Eye Tracking Technologies to Characterize and Optimize Visual Attending in Down Syndrome

眼动追踪技术可表征和优化唐氏综合症患者的视觉护理

• 批准号: 9194421
• 负责人: KRISTA M WILKINSON
• 金额: $ 30.32万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-12-11 至 2020-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9194421
• 关键词: Adult; Aggressive behavior; Attention; Augmentative and Alternative Communication; Behavior; Behavioral Research; Books; Characteristics; Child; Color; Communication; Computers; Dangerousness; Development; Devices; Down Syndrome; Environment; Eye; Face; Fostering; Frustration; Genetic; Goggles; Health; Human; Incidence; Individual; Intellectual functioning disability; Intervention; Knowledge; Laboratories; Laboratory Study; Language; Lead; Life; Light; Live Birth; Maps; Memory; Ocular Fixation; Outcome; Output; Parents; Participant; Partner Communications; Pattern; Persons; Phase; Process; Production; Property; Proxy; Reaction Time; Reading; Reporting; Research; Risk; Schools; Services; Social Interaction; Social Values; Social isolation; Special Education; Speech; Speech Sound; Speed; Surveys; System; Tablets; Technology; Testing; Text; Translating; Vision; Visual; Visual attention; Visual impairment; Voice; clinical application; cost; design; experience; fall risk; gaze; improved; information processing; peer; programs; public health relevance; sample fixation; skills; social; sound; success; sustained attention; tool; translational study; visual information; visual processing; visual search

 DESCRIPTION (provided by applicant): Down Syndrome (DS) is the most common known genetic origin of intellectual disability and has an estimated incidence of 1 in every 1000 live births. Such children face unique challenges as they enter into the school years, because the speech that was previously adequate for communication with familiar partners in supportive settings is often not sufficient for academic communication with unfamiliar partners. Indeed, 95% of parents surveyed reported that their children with DS had difficulty being understood by persons outside their immediate social circle (Kumin, 1994). This has significant implications for academic, social, and vocational success; children with limited language skills are at risk of falling behind nondisabled peers academically and experiencing social isolation. Secondary issues often arise when children experience frustration in communication, commonly in the form of challenging behaviors. All aspects of development are further compromised when these behaviors involve aggression toward others, have significant health implications when they are self-injurious, and exacerbate service costs when they necessitate extensive behavior management plans. Children with DS are in desperate need of communication interventions that provide them with the tools to succeed throughout the school years. One form of intervention is called aided augmentative and alternative communication (AAC). In typical clinical applications, aided AAC systems employ picture books, tablet-style computers that present the user with graphic symbols, and sometimes text or synthesized voice output. Because AAC relies on vision rather than sound/speech for access to the communication messages, it is critical to map out how children with DS examine and extract information from visual AAC displays. Otherwise there is the risk of implementing systems that are poorly matched to children's skills and needs, a practice that in turn results in limited use or abandonment of the system. Few current AAC designs consider the fit between the system and the visual processing skills of users, and most are uninformed by empirical knowledge about human visual information processing. Moreover, little is known about visual processing in persons with significant communication limitations associated with DS. This research aims to improve the design of AAC displays through characterization of visual attention patterns to different AAC displays and their effects on functional use. Eye tracking - rarely used in DS - will reveal attention patterns/processes that typically go unrecorded in behavioral research. Our three-phase program will begin with eye tracking studies of visual attention under largely non-social laboratory conditions. In the next phase, we will introduce social interactions and record gaze path using mobile eye tracking technology. In the final phase, we will translate the knowledge gained in the laboratory studies to optimize functional communication in individuals with DS in performing tasks that represent typical daily life activities.

 描述（由申请人提供）：唐氏综合症（DS）是已知最常见的智力残疾遗传起源，估计发病率为每1000名活产中就有1例。这些儿童在进入学校后面临着独特的挑战，因为以前在支持性环境中与熟悉的伙伴进行交流所需的语言往往不足以与不熟悉的伙伴进行学术交流。事实上，95%的受访父母报告说，他们的孩子与DS有困难的人理解他们的直接社交圈以外（Kumin，1994）。这对学业、社会和职业成功有着重大影响;语言能力有限的儿童有可能在学业上落后于非残疾同龄人，并经历社会孤立。当孩子在沟通中遇到挫折时，通常会出现次要问题，通常是以挑战行为的形式出现。当这些行为涉及对他人的攻击时，发展的各个方面都会进一步受到损害，当他们自我伤害时会对健康产生重大影响，当他们需要广泛的行为管理计划时会加剧服务成本。 患有DS的儿童迫切需要沟通干预，为他们提供在整个学年取得成功的工具。一种干预形式被称为辅助增强和替代交流（AAC）。在典型的临床应用中，辅助AAC系统采用图画书、平板式计算机，向用户呈现图形符号，有时还提供文本或合成语音输出。由于AAC依赖于视觉，而不是声音/语音来获取通信消息，因此至关重要的是要绘制出DS儿童如何从视觉AAC显示器中检查和提取信息。否则，就有可能实施与儿童的技能和需要不匹配的系统，这种做法反过来又导致系统的使用有限或被放弃。 目前的AAC设计很少考虑系统和用户视觉处理技能之间的匹配，大多数都没有人类视觉信息处理的经验知识。此外，很少有人知道与DS相关的显着的通信限制的人的视觉处理。本研究旨在通过表征不同AAC显示器的视觉注意模式及其对功能使用的影响来改进AAC显示器的设计。眼动追踪-很少用于DS -将 揭示了行为研究中通常未记录的注意力模式/过程。我们的三个阶段的计划将开始与眼动跟踪研究的视觉注意力在很大程度上非社会实验室条件。在下一阶段，我们将引入社交互动和使用移动的眼球跟踪技术记录注视路径。在最后阶段，我们将翻译实验室研究中获得的知识，以优化DS患者在执行代表典型日常生活活动的任务时的功能沟通。