ENHANCING CHILDREN'S EVERYDAY COMMUNICATION: TALKER-SPECIFIC SPEECH RECOGNITION TRAINING

增强儿童的日常交流：特定于说话者的语音识别训练

基本信息

批准号：
9897507
负责人：
Nancy Ann Tye-Murray
金额：
$ 32.41万
依托单位：
WASHINGTON UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-04-01 至 2022-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9897507
关键词：
Academic achievement Accountability Address Adult Advocate Affect Age Auditory Belief Characteristics Child Clinic Clinical Cognitive Science Communication Computer software Computers Couples Data Depressed mood Devices Education Environment Exercise Experimental Designs Exposure to Future Teacher Goals Hand Hand functions Hearing Aids Home environment Hour Human Individual Individual Differences Internet Laboratories Language Language Development Learning Light Link Methods Modeling Motivation Outcome Outcome Measure Participant Pattern Performance Protocols documentation Research Sampling Schools Self-Direction Signal Transduction Socialization Specialist Speech Speech Perception Spouses Structure Students System Testing Time Training Training Programs Universities Visual Voice Work audiovisual speech aural rehabilitation base comparative efficacy compliance behavior computerized cost effective deaf design evidence base hearing impairment high risk improved improved outcome innovation multidisciplinary normal hearing programs public health relevance social speech in noise speech recognition teacher theories

项目摘要

DESCRIPTION (provided by applicant): Almost 90% of children with hearing loss attend a regular public school classroom and 95% communicate with spoken language. Depending upon their degree of hearing loss, they miss 30-60% of all spoken material in a classroom setting, even if they wear hearing aids. Not surprisingly, research has shown that poor speech recognition leads to poor academic achievement; it is a formidable task to learn academic material if one understands only three in every ten words. Although most experts in aural rehabilitation advocate structured training to improve speech recognition, the sad reality is that most children do not receive it. This project offers a potential solution to this conundrum. Using a feasible and inexpensive delivery system, our multi-disciplinary team proposes to determine the kinds of speech recognition training that most benefit children. Hand-held, game-like training programs will be used to present speech-in- noise training to three groups of children who have hearing loss: one group will receive auditory training, one will receive audiovisual training, and one will receive a combination of both. Following an A-A-B-B-b experimental design, group benefits will be compared after 4 weeks of formal training in a clinic-like setting, after 4 weeks f required home training, and then after semester-long self-determined training. Importantly, using a Transfer-Appropriate Processing (TAP) theory of learning as theoretical motivation, we will determine the extent to which children benefit from talker-specific training. Upon completion of the project, our team will have determined which type of speech recognition training results in the greatest gains in speech recognition (Aim 1), whether we can tailor speech recognition training to quickly integrate children into new classrooms by having them train with materials spoken by a future teacher (Aim 2),and the extent to which home-based training via hand-held devices can maintain and expand upon gains made in a clinic-like training environment and how patterns of training and individual participant variables affect benefit (Aim 3). The project incorporates innovation on multiple levels, including the comparison of training methods, the theoretical substrate, the test battery and consideration of visual enhancement, the incorporation of game design principles into program software, and the experimental design. Improving speech recognition using evidence-based training offers the best and most practical solution to improving academic performance for children who are at high risk for scholastic and social difficulties. The proposed research, which is based firmly on TAP theoretical underpinnings, will provide answers about how best to provide speech recognition training to children with hearing loss.

描述（由适用提供）：近90％的听力损失儿童参加了常规的公立学校教室，而95％的儿童与口语进行了沟通。根据他们的听力损失程度，即使他们戴着助听器，他们也会错过教室环境中所有口头材料的30-60％。毫不奇怪，研究表明，语音识别不佳会导致学术成就不佳。如果人们只了解三个单词中的三个，那么学习学术材料是一项艰巨的任务。尽管大多数听觉康复方面的专家倡导培训以改善语音认可，但可悲的现实是大多数孩子都没有得到它。该项目为这个难题提供了潜在的解决方案。使用可行且廉价的交付系统，我们的多学科团队的建议是确定大多数使儿童受益的语音识别培训的种类。手持式游戏式培训计划将用于向三组听力损失的儿童介绍语音培训：一组将接受听觉培训，一组将接受视听培训，并且将接受两者的组合。经过A-A-B-B-B实验设计，将在类似诊所的环境进行4周的正式培训后，经过4周F之后，需要家庭培训，然后经过一个学期的自定确定培训，将比较小组福利。重要的是，使用适合转移的处理（TAP）学习理论作为理论动机，我们将确定孩子从特定于说话者的培训中受益的程度。项目完成后，我们的团队将确定哪种类型的语音识别训练会导致语音识别的最大增长（AIM 1），我们是否可以通过使他们与未来教师所说的材料（AIM 2）培训来量身定制语音识别培训，以快速将儿童纳入新教室（AIM 2），以及通过培训的培训和培训的培训的培训，以及在临床上进行培训的培训，并在临床上进行培训，以实现各种培训，并在临床上进行培训，以实现各种培训，以实现临床的影响，以实现临床的影响，以实现临床的型号，这些培训的效果是型号的型号。 3）。该项目在多个层面上结合了创新，包括培训方法的比较，理论基板，测试电池和视觉增强的考虑，游戏设计原理在程序软件中的使用以及实验设计。使用循证培训改善语音识别为改善患有学术和社会困难的儿童的学习成绩提供了最佳，最实用的解决方案。拟议的研究主要基于TAP理论基础，它将提供有关如何最好地向有听力损失的儿童提供语音识别培训的答案。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Teaching Children With Hearing Loss to Recognize Speech: Gains Made With Computer-Based Auditory and/or Speechreading Training.

DOI：
10.1097/aud.0000000000001091
发表时间：
2022
期刊：
Ear and hearing
影响因子：
3.7
作者：
Tye-Murray N;Spehar B;Sommers M;Mauzé E;Barcroft J;Grantham H
通讯作者：
Grantham H

Vocabulary Acquisition as a By-Product of Meaning-Oriented Auditory Training for Children Who Are Deaf or Hard of Hearing.

词汇习得是聋哑儿童以意义为导向的听觉训练的副产品。

DOI：
10.1044/2021_lshss-21-00040
发表时间：
2021
期刊：
Language, speech, and hearing services in schools
影响因子：
0
作者：
Barcroft,Joe;Grantham,Heather;Mauzé,Elizabeth;Spehar,Brent;Sommers,MitchellS;Spehar,Colleen;Tye-Murray,Nancy
通讯作者：
Tye-Murray,Nancy

Speech Perception Training in Children: The Retention of Benefits and Booster Training.

儿童言语感知训练：利益保留和加强训练。