Word by Word: Building Sentences with Preschoolers who use AAC

逐字逐句：与使用 AAC 的学龄前儿童一起造句

• 批准号: 10200751
• 负责人: Cathy Binger
• 金额: $ 53.96万
• 依托单位: UNIVERSITY OF NEW MEXICO
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-07 至 2023-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10200751
• 关键词: Achievement; Address; Adult; Affect; Age; Augmentative and Alternative Communication; Cerebral Palsy; Child; Cognition; Cognitive; Communication Research; Communication impairment; Complex; Data; Development; Down Syndrome; Employment; Employment Opportunities; Failure; Future; Goals; Growth; Health; Impaired cognition; Impairment; Incidence; Individual; Intellectual functioning disability; Intervention; Knowledge; Language; Language Delays; Language Disorders; Learning; Length; Life; Linear Models; Linguistics; Mission; National Institute on Deafness and Other Communication Disorders; Neurodevelopmental Disorder; Nursery Schools; Outcome; Output; Participant; Physical shape; Problem behavior; Production; Public Health; Quality of life; Randomized Controlled Trials; Research; Resources; Semantics; Series; Speech; Speech Disorders; Technology; Testing; Underachievement; Vocabulary; Work; age effect; base; cognitive ability; cognitive load; compare effectiveness; comparison intervention; disability; expectation; experience; group intervention; improved; intervention effect; large scale data; literacy; mental age; mobile computing; novel; peer; prevent; sex; skills; social; standard of care; syntax

PROJECT SUMMARY/ABSTRACT People tend to falsely assume that the more unintelligible a child’s speech is, the more cognitively impaired that child is. However, intelligibility is not strongly correlated with intellect. In fact, many children with profound speech impairments have cognitive abilities that far exceed their speech abilities. Unfortunately, this false assumption leads to a series of negative social, educational, health, quality of life, and eventual employment outcomes – outcomes that are all too common for the 1 in 100-125 people in the U.S. with such severe speech disabilities that they require augmentative and alternative communication (AAC). If children could use AAC to ‘speak’ in sentences, this would transform expectations and outcomes. Two gaps in knowledge prevent preliterate children from producing sentences via AAC: (1) data-based interventions have focused almost exclusively on basic social and vocabulary skills - not sentence-building skills; and (2) the AAC apps on iPads and other mobile technologies are too complex. Preliterate children spend precious cognitive resources searching for picture symbols instead of building sentences. The result is that they ‘speak’ using single words in most cases, despite an underlying ability to produce full sentences. Therefore, a critical need exists to develop data-driven interventions that support AAC sentence-building while minimizing the learning demands of current technologies. Failure to conduct this research will result in preschoolers with severe speech impairments continuing to experience a lifetime of underachievement and poor quality of life. The long-term goal for this line of research is to identify AAC interventions that enable children to become fully competent communicators as early in life as possible, thereby gaining access to a wealth of opportunities. The focus of the current proposal is to compare the effectiveness of the AAC Generative Language Intervention approach to an AAC Standard of Care condition on preschool sentence productions. All children will use existing AAC iPad applications. The central hypothesis is that preschoolers receiving AAC Generative Language Intervention will create longer, more grammatically complete sentences compared with the Standard of Care condition. Specific Aim 1 compares these interventions for preschoolers with severe speech impairments and typical receptive language, and Specific Aim 2 does the same for children with Down syndrome. Specific Aim 3 tests for possible moderation of the intervention effect by age, dynamic assessment scores, sentence type, receptive language abilities, prior AAC use, sex, mental age, and disability. Aims 1 and 2 will be accomplished using randomized controlled trials. Hierarchical linear modeling will be used to examine interactions for Aim 3. The achievement of the aims will have a broad impact on early sentence development and long-term quality of life for children who use AAC. This work will chart a new horizon of AAC research to create data-based interventions that capitalize on the availability of current technologies, simplify existing AAC apps, and promote early sentence productions, with the goal of mirroring the language skills and quality of life outcomes of peers.

项目总结/摘要 人们往往错误地认为，孩子的语言越难懂，认知能力就越受损 那孩子才是然而，可理解性与智力并不密切相关。事实上，许多孩子都有着深刻的 言语障碍者的认知能力远远超过他们的言语能力。不幸的是，这种虚假的 这种假设会导致一系列负面的社会、教育、健康、生活质量和最终的就业 结果-结果是太常见的1在100-125人在美国这样严重的讲话 残疾人需要辅助性和替代性沟通（AAC）。如果孩子们可以使用AAC 用句子“说”，这将改变期望和结果。知识上的两个差距 识字前儿童通过AAC产生句子：（1）基于数据的干预措施几乎集中在 专门针对基本的社交和词汇技能-而不是建立能力的技能;以及（2）iPad上的AAC应用程序 和其他移动的技术太复杂。智力低下的孩子花费宝贵的认知资源 搜索图片符号而不是构建句子。其结果是，他们'说'使用单一的话 在大多数情况下，尽管有产生完整句子的潜在能力。因此，迫切需要 制定数据驱动的干预措施，支持AAC的业务建设，同时最大限度地减少学习需求 当前的技术。不进行这项研究将导致学龄前儿童严重的讲话 残疾人继续经历一生的成绩不佳和生活质量差。长期 这项研究的目标是确定AAC干预措施，使儿童成为完全有能力 因此，我们必须在生命的早期就培养传播者，从而获得大量的机会。的焦点 目前的建议是将AAC生成性语言干预方法的有效性与 一个AAC标准的照顾条件对学龄前的句子制作。所有儿童将使用现有的AAC iPad 应用.中心假设是，接受AAC生成语言干预的学龄前儿童将 与标准护理条件相比，创建更长、语法更完整的句子。具体 目的1比较这些干预措施的学龄前儿童严重的语言障碍和典型的接受 具体目标2对唐氏综合症儿童也有同样的作用。具体目标3测试 年龄、动态评估分数、句子类型、接受能力 语言能力、AAC使用史、性别、心理年龄和残疾。目标1和2将通过以下方式实现： 随机对照试验。分层线性模型将用于检查目标3的相互作用。的 这些目标的实现将对早期判决的发展和长期生活质量产生广泛的影响 使用AAC的儿童。这项工作将为AAC研究开辟一个新的视野， 利用现有技术的可用性，简化现有AAC应用程序，并促进 早期句子制作，目的是反映同龄人的语言技能和生活质量结果。

项目成果

Applying a Developmental Model to Preliterate Aided Language Learning.

将发展模型应用于识字前辅助语言学习。

• DOI: 10.1044/2023_ajslp-23-00098
• 发表时间: 2024
• 期刊: American journal of speech-language pathology
• 影响因子: 2.6
• 作者: Binger,Cathy;Harrington,Nancy;Kent-Walsh,Jennifer
• 通讯作者: Kent-Walsh,Jennifer

Aided Language Measures: Establishing Observer Agreement for Communicators in Early Language Phases.

• DOI: 10.1044/2022_ajslp-21-00341
• 发表时间: 2022-04
• 期刊: American journal of speech-language pathology
• 影响因子: 2.6
• 作者: Jisun Lee;C. Binger;Nancy Harrington;Seana Evelyn;Jennifer Kent-Walsh;Cindy Gevarter;Jessica Richardson;Debbie L. Hahs-Vaughn