A7.3 Software Evaluation (Revised): Boardmaker Software Family V6 6

Evaluator: Abigail Richards

 

Software Title: Boardmaker Software Family V6

 

Publisher: Mayer-Johnson

 

Publisher’s Website: http://www.mayer-johnson.com/default.aspx     

 

Type of Software: Treatment/ Assessment

 

Software Platform/Requirements:

Windows: 2000 or higher with 512 Mb RAM, 400 Mb Free Disk Space.

Macintosh: 10.2.8 or higher.  RAM: 256MB, Free Hard Drive Space: 350MB

Demo Version: only available for Windows

 

• Treatment/Assessment Area •

 

            Boardmaker can be used in personal, educational, or therapy settings. This software is designed to aid non-verbal or limited verbal communicators. However; it could be used to assess and treat the following: People with aphasia, autism, cognitive deficits, voice disorders, traumatic brain injury, as well as speech disorders. This program also includes 44 languages, so those learning English as a second language may also benefit from this tool. Because this program is flexible in nature it could be utilized in different ways to accomplish many aspects of communication to further enhance by habilitating and rehabilitating those with specials needs as well as use for general education.

 

• Objective •

 

            This software is designed to help those with communication difficulties or other disabilities to communicate or to help supplement the users’ communication. This software uses a picture representation index that allows people to expressively communication wants, needs, or ideas. This software can also be used in general education settings.

 

• Documentation and Supplementary Materials •

 

            Technical Documentation is not included with the demo version of this software however, a 244 page document of instructions including written step-by-step instructions and on-screen simulated instructions are available online at the Mayer-Johnson website (listed above). Instructions are comprehensive and as concise as possible to illustrate all capabilities of this software. The user’s guide is setup in chapters and within each chapter there is a topic overview section that lists the topics discussed in that chapter. Instructions include but are not limited to the following: directions on the use of a ‘mouse’ or other type of adaptive pointing device in which the software is navigated, communication board setup, working with multiple boards, using board templates, color changes to backgrounds symbols, text and pictures. An important chapter, the “symbol finder section” can be used to adapt pictures and symbols. Here, the user can search word categories and modify titles of picture symbols according to the users needs as far as cognition, function, preferences, or goals are concerned. This section would be most useful in individualizing the software to best fit the needs of the user. Modifications within the software can allow for effective management and understanding when creating or using a communication board. The user’s guide also includes information about system requirements and additional support for the software. More additional support can be located on the webpage under the tab ‘support’ where there are frequently asked questions and subscribe to an RSS feed to get the most update information. Also, there is a training section located on the website that includes options for online training or training from a company representative. Each of these options can help the user or specialist customize a program that best suites the needs of the user and teacher.

 

            The Objective given by the company is that, “this software covers a broad range of  communication and special needs.” This objective is limiting in that it does not describe ways in which this tool can be utilized and for which populations it is intended. Further, the general term of ‘broad range’ lacks in description of what the software aims to accomplish for the user. However, I do not know if the purchased version would include a more descriptive objective, broadening the terms for the purpose of its usage. If one is familiar with the premise of the software can deduce how the software could be used to aid in therapy and assessment.

 

            As far as learning activities are concerned, this tool could be utilized in several ways. The user could either be a specialist (that provides boards for his or her client(s)), personal use at a home, or at a specialized learning center. If a therapist had Boardmaker they could  incorporate the communication boards (made from this software) into the goals for the client. Goals could include: teaching someone how to use this program either in or outside of the therapy session, or modifying the boards intended purpose to aid in the assessment or therapy of a client. If the user was to implement this software for private use, they could create customized boards to relay ideas, wants, and needs in an individualized context. Boardmaker could be used for solely for communication to as a supplemental tool to aid in communication. The ways in which this program is used is client and context dependent, there are many possibilities.

 

            Learning activities and materials for enrichment are not included in this software. This may be because this software does not have lessons or drills, all the information is created by the user or facilitator but that is not to say someone could not incorporate these things; it would have to be constructed as needed. The software does not include a description of how the program can be used. On the website for Mayer-Johnson there is an activities forum that users or specialist can access in order to obtain ideas of how others are using Boardmaker. Other activities are through personal forums that can be accessed through the internet. Other tip information can be found through the Mayer-Johnson website under the Boardmaker ‘tips’ tab that can help specialist create an number of  activities such as setting up and IEP program.

 

• Age Appropriateness •

 

            The content in this software can be appropriate for many ages and can be individualized  as needed. The program allows for scripts that would be useful for children and adults. Appropriateness is dependant on how the board is created and used. Concepts maybe to high level or low level depending on the strengths and abilities of the client but may be adjusted to fit the needs of the individual. Depending on the client’s abilities, the client maybe able to make a communication board for themselves or they may have to have someone to create their boards for them. For interactive requirements, assistance maybe required for some users, but not all, depending on the client’s abilities. For example, if one had limited dexterity or no use of their hands other    technologies may be incorporated like a rolling device so that the client may maneuver through the program to set up or modify their board(s). An on-screen keyboard  is accessible through the tool bar of the software page. The keyboard includes symbols for punctuation exactly like a regular keyboard. So someone with modified pointing tool could communicate using all levels of communication including word, phrase, sentence, and conversation level.

 

• Program Content •

            Since the objective is very vaguely stated, the instructions do not align with the objective.           Instructions for this program are simply directional in the nature. The program allows for flexibility so as long as the user knows how to manipulate the program window and toolbar then the possibilities are left up to the creativity of the user or assisting individual. The directions for this software are not based on current research but this could be because the directions describe how to use the software not really about the content. There are no learning programs that teach information found within the software. Instruction depends on the learner or teacher. The directions for using the software however; are not suitable for all. Good reading comprehension and direction following skills are needed if one is to use the directions to figure out how the software can work.        This is why assistance may be required for individuals that are cognitively or physically impaired.

 

            The picture symbols found in the software are current and include picture items that could be included in current events such as the Olympics and the presidential election. The program includes actions, emotions, and daily living tasks that are school and work related. This allows the information to be generalized in almost any communicative situation. The amount of symbols provided, and the fact that symbols can be modified or            created, allows the user to have an opportunity to communicate just as others would. This flexibility can add value to the program for its users. More importantly, this software allows the user to communicate about personal values, interests, and goals.

 

            The program is free of stereotypes because all pictures either include both male and female representations in the picture symbols or they have gender neutral people such as stick figures that do not denote gender, race, ethnicity, or age. A sexuality pack is available on the software (for those that want it) to include ideas associated with sexual preferences along with other content. This content is nondiscriminatory. Although the sexuality pack is appropriate for some it may not be for others.

 

• Presentation/ Ease of Use •

 

            Software formatting is not presented in a clear manner. Directions are needed to be able to use the program to its fullest capacity. The instruction manual is 244 pages long and it is not conducive to all populations that can use this software. Depending on the user, navigation through the program may be difficult. The help guide is available on-screen. However, it requires internet access to get to the users guide, which may present a problem for some. If the software was to be purchased, the software guide would be included in paper format, but not all users are going to be able to access or understand this easily. Help options are comprehensive in the fact that there are 244 pages, but this may not be the most time efficient or effective way for any user. Although the guide is broken down in to chapters, good reading skills and comprehension are needed in order to make sense of the presented information. Depending on the users experience with technology, this will determine the ability to navigate the program and the help options. The user is in complete control of the pace of this program because nothing is timed. The user has unlimited time to spend with in the program to make the needed materials. The user can also exit from any screen.

 

            The title sequence is shown while the software is loading/opening and quickly removes as the software page opens. The title sequence is unavoidable. After the title sequence appears there are three categories in which to choose from. The first one is, ‘create a new board’. The second category is, ‘open a saved board’, and the third is, ‘create a template’. The template has preset boards like schedules that include multi-step schedules. The templates also include weekly calendars and direction following boards that are setup to          use if someone was doing a reading task.

 

            Presentation of the picture symbols may be logical to some users again, depending on their abilities, including cognition, and age. Illustrations as far as pictures and symbols are clear. However, concepts and understanding maybe not be as helpful to some people depending on their strengths and weaknesses. Examples found in the instruction manual and the on-screen simulated tutorial may be helpful to some. For a specialist, the instructions are probably appropriate, however; instructions may not be as intuitive to others.

 

            The text found within the software is clear and can be modified by readjusting the size, font, and color which allows the user to specialize their board to make it legible, according to their needs. Texts boxes with borders can be created so that boards are uniform and clear. There is a ‘free form’ tool which allows the user to draw on the board or a tool for the application of geometric shapes. There is limited punctuation and      grammar, but all spelling seems to be correct. The client can type in letters that are similar to that word and the symbol locator may be able to find it for them or point them in the right direction. The category listings are helpful when finding a larger group of symbols. The ability to read is helpful, but not necessary as long as the user can identify actions, objects and ideas to fulfill communicative intent. Screen displays offer adjustable sizes that could be helpful for the user, especially for those with visual  impairments. Flip books could be made to aid in the ease at which symbols are found and used. Boards can be grouped by category and relative contexts.

 

• Effectiveness•

 

            The company that produces this software does not have any statements regarding the effectiveness of this software. Effectiveness of this software depends on how it is used or taught. The software must meet the person’s needs in order for it to facilitate the user’s communicative environment. Boards or books could be created for scripts, such as ordering at a restaurant or completing a transaction at a bank. This too will aid the user in real life contexts and environments. By organizing boards in to different categories, communication efficiency can be increased. The recalling of information is again, dependent on the specific user. Because symbols and text can be used together, there is the likelihood that this will increase recollection.

 

            This software can be used in assessment or therapy, depending on how the software is implemented to achieve certain targets. From a student speech pathologist standpoint, this software could be used in language and articulation areas including stimultability testing/therapy, base rating, language therapy, articulation flash cards, etc. The number of ways in which this software could be used can increase the value of this particular software to a speech-language pathologist. The possibilities of this software are lent to the creativity of the user. The implementation of the software, coupled with the individual, will determine the effectiveness of this software as a learning tool.

 

• Practice/ Assessment/Feedback •

 

            Practice activities are not provided within the software, but practice techniques can be implemented by the specialist(s) that are recommending/using the software. Practices can be modified to fit the topic and audience appropriately. Because this software is dynamic, reinforcement and goals can be created by specialists in a therapy or learning environment. Boardmaker enables the user to fulfill open-ended responses, mainly         because that is the foundational purpose of the software, if implemented and used correctly. Visual schedules, worksheets, flashcards and more can be made with Boardmaker. This flexibility allows for people with and without disabilities to benefit from this software. Collaborative learning experiences can also be implemented     depending on its use. For example, if the user is participating in a group therapy session with others that use similar forms of communication, this environment can aid in establishing feedback and reinforcement, as well as ideas pertaining to how others use similar devices. All of the above are accessible per users or instructors discretion.

 

• User Interface and Media Quality •

 

            Boardmaker relies on graphics to enhance their software. Because of that, most all of the graphics are great in quality and enhance the instruction and use of this program. Without the good quality graphics, Boardmaker would not be useful in fulfilling the needs of its users. Boardmaker does not use animations. There is no audio on this version of Boardmaker, but versions are available that support audio use.

 

• Equity/Fairness/Anti-Bias •

 

            This software is gender neutral because almost every picture symbol has an option to make the symbol involving either male or female. There is also an option for figures to be ‘stick figure’ as to not relay any type of gender. As for cultural bias, Boardmaker is available in 44 languages and has many cultural symbols. For example, the symbol for President had an American flag, but the option for a plain flag that could be filled in to    specify is also available. Boardmaker strives to make the symbols as gender neutral and culturally unbiased as possible. The software does have symbols related to violence, like fighting. But these symbols do not endorse violence; it is just an idea or expression that can be communicated. As mentioned previously, this software has the option of obtaining a sexuality pack that includes politically correct language regarding terms such as       homosexuality. This software is non-discriminatory, but does include the capability to talk about such topics, just as anyone else has the capability to discuss such matters.

 

 

• Cost Information •

 

Boardmaker V6 :  For Windows and Macintosh = $329.00