STIMULUS STRUCTURE ENHANCEMENT OF VISUAL SYMBOL DETECTION IN AAC

AAC 中视觉符号检测的刺激结构增强

• 批准号: 7356178
• 负责人: WILLIAM J MCILVANE
• 金额: $ 14.78万
• 依托单位: UNIV OF MASSACHUSETTS MED SCH WORCESTER
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-07-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7356178
• 关键词: Adult; Affect; Aphasia; Appendix; Attention Deficit Disorder; Augmentative and Alternative Communication device; Autistic Disorder; Behavioral; Categories; Characteristics; Child; Class; Classification; Clinical; Code; Cognitive; Color; Communication; Communication Board; Communication impairment; Communications Media; Comprehension; Cues; Developmental Disabilities; Dimensions; Disease; Down Syndrome; Educational Materials; Effectiveness; Etiology; Family; Human Resources; Impact evaluation; Individual; Intervention; Investigation; Knowledge; Learning; Letters; Maps; Mental Retardation; Methods; Neurosciences Research; Outcome; Perception; Population; Population Heterogeneity; Principal Investigator; Process; Provider; Psychiatry; Range; Rehabilitation therapy; Research; Research Personnel; Schedule; School-Age Population; Science; Sensory Disorders; Services; Simulate; Speech; Speech-Language Pathology; Stimulus; Structure; Subcategory; Technology; Vision; Visual; Visual Aid; Visual attention; alternative communication; base; behavior influence; clinically relevant; college; design; disability; functional outcomes; interest; professor; programs; size; skills; visual information; visual process; visual processing; visual search

This proposal seeks support for an interdisciplinary, translational program of research examining how basic neuroscience research on visual-perceptual processing may be exploited to enhance the design of visual supports used in clinical, educational, and rehabilitative interventions. Visual supports in the form of communication boards, schedule boards, color-coded educational materials and the like are commonly used to facilitate learning, comprehension, and communication (cf.Beukelman & Mirenda, 2005; see Rao & Gagie, 2006). In particular, these supports are central components of what is termed augmentative and alternative communication (AAC) intervention within speech-language pathology. AAC refers to the methods and technology designed to supplement spoken communication for people with limited speech. "Aided" AAC is a subcategory in which an external aid stores and presents for use visual symbols such as photographs, line drawings, or alphabet letters (see Beukelman & Mirenda, 2005; Wilkinson & Hennig, in press). For many individuals, visually-based aided AAC provides the primary means for expression of their own ideas and, in some cases, understanding of the ideas of others (e.g., Romski & Sevcik, 1996). Given that vision is the channel upon which these supports depend, and that different populations differ in their ability to extract and process visual information (e.g., see review below), it is difficult to understand why there has been no systematic evaluation of the impact of basic principles of visual perceptual processing on the design of visual AAC symbols and symbol presentation formats. We seek support to begin such an analysis, with a particular focus on the functional behavioral outcomes of interest to clinicians, educators, users of AAC, and their families. We will evaluate visual processing within two disability groups that often rely on visual aids and AAC; children with Down Syndrome and those on the autism spectrum. Our studies promise to result in both a basic understanding of visual processing across these two disorder categories as well as a clinically-relevant means of profiling visual processing skills of individual AAC users, irrespective of the etiology of the communication impairment. Without such analyses, there is no scientific basis for detecting and correcting mismatches between AAC symbol displays and viewer skills and characteristics. Our proposed studies will encompass two interrelated programs of activity. We plan to conduct (1) basic investigations of key processes in perception and visual attention and (2) applied studies of visual processing as it relates to promoting functional behavioral outcomes. We have selected for study perhaps the most clinically-relevant and powerful of perceptual dimensions (color). In broadest terms, our objective is to increase knowledge of how individuals attend, respond to, and communicate with arrays of visual symbols. PERSONNEL ENGAGED ON PROJECT, INCLUDING CONSULTANTS/COLLABORATORS. Usecontinuation pages as needed to provide the required information in the format shown below on all individuals participating in the project. Principal Investigator: Krista Wilkinson, Adjunct Associate Professor of Psychiatry, UMMS Shriver Center, and Associate Professor, Department of Communication Sciences and Sensory Disorders, Emerson College Co-Investigator: Michael Carlin, Assistant Professor of Psychiatry, UMMS Shriver Center Page 146 Studies of Stimulus Control in Mental Retardation Mcllvane, William J. Project 2: Wilkinson & Carlin A. Specific Aims This proposal seeks support for an interdisciplinary, translational program of research examining how basic neuroscience research on visual-perceptual processing may be exploited to enhance the design of visual supports used in clinical, educational, and rehabilitative interventions. Visual supports in the form of communication boards, schedule boards, color-coded educational materials and the like are commonly used to facilitate learning, comprehension, and communication (cf. Beukelman & Mirenda, 2005; see Rao & Gagie, 2006). In particular, these supports are central components of what is termed augmentative and alternative communication (AAC) intervention within speech-language pathology. AAC refers to the methods and technology designed to supplement spoken communication for people with limited speech. "Aided" AAC is a subcategory in which an external aid stores and presents for use visual symbols such as photographs, line drawings, or alphabet letters (see Beukelman & Mirenda, 2005; Wilkinson & Hennig, in press). For many individuals, visually-based aided AAC provides the primary means for expression of their own ideas and, in some cases, understanding of the ideas of others (e.g., Romski & Sevcik, 1996). The effectiveness of visual supports clearly depends in part on the efficiency with which the relevant visual information can be perceived, identified, and extracted by the viewer. Functional outcomes like communication may be influenced by how well the visual display maps to (or violates) basic principles of visual processing (Wilkinson, Carlin, & Jagaroo, 2006a). Yet most visual supports are created autonomously by service providers or purchased as part of pre-prepared commercial packages. Virtually no research has been conducted to help guide professionals who are engaged in designing visual supports (see Wilkinson & Jagaroo, 2004). Moreover, the populations of individuals who can benefit from visual supports range from individuals with developmental disabilities (such as autism or Down Syndrome) through school-aged children with specific learning challenges (e.g., attention deficit disorders) and adults with acquired disabilities (e.g., aphasia). It seems doubtful that all of these diverse populations would benefit from a single, one-size-fits-all package. Given that vision is the channel upon which these supports depend, and that different populations differ in their ability to extract and process visual information (e.g., see review below), it is difficult to understand why there has been no systematic evaluation of the impact of basic principles of visual perceptual processing on the design of visual AAC symbols and symbol presentation formats. We seek support to begin such an analysis, with a particular focus on the functional behavioral outcomes of interest to clinicians, educators, users of AAC, and their families. We will evaluate visual processing within two disability groups that often rely on visual aids and AAC; children with Down Syndrome and those on the autism spectrum. Our studies promise to result in both a basic understanding of visual processing across these two disorder categories as well as a clinically- relevant means of profiling visual processing skills of individual AAC users, irrespective of the etiology of the communication impairment. Without such analyses, there is no scientific basis for detecting and correcting mismatches between AAC symbol displays and viewer skills and characteristics. Our proposed studies will encompass two interrelated programs of activity. We plan to conduct (1) basic investigations of key processes in perception and visual attention and (2) applied studies of visual processing as it relates to promoting functional behavioral outcomes. We have selected for study perhaps the most clinically-relevant and powerful of perceptual dimensions (color). In broadest terms, our objective is to increase knowledge of how individuals attend, respond to, and communicate with arrays of visual symbols. These two general classes of activity will be undertaken in relation to three specific aims. We will: 1. ascertain how the color composition of a stimulus array influences visual attention and orienting to stimuli within an array; 2. assess how basic perceptual (color) cues affect efficiency with which stimuli can be located within arrays, as assessed by a visual search paradigm; 3. determine the extent to which perceptual cues may interact with cognitive cues (symbol meaning) to influence behavioral outcomes when the stimulus arrays are incorporated on communication displays, simulated or actual. Note: Articles provided in the Appendix are indicated by a letter in curly brackets (e.g., {A}). Page 147

该提案寻求对跨学科、转化性研究计划的支持，该计划研究如何 视觉感知处理的基础神经科学研究可用于增强 用于临床、教育和康复干预的视觉支持。视觉支持的形式 通讯板、日程表、颜色编码的教育材料等通常是 用于促进学习、理解和交流（参见 Beukelman & Mirenda，2005；参见 Rao ＆加吉，2006）。特别是，这些支持是所谓的增强和支持的核心组成部分。 言语病理学中的替代沟通（AAC）干预。 AAC 是指 旨在补充言语障碍人士口语交流的方法和技术。 “辅助”AAC 是一个子类别，其中外部辅助存储并呈现供使用的视觉符号，例如 照片、线条图或字母（参见 Beukelman & Mirenda，2005；Wilkinson & Hennig，in 按）。对于许多人来说，基于视觉的辅助 AAC 提供了表达想法的主要方式 他们自己的想法，在某些情况下，理解他人的想法（例如，Romski & Sevcik，1996）。 鉴于愿景是这些支持所依赖的渠道，并且不同人群的支持有所不同。 他们提取和处理视觉信息的能力（例如，参见下面的评论），很难理解 为什么没有对视觉感知基本原理的影响进行系统评估 视觉AAC符号和符号表示格式的设计处理。我们寻求支持 开始这样的分析，特别关注感兴趣的功能行为结果 临床医生、教育工作者、AAC 用户及其家人。我们将在两分钟内评估视觉处理 经常依赖视觉辅助工具和 AAC 的残疾群体；患有唐氏综合症的儿童和那些患有唐氏综合症的儿童 自闭症谱系。我们的研究有望使人们对跨领域的视觉处理有基本的了解 这两种疾病类别以及分析视觉处理技能的临床相关方法 个人 AAC 用户，无论通信障碍的病因是什么。没有这样的 分析表明，检测和纠正 AAC 符号之间的不匹配没有科学依据 显示和观看者的技能和特征。 我们提出的研究将包括两个相互关联的活动计划。我们计划进行（1）基本 感知和视觉注意关键过程的调查和（2）视觉的应用研究 处理与促进功能性行为结果有关。我们也许已经选择了学习 与临床最相关、最有力的感知维度（颜色）。从广义上讲，我们的目标 是增加人们如何参与、回应和交流视觉阵列的知识 符号。 参与项目的人员，包括顾问/合作者。根据需要使用连续页面来提供 参与该项目的所有个人的所需信息如下所示。 首席研究员：Krista Wilkinson，UMMS Shriver 中心精神病学兼职副教授 传播科学和感觉障碍系副教授， 艾默生学院 联合研究员：Michael Carlin，UMMS Shriver 中心精神病学助理教授 第146页 精神发育迟滞中的刺激控制研究 Mcllvane，William J. 项目 2：威尔金森和卡林 A. 具体目标 该提案寻求对跨学科、转化性研究计划的支持，该计划旨在检验基本 视觉感知处理的神经科学研究可用于增强视觉设计 用于临床、教育和康复干预的支持。视觉支持的形式 通讯板、日程安排板、颜色编码的教育材料等通常用于 促进学习、理解和交流（参见 Beukelman & Mirenda，2005；参见 Rao & Gagie， 2006）。特别是，这些支持是所谓的增强和替代的核心组成部分 言语病理学中的沟通（AAC）干预。 AAC 指的是方法和 旨在为言语能力有限的人补充口语交流的技术。 “辅助”AAC 是 外部辅助工具存储和呈现供使用的视觉符号（例如照片、线条）的子类别 绘图或字母（参见 Beukelman & Mirenda，2005；Wilkinson & Hennig，正在出版）。对于很多人来说 对于个人来说，基于视觉的辅助 AAC 提供了表达自己想法的主要手段，并且 在某些情况下，需要理解其他人的想法（例如，Romski & Sevcik，1996）。 视觉支持的有效性显然部分取决于相关视觉支持的效率 信息可以被观看者感知、识别和提取。沟通等功能成果 可能会受到视觉显示映射（或违反）视觉处理基本原理的程度的影响 （威尔金森、卡林和 Jagaroo，2006a）。然而，大多数视觉支持都是由服务提供商自主创建的 或作为预先准备的商业包的一部分购买。几乎没有进行任何研究来帮助 指导从事视觉支持设计的专业人员（参见 Wilkinson & Jagaroo，2004）。 此外，可以从视觉支持中受益的人群包括患有以下疾病的人群： 患有特殊发育障碍的学龄儿童（例如自闭症或唐氏综合症） 学习挑战（例如，注意力缺陷障碍）和患有后天残疾（例如，失语症）的成年人。它 所有这些不同的人群是否都能从单一的、一刀切的方案中受益似乎令人怀疑。 鉴于愿景是这些支持所依赖的渠道，并且不同人群的支持不同 提取和处理视觉信息的能力（例如，参见下面的评论），很难理解为什么存在 目前还没有系统地评估视觉感知处理的基本原理对视觉感知处理的影响。 视觉 AAC 符号和符号表示格式的设计。我们寻求支持来开始这样的分析， 特别关注临床医生、教育工作者、AAC 用户感兴趣的功能行为结果， 和他们的家人。我们将评估两个经常依赖视觉辅助工具的残疾人群体的视觉处理能力 和 AAC；患有唐氏综合症和自闭症谱系障碍的儿童。我们的研究有望带来 对这两种疾病类别的视觉处理的基本了解以及临床 分析单个 AAC 用户视觉处理技能的相关方法，无论其病因如何 沟通障碍。如果没有这样的分析，就没有科学依据来检测和纠正 AAC 符号显示与观看者技能和特征之间不匹配。 我们提出的研究将包括两个相互关联的活动计划。我们计划进行（1）基本 感知和视觉注意关键过程的研究以及（2）视觉处理的应用研究 因为它与促进功能性行为结果有关。我们选择了也许是最多的研究对象 与临床相关且强大的感知维度（颜色）。从广义上讲，我们的目标是增加 了解个人如何关注、回应和交流一系列视觉符号。这两个 将针对三个具体目标开展一般类别的活动。我们将： 1. 确定刺激阵列的颜色组成如何影响视觉注意力和刺激定向 在数组内； 2. 评估基本感知（颜色）线索如何影响阵列内刺激定位的效率， 通过视觉搜索范式进行评估； 3. 确定感知线索与认知线索（符号含义）相互作用的程度 当刺激阵列结合到通信显示器上时影响行为结果， 模拟或实际。 注：附录中提供的条款用大括号中的字母表示（例如，{A}）。 第 147 页