ReviewAugmentative and alternative communication (Baltimore, Md. : 1985)2026
Identifying P300 brain-computer interface training strategies for AAC in children: a focus group study.
Review in Augmentative and alternative communication (Baltimore, Md. : 1985), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Engaging Children in Brain-Computer Interface (BCI) Development: Utilizing an Interactive iPad Tool to Capture Picture-Based P300-Based BCI Augmentative and Alternative Communication Design Preferences.American journal of speech-language pathology · 2026Article
- A concise overview of using the P300 component of the event-related potential for objective estimation of visual acuity.Frontiers in ophthalmology · 2026Review
- Intersession Robust Hybrid Brain-Computer Interface: Safe and User-Friendly Approach with LED Activation Mechanism.Micromachines · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
The integration of Brain-Computer Interface (BCI) technology into Augmentative and Alternative Communication (AAC) systems introduces new complexities in training, particularly for children with diverse cognitive, sensory, motor, and linguistic abilities. Effective AAC training is crucial for enabling individuals to achieve personal goals and enhance social participation. This study aimed to explore potential training strategies for children using P300 based BCI-AAC systems through focus group discussions with experts in AAC and BCI technologies. Participants identified six key themes for effective training: (1) Scaffolding-developing adaptive systems tailored to each child's developmental level, including preteaching, visual display adaptations, and gamification; (2) Verbal Instructions-emphasizing the use of clear, simple language and spoken prompts; (3) Feedback-incorporating immediate feedback and biofeedback methods to reinforce learning; (4) Positioning-ensuring proper trunk stability and addressing electrode placement; (5) Modeling and Physical Supports-using physical cues and demonstrating BCI-AAC use; and (6) Considerations for Visual Impairment-accommodating cortical visual impairment (CVI) with suitable stimuli and environmental adjustments. These insights offer an initial foundation for identifying P300 BCI-AAC training strategies for children. Further systematic research with end users, support networks, and professionals is needed to validate, refine, and expand interventions that support diverse communication needs.
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Registered trials
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