shared goal: improve the quality of life for people with disabilities.

Connecting Clients with Assistive Technology

One of 12 Regional Demonstration Centers in Florida, the UCF FAAST Center has an Assistive Technology Equipment Loan program that offers an easily accessible way for individuals with disabilities, their family members, service providers and other caregivers from Brevard, Orange, Seminole and Volusia counties to test different types of Assistive Technology (AT) at no cost. The program includes an interlibrary loan system that lends an average of more than 600 items a year and can tap into a statewide inventory of 6,500 AT devices. The center serves clients of all ages, helping people with cerebral palsy, acquired brain injuries, autism, Down syndrome and other conditions to increase their independence.

Most often, the FAAST Center loans AT devices that help with communication, cognition, recreation, and activities of daily living. Popular supports are communication-related items like tablets and mounts that help position equipment on a bed, chair or table, switches that make it possible to turn things on and off, and 3D-printed key guards — protective overlays for keyboards that have openings to help users with limited motor skills press keys.

Clients come to the center to test out AT devices for ongoing personal use, to acquire devices for particular events or activities, or to borrow a device to use while a primary device is pending repair or funding.

Strong relationships within the community have allowed the center to reach a large number of families. The Center connects with clients through community events and networking with healthcare providers, as well as partnerships with organizations such as the Down Syndrome Foundation of Florida, and Early Steps, a Florida Department of Health program that offers services for infants at-risk for developmental disabilities.

“The work of our center is driven by service to our community.” —  Carolyn Buchanan ’12˛Ń´ˇ, associate instructor

“The work of our center is driven by service to our community. All our projects – whether through FAAST or the AAC Lab – are designed with input from people with disabilities, their families, and the providers that work with them,” Buchanan says. “Whether it’s creating solutions to problems that have not yet been solved, or providing more robust treatment options, our collaborators inform everything we do. This creates a unique opportunity in our region for both our students and our community members.”

Adapting Devices

The center has a Maker Space equipped with soldering irons, laminators, two 3D printers and more, to make everyday equipment accessible.

Recently, a parent of a child with fine motor impairments was searching for the types of handles most often found on cups for young children. As her child aged, the small cups were no longer appropriate, but they were unable to locate options with that style of water bottles used by older children. The Maker Space created prototypes and then custom fabricated modifications using 3D printers, ultimately leading to a solution both age appropriate and accessible.

Students serving with the Aphasia Family, a support group for people with the communication disorder, contacted FAAST when they were organizing a crocheting event for their members but were not sure how to make it accessible to those with challenges with dexterity and range of motion. A FAAST team member worked with them to fabricate a custom stand that enabled everyone to participate.

The center frequently uses switches to access toys, like musical instruments, dolls and toy vehicles.  Switches enable a person with physical, cognitive or motor limitations to physically access and manipulate a device, whether that’s by physical touch, voice or blinking.

The center employs a doctoral student from the College of Engineering and Computer Science and often collaborates with the Society for Women Engineers and Engineering Without Borders to host events like adapt-a-thons.

“It’s about matching clients to the equipment, providing training, and enabling engagement in activities of their choice,” Harrington says. “Our focus is helping people reach their potential for participation, well-being, and health with the support of these devices.”

Providing Caregiver Education and Training

The center is a hub not just for lending and modifying AT, but also for providing comprehensive training so products can be used efficiently and adjusted as needed. Over the last 10 years, more than 41,600 clients, caregivers and clinicians have received training at the center as well as at community events and on-site in places like schools, hospitals, rehabilitation centers and support groups.

Over the last 10 years, more than 41,600 clients, caregivers and clinicians have received training at the center, community events and on-site workshops.

There’s a strong relationship with hundreds of community clinicians — speech-language pathologists, special education teachers, occupational therapists, physical therapists and teachers of the visually impaired — all of whom benefit from the center’s resources and expertise.

The center is physically located adjacent to the Communications Disorders Clinic, the Aphasia House, and the Rehabilitation Innovation Center, which houses a Smart Apartment outfitted with technology used to demonstrate how a home can be adapted for safety and better navigation.

Inside the Smart Apartment, visitors can find rolling mounts, voice-activated appliances, and fall detection devices. The center supports multiple clients who have tested the Smart Apartment’s capabilities, along with eye and head tracking technology provided by the center, to explore new tools to make everyday living easier. The co-location of these specialized services is helpful for families and caregivers.

“We recognize that transportation for services can be challenging for this population, but we’re unique in the way that people can come to us for both clinical services and assistive technology,” Harrington says.

Shaping the Future

Over the last two decades, faculty researchers in the center have secured more than $5.2 million for 18 projects tied to developing new assistive technology interventions.

Kent-Walsh is the principal investigator for an NIH-funded grant that will build upon her team’s two decades of work to provide clinicians with evidence-based assessment and intervention options to help children develop language skills through AAC technologies. The clinical trial underway explores how using these technologies, coupled with tailored speech language therapy, can help preschool children with communication challenges improve their expressive language skills.

Earlier this year, Buchanan and Assistant Professor Julie Feuerstein were awarded a $100,000 grant from the WITH Foundation .

The holographic library will improve training for students and healthcare professionals by providing cases of first-hand experiences from people who use augmentative and alternative communication who will share their preferences and priorities related to accessing high- quality healthcare.

In addition to this grant, Buchanan is also the principal investigator on another grant through the VentureWell Foundation that’s building new curricular and co-curricular opportunities focusing on healthcare technology innovation for students. Partnering with Associate Dean of Clinical Affairs Bari Hoffman ’96Ěý’98MA and Clinical Associate Professor Jennifer Tucker ’23±Ęłó¶Ů in the Division of Physical Therapy, students are gaining new opportunities to learn from industry leaders and to participate in developing novel technological solutions to human-centered design challenges.

Preparing Tomorrow’s Healthcare Providers

Graduate students studying communication sciences and disorders are exposed to the extensive library of AT and often tap into the center’s resources to support clients they are aiding in their clinical service, whether at the adjacent Communication Disorders Clinic or at sites in the community.

“This hands-on training provides students with critical knowledge and skills to serve as advocates and supports for clients in healthcare and educational settings across the country and well beyond.”  —  Jennifer Kent-Walsh, CHPS Senior Associate Dean

A student working to become a speech-language pathologist may borrow an augmentative and alternative communication device, or a hearing or voice amplifier from the center’s inventory when working with a patient in a session. A student serving at the Aphasia House may check out a cognitive aid, like a medication reminder device. Students also learn to conduct comprehensive AAC and AT assessments and treatment plans under the supervision of licensed speech-language pathologists.

“The center has a far-reaching ripple effect in preparing the next generation of clinicians caring for clients with disabilities and a wide range of assistive technology needs,” Kent-Walsh says. “Power is not only in teaching the students to use the equipment, but in providing them with direct service-delivery experience. This hands-on training provides students with critical knowledge and skills to serve as advocates and supports for clients in healthcare and educational settings across the country and well beyond.”

Kent-Walsh studies the use of augmentative and alternative communication (AAC) by individuals with severe speech problems to express their thoughts, needs, wants and ideas. More than 4 million Americans, including many young children with developmental disabilities, rely on AAC aids and devices to supplement their natural speech.

In her new project, Kent-Walsh will evaluate the impact of an AAC intervention program for preschool children with severe speech disabilities that combines tablet technology with language-learning techniques.

The tablet technology is an iPad with an AAC application that displays an array of single-meaning graphic symbols on the screen that a child can select. Mass marketing of tablet technology has prompted an increasing number of families and clinicians to turn to tablets with AAC apps for young children with significant speech disorders.

However, simply providing a young child with an iPad with an AAC app will not lead to functional communication skills, according to Kent-Walsh, who directs the in UCF’s Communication Disorders Clinic.

Earlier AAC research suggested it may be very difficult for children to learn to combine graphic symbols to communicate grammatically correct sentences. But more recent studies, including a pilot project led by Kent-Walsh and funded by the American Speech-Language-Hearing Foundation, have revealed more encouraging results.

“We’ve found that even very young children with significant speech disabilities have the potential to learn to produce grammatically correct sentences using AAC when we implement short targeted interventions,” said Kent-Walsh.

In particular, interventions focused on early language and literacy can effect dramatic changes in children’s sentence production using AAC, she said.

The new project will enable Kent-Walsh and her team to conduct a larger investigation of an AAC intervention program with techniques informed by studies of child language disorders. They will teach young children the rules governing language structure and grammar so the children can generate multi-symbol phrases and sentences. Learning the rules will teach the children that each word in a sentence is important ― and that the word order is equally important ― to clearly convey a message.

Kent-Walsh and her collaborators believe these findings on language-focused interventions have the potential to impact AAC clinical practice in the years ahead.

“Without intervention services, the educational, social and employment outcomes for these children are not nearly as favorable,” she said.

In addition to advancing scientific knowledge of how children can use AAC to communicate, the study will help prepare a new generation of speech-language pathologists with expertise in the field. Undergraduate and graduate students studying communication sciences and disorders at UCF will participate in all aspects of the study, including working with Kent-Walsh and her colleagues Nancy Harrington, instructor of communication sciences and disorders at UCF; Cathy Binger, associate professor of speech and hearing services at the şŁ˝ÇÖ±˛Ą of New Mexico; and Lesley Olswang, professor emeritus of speech and hearing services at the şŁ˝ÇÖ±˛Ą of Washington.

“AAC technologies and services can supplement or completely replace natural speech in individuals with severe communication disabilities,” Kent-Walsh said. “We are eager to develop new interventions so speech-language pathologists can take full advantage of AAC to help these individuals express themselves as early in life as possible.”

Kent-Walsh is the lead author of one of just eight invited papers recently published in the 30th anniversary issues of Augmentative and Alternative Communication, a highly ranked rehabilitation publication and the official journal of the International Society for Augmentative and Alternative Communication. Her article, “Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis,” appears in the journal’s most recent issue.

Zraick is a nationally recognized expert in the assessment and treatment of voice disorders. His textbook, The Voice and Voice Therapy (now in its 9th edition), is the leading textbook in its area. He is recognized nationally as a leader in developing innovative clinical skills training methods, particularly those involving patient simulation. He has a particular interest in helping clinicians meet the needs of patients with limited health literacy.

Zraick is also a Fellow of the American Speech-Language-Hearing Association, one of the highest honors bestowed by the organization.

Prior to joining the faculty earlier this month, Zraick was a professor of speech-language pathology at the şŁ˝ÇÖ±˛Ą of Arkansas for Medical Sciences in Little Rock, where he held appointments in the Departments of Audiology and Speech Pathology, Otolaryngology – Head and Neck Surgery, and Geriatrics. During his 17 years at UAMS, he was the recipient of multiple faculty excellence awards for teaching and research.

“Dr. Zraick brings an amazing set of skills to his new role as chair of the Department of Communication Sciences and Disorders,” said college Dean Michael Frumkin. “As a recognized leader in the field, his vision for the future direction of the profession will help shape the department’s goals in the coming years — increasing its visibility throughout the profession. And as a distinguished scholar, he will lead the department in enhancing its already rich research capacity. We are indeed fortunate that he is now a member of COHPA’s leadership team.”

(Photo by Abi Bell)

“Cade’s mother told me he would have a surprise for me at his last session,” said Tom Ehren, a clinical educator at the clinic. “I anticipated his surprise and came prepared in my own regalia.”

Cade arrived for his last session in a bright red cap and gown. Afterwards he beamed when Ehren formally presented him with a “diploma.”

Ehren said he provides his clients with a “diploma” or “certificate” when it’s appropriate, but he likes to emphasize that achieving better communication skills is a reward in itself.

Cade’s therapy sessions spanned nine semesters at the Communication Disorders Clinic, the training site for UCF graduate students preparing to become certified speech-language pathologists. They were conducted by graduate students supervised by Ehren, a Board Recognized Specialist in Child Language.

This fall, Cade will enter kindergarten with much improved speech and language skills, thanks to the clinic, the support of Cade’s family — and Cade’s own hard work.

Congratulations, Cade!

Children with Down syndrome and limited speech recently received help learning to communicate using an iPad and special “apps” hand-selected by speech experts at the şŁ˝ÇÖ±˛Ą.

Fifteen children, ages 3 to 11, and their parents participated in “iCan Communicate” from March 22-24.

The innovative program was offered collaboratively by UCF and the Down Syndrome Foundation of Florida at the Florida Alliance of Assistive Services and Technology (FAAST) Assistive Technology Demonstration Center within UCF’s Communication Disorders Clinic.

On March 22, the parents took part in an iPad training session led by UCF faculty and staff members and students. The following day, the parents assisted their children in therapy sessions to identify a relevant software application, or “app,” for the child’s individual communication needs.

During the sessions, the children tested various “apps” with guidance from UCF graduate students studying speech-language pathology. Three faculty clinicians supervised the graduate students.

Each “app” offers the child colorful keys containing pictures, words, or both pictures and words. When the child presses on a key, a synthesized voice says the selected word or message. By selecting a series of keys, the child can form simple messages up to complex sentences.

Among the children was Brevan Walker, a 7-year-old boy who attentively practiced using an “app” to communicate about a bowling game he played during one therapy session. Associate Professor Jennifer Kent-Walsh, who directs the program and conducts research in the area of augmentative and alternative communication, monitored the session in a nearby room.

On March 24, the children met for a final therapy session at UCF’s Rosen College of Hospitality Management. Afterwards, they practiced using their iPads to communicate while enjoying a “Spring Fling” egg hunt and luncheon at the college. Three-year-old Meredith Griffen used her iPad to communicate about the candy and other surprises she found in the eggs she collected.

At the end of the program, the children received their own iPads to keep loaded with the “app” or “apps” identified by the graduate students and supervising clinicians. The Down Syndrome Foundation of Florida donated both the iPads and “apps.”

When applying to participate in the program, Meredith’s mother shared that she and her husband learned in January that Meredith sustained vocal fold damage subsequent to surgery to repair Meredith’s trachea and esophagus.

“Finding out that your child may not be physically able to speak can be devastating for parents,” Kent-Walsh shared. “We were thrilled to be able to have Meredith participate in this program at such a young age since it is critical to provide all children with the tools they need to continue to develop their language and communication skills. Meredith is a bright child with an effervescent personality. It’s incredible to see her already using her iPad to express herself more fully.”

UCF and the Down Syndrome Foundation of Florida first offered the iCan Communicate program in October 2011 and plans for future programs are underway.

“I can’t think of another program quite like this in the country that provides free equipment and clinical services,” Kent-Walsh noted. “The ability to merge the expertise of our clinical team with the vision and the resources of the Down Syndrome Foundation of Florida has been fantastic.”

Although there has been great interest in providing this type of program for children with other diagnoses who have limited speech, the current collaboration focuses exclusively on children with Down syndrome, she added.

For further information on the UCF Communication Disorders Clinic and FAAST Assistive Technology Demonstration Center, see .  For further information on “iCan Communicate” and other “iCan” programs for individuals with Down syndrome, contact the Down Syndrome Foundation of Florida at .

Three additional graduate programs from the university’s College of Health & Public Affairs were ranked near the top: Criminology (Criminal Justice at UCF) was ranked 26th in its category, Healthcare Management (Health Services Administration) was ranked 46th, and Public Affairs (Public Administration) was listed at 59th.

All four of the COHPA programs moved up in their rankings this year.

“Peer rankings such as these reflect our faculty’s dedication and commitment to offering the highest quality graduate programs,” said Michael Frumkin, dean of the College of Health & Public Affairs. “I’m extraordinarily proud of our growing national reputation.”

The College of Education also had two programs ranked in the top 25. Its graduate counselor education program ranked 11th and its special education graduate program ranked 14th. The College of Optics and Photonics (CREOL) also had a program listed at number 13.

Others from UCF in the top 100 of their specific fields were: Industrial Engineering (48), Computer Engineering (57), Electrical Engineering (62), Environmental Engineering (68), Best Engineering School (72), Materials Engineering (74), Speech-Language Pathology [Communication Sciences and Disorders] (73), Nursing (79), Social Work (89), Civil Engineering (81), Physical Therapy (99) and Best Education School (100).

More than 1,200 programs were reviewed for the magazine’s annual graduate-school guide. The scores are based on expert opinions about programs and a variety of statistical indicators that gauge the quality of faculty, researchers and students at each institution.

Highlights of the rankings will be on sale in the Best Graduate Schools book at newsstands beginning April 3.

View the full list of UCF’s rankings.

The annual rankings reflect UCF’s commitment to quality growth and providing students with access to a high-quality education.  UCF’s fall 2009 freshman class averaged a 1225 on the SAT and included 55 National Merit Scholars, a total that ranks among the top 50 universities in the nation. The university expects similar numbers this fall.

The U.S. News & World Report rankings released this week cover undergraduate programs throughout the country. Earlier this year, the magazine’s Best Graduate Schools guide ranked five UCF programs among the nation’s best in their fields.

Engineering, Education, Speech-Language Pathology, Public Administration and Computer Science all made the top 100. UCF’s engineering programs led the way and ranked #2 in Florida.

Engineering, Education, Speech-Language Pathology, Public Administration and Computer Science all made the top 100 in the magazine’s latest edition.

UCF’s engineering programs led the way by ranking #2 in Florida and #73 overall.

To develop this year’s rankings, U.S. News analyzed more than 12,000 graduate programs. Rankings are based on expert opinions about program quality and statistical indicators that measure the quality of a school’s faculty, research and students.

The rankings for some programs are new in 2010, while other programs were last evaluated in 2008 or 2009.

The rankings are available online. Highlights will be published in U.S. News & World Report’s May issue, which will be available at newsstands Tuesday, April 27.

In its most recent rankings of undergraduate programs, U.S. News & World Report named UCF a top 5 national university to watch. UCF was the only Florida school listed in the category “Top Up-and-Coming Schools.”  This category recognizes national universities that “recently made the most promising and innovative changes in academics, faculty, students, campus or facilities.”

UCF also received special recognition in the category “Great Schools, Great Prices” for being a top 20 national university for students graduating with the least amount of debt.