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）：美国约有8人（> 240万人）需要增强和替代沟通（AAC），而令人惊讶的高百分比（约24％）是学龄前语言病理学家（SLPS）的案件，由需要AAC的儿童组成。许多使用AAC的儿童具有接受语言的概况，表明有可能使用生成语言。但是，即使使用AAC的孩子具有相对强大的接受语言概况，他们也经常具有较差的表达语言结果。这项研究线的长期目的是确定改善使用AAC的儿童表达语言缺陷的干预方法，这是NIDCD的任务非常适合解决与患有沟通障碍相关的生物医学和行为问题的任务。拟议的项目由两个具体的目的组成：目标1是评估AAC建模的效果，并具有对比目标干预对使用AAC的学龄前儿童的两项语义 - 语法关系（例如，动作对象）的生产性使用，而AIM 2则侧重于评估参与者对参与者对一般学习的能力进行一般性学习的能力。该研究将包括具有相对强大的预处理理解水平（即> 1.5 SD的均值SD）的儿童。据预测，所有孩子将通过产生句法正确的消息至少取得一些收益。实验控制的单一主题，目标和参与者设计的多个探针将用于评估结果，并将使用模拟建模分析来衡量每个参与者进步的统计意义。共有16名使用AAC（4-5岁）的儿童将参加。将指示每个孩子使用三个语义句法，并采取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，狗咬伤猪；猪咬狗）。拟议的AAC研究的创新包括：（1）教儿童在AAC设备上“映射”口语； （2）教授句法规则，这一领域在很大程度上被AAC人群忽略了； （3）强调单词顺序，这对于使用AAC的儿童尤其有问题。该项目的结果将对干预产生直接影响，并将作为更大，更精致（R01）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，因为它旨在为重点改善使用增强和替代沟通（AAC）（AAC）的儿童提供的研究计划做出贡献。由于该项目的重点是改善使用AAC的儿童的长期表达语言缺陷，因此该项目与NIDCD的使命有关解决与患有沟通障碍的个人有关的生物医学和行为问题。无法获得功能性语言技能带来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了深远的影响，以及对就业机会的终生负面影响。