Computerized System for Phonemic Awareness Intervention

音位意识干预的计算机化系统

• 批准号: 8125231
• 负责人: PAMELA ALLISON CONNORS
• 金额: $ 21.64万
• 依托单位: BIOSPEECH, INC.
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-01 至 2013-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8125231
• 关键词: Address; Apple; Architecture; Auditory; Awareness; Characteristics; Child; Computers; Devices; Dimensions; Discrimination; Drops; Educational Curriculum; Educational process of instructing; Evaluation; Face; Future; Government; Habilitation; Health Services Accessibility; Hearing; Impairment; Individual; Institutes; Internet; Intervention; Language; Language Development Disorders; Language Disorders; Left; Link; Living Costs; Memory; Mental disorders; Modality; Motor; Movement; Neurocognitive; Neurodevelopmental Disorder; Oral cavity; Outcome; Participant; Pathologist; Persons; Phase; Play; Prevalence; Process; Quality of life; Reading; Reading Disorder; Scanning; Schools; Sequence Analysis; Services; Shapes; Speech; System; Technology; Text; Touch sensation; Training; Video Games; Visual; Visual attention; Work; autism spectrum disorder; base; computerized; cost; design; elementary school; improved; innovation; literacy; literate; meetings; motor control; phonology; processing speed; programs; response; skills; skills training; sound; touchscreen

DESCRIPTION (provided by applicant): Phonemic awareness, defined as "... the ability to notice, think about, and work with the individual sounds in spoken words" (National Institute for Literacy, 2000), is considered a necessary skill for literacy. The financial and quality-of-life costs of these impairments are significant, not only because of the link with reading difficulties and hence with future employability, but also because there may exist further links between reading difficulties and a range of psychiatric disorders (Goldston et al., 2007). This argues for phonemic awareness intervention beyond what can be taught in a regular pre-school or elementary school curriculum. Such intervention is typically provided in the form of 1-1 sessions with a specialized professional (e.g., a Speech Language Pathologist). However, responding to cost concerns and to poor access to these services and also recognizing the importance of frequent intervention sessions, usage of computerized intervention systems is becoming more common. These computerized intervention systems have been steadily improving. However, one significant drawback continues to be their restricted response modalities, typically consisting of the child using a touch screen or a pointing device to select from a set of pictures. By confining the phonemic awareness skills that the system addresses to those that can be tapped into via "picture-point-and-click", these systems have a restricted scope of what they can teach. We propose to address this restriction by taking advantage of "drag- and-drop" and other touch response modalities that current low-cost touch screen computers (e.g., Apple's iPad) are capable of processing and that children are increasingly more familiar with via video games and Internet applications. A second drawback of many current systems is that their user interface (e.g., visual layout, tempo) is typically not tunable to the individual characteristics of the child. Given the prevalence of phonemic awareness issues in a broad range of neurodevelopmental disorders, including Autism Spectrum Disorder and Developmental Language Disorder, individual tuning may be critical to address individual neurocognitive weaknesses, such as problems in memory, attention, visual scanning, perceptual motor coordination, and processing speed. We propose to incorporate multiple dimensions of individual tunability into the system. Our specific aims are to create a new audio-visual response-processing module for sequencing phonemes in words; to incorporate this module in an individually-tunable, adaptive (i.e., difficulty levels are dynamically adjusted as the child progresses) intervention system; and to evaluate this system with as participants 20 well- characterized children with Developmental Language Disorder or with Autism Spectrum Disorder (who, additionally, also meet criteria for a language disorder). PUBLIC HEALTH RELEVANCE: Computerized intervention systems for phonemic awareness training are limited in that they typically use "picture-point-and-click" as response modality, and also are not individually tunable to a child's individual profile of neurocognitive strengths and weaknesses. The project will address these limitations by creating and evaluating a computerized "Phoneme Sequencing Tutor" system that incorporates a new "drag-and-drop" response-processing module and is individually tunable to a child's neurocognitive profile.

描述（由申请人提供）：音素意识，定义为“...注意、思考和处理口语中各个声音的能力”（国家扫盲研究所，2000年）被认为是识字的必要技能。这些障碍的经济和生活质量成本是显著的，不仅因为与阅读困难的联系，因此与未来的就业能力的联系，而且还因为在阅读困难和一系列精神障碍之间可能存在进一步的联系（Goldston等人，2007年）。 这就要求对音素意识的干预超出了常规学前或小学课程所能教授的范围。这种干预通常以与专业人员（例如，言语语言病理学家）。然而，为了应对费用问题和难以获得这些服务的问题，并认识到频繁干预会议的重要性，计算机化干预系统的使用正变得越来越普遍。 这些计算机化干预系统一直在稳步改进。然而，一个显著的缺点仍然是他们的有限的响应模式，通常包括儿童使用触摸屏或定点设备从一组图片中选择。通过将系统所涉及的音素意识技能限制在那些可以通过“图片点击”进入的技能上，这些系统可以教授的范围有限。我们提出通过利用当前低成本触摸屏计算机（例如，苹果的iPad）能够处理，孩子们越来越熟悉通过视频游戏和互联网应用程序。 许多当前系统的第二个缺点是它们的用户界面（例如，视觉布局、克里思）通常不能根据儿童的个体特征进行调整。考虑到音素意识问题在广泛的神经发育障碍中的普遍性，包括自闭症谱系障碍和发育性语言障碍，个体调谐可能对解决个体神经认知弱点至关重要，例如记忆，注意力，视觉扫描，知觉运动协调和处理速度方面的问题。我们建议将多个维度的个人可调性系统。 我们的具体目标是创建一个新的视听响应处理模块，用于对单词中的音素进行排序;将该模块纳入可单独调谐的、自适应的（即，难度水平随着儿童的进展而动态调整）干预系统;并以20名具有发育性语言障碍或自闭症谱系障碍（此外，他们也符合语言障碍的标准）的良好表征的儿童作为参与者来评估该系统。 公共卫生相关性：用于音素意识训练的计算机化干预系统是有限的，因为它们通常使用“图片点和点击”作为响应模态，并且也不能根据儿童的神经认知优势和弱点的个人概况进行单独调整。该项目将通过创建和评估一个计算机化的“音素排序导师”系统来解决这些限制，该系统采用了一个新的“拖放”反应处理模块，并可根据儿童的神经认知特征进行单独调整。