Teaching Children who use AAC to Produce Rule-Based Semantic-Syntactic Relations

教孩子使用 AAC 产生基于规则的语义句法关系

• 批准号: 8232274
• 负责人: Cathy Binger
• 金额: $ 14.14万
• 依托单位: UNIVERSITY OF NEW MEXICO
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-21 至 2014-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8232274
• 关键词: Address; Adult; Age; Area; Child; Clinical Services; Communication; Communication Aids for Disabled; Communication impairment; Comprehension; Development; Devices; Dog Bite; Educational process of instructing; Employment; Employment Opportunities; Exhibits; Failure; Family suidae; Goals; Individual; Intervention; Intervention Studies; Investigation; Language; Language Development; Language Disorders; Lead; Learning; Linguistics; Maps; Measures; Methods; Mission; Modeling; Nursery Schools; Outcome; Participant; Pathologist; Pattern; Population; Problem behavior; Process; Production; Public Health; Relative (related person); Research; Semantics; Services; Simulate; Solutions; Speech; Structure; Techniques; Testing; Training; Translations; alternative communication; base; child neglect; combinatorial; design; improved; innovation; literacy; literate; programs; skills; social; syntax

DESCRIPTION (provided by applicant): Approximately 8 per 1,000 people in the U.S. (> 2.4 million) require augmentative and alternative communication (AAC), and surprisingly high percentage - about 24% - of preschool speech-language pathologists' (SLPs) caseloads consists of children who need AAC. Many children using AAC have receptive language profiles indicating the potential to use generative language. However, even when children who use AAC possess relatively strong receptive language profiles, they frequently have poor expressive language outcomes. The long-term aim of this line of research is to identify intervention approaches that ameliorate the expressive language deficits of children who use AAC, a goal well-suited to the NIDCD's mission to address biomedical and behavioral problems associated with individuals who have communication disorders. The proposed project is comprised of two specific aims: Aim 1 is to evaluate the effect of an aided AAC modeling with contrastive targets intervention on the productive use of two-term semantic- syntactic relations (e.g., action-object) by preschoolers who use AAC, and Aim 2 focuses on evaluating the participants' ability to generalize learning to untrained semantic-syntactic relations. Children with relatively strong pre-treatment comprehension levels (i.e., > 1.5 SD of the mean on the TACL-3) will be included in the study. It is predicted that all children will make at least some gains with producing syntactically correct messages. An experimentally controlled single subject, multiple probes across targets and participants design will be used to evaluate outcomes, and a Simulated Modeling Analysis will be used to measure the statistical significance of each participant's progress. A total of 16 children who use AAC (ages 4-5) will participate. Each child will be instructed in the use of three semantic-syntactic relations with three additional generalization measures. The aided AAC modeling with contrastive targets intervention will include models of reversible targets (e.g., DOG BITES PIG; PIG BITES DOG) provided on the child's AAC device. Innovations for the proposed AAC study include: (1) teaching children to 'map' spoken language onto AAC devices; (2) teaching syntactic rules, an area largely ignored with AAC populations; and (3) emphasizing word order, which is particularly problematic for children using AAC. The outcomes of this project will have immediate implications for intervention and will serve as the basis for larger and more refined (R01) intervention studies. PUBLIC HEALTH RELEVANCE: The proposed research is relevant to public health because it aims to contribute to a program of research focused on significantly improving the clinical services offered to children who use augmentative and alternative communication (AAC). Because the project is focused on ameliorating the long-term expressive language deficits of children who use AAC, the project is relevant to NIDCD's mission to address the biomedical and behavioral problems associated with individuals who have communication disorders. Failing to attain functional language skills presents a significant public health problem; these outcomes have profound effects on short- and long-term educational and social outcomes, as well having lifelong negative impacts on employment opportunities.

描述（由申请人提供）：在美国，每1,000人中约有8人（> 240万人）需要辅助和替代交流（AAC），并且令人惊讶的是，学龄前语言病理学家（SLP）的案例中有很高的比例-约24% -由需要AAC的儿童组成。许多使用AAC的儿童具有接受性语言特征，表明他们有使用生成语言的潜力。然而，即使使用AAC的儿童拥有相对较强的接受性语言特征，他们的语言表达效果也往往较差。这一系列研究的长期目标是确定干预方法，改善使用AAC的儿童的表达语言缺陷，这一目标非常适合NIDCD的使命，以解决与沟通障碍相关的生物医学和行为问题。所提出的项目由两个具体目标组成：目标1是评估具有对比目标干预的辅助AAC建模对两项语义-句法关系（例如，Aim 2侧重于评估参与者将学习概括为未经训练的语义-句法关系的能力。治疗前理解水平相对较强的儿童（即，TACL-3上的平均值的> 1.5 SD）将被包括在研究中。据预测，所有的孩子都会在产生句法正确的信息方面至少有所收获。将使用实验控制的单个受试者、跨目标和参与者设计的多个探针来评价结果，并使用模拟建模分析来测量每个参与者进展的统计学显著性。共有16名使用AAC的儿童（4-5岁）将参加。每个孩子将被指示在使用三个语义句法关系与三个额外的概括措施。具有对比目标干预的辅助AAC建模将包括可逆目标的模型（例如，狗咬猪;猪咬狗）。拟议的AAC研究的创新包括：（1）教儿童将口语“映射”到AAC设备上;（2）教句法规则，这是AAC人群在很大程度上被忽视的领域;（3）强调词序，这对使用AAC的儿童来说特别有问题。该项目的结果将对干预产生直接影响，并将作为更大和更精细（R 01）干预研究的基础。 公共卫生相关性：拟议的研究与公共卫生有关，因为它旨在为一项研究计划做出贡献，该计划的重点是显着改善为使用辅助和替代交流（AAC）的儿童提供的临床服务。由于该项目的重点是改善使用AAC的儿童的长期表达性语言缺陷，因此该项目与NIDCD的使命有关，即解决与患有沟通障碍的个人相关的生物医学和行为问题。未能获得功能性语言技能是一个重大的公共卫生问题;这些结果对短期和长期的教育和社会成果产生深远影响，并对就业机会产生终身负面影响。