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: 8331534
• 负责人: KRISTA M WILKINSON
• 金额: $ 17.91万
• 依托单位: UNIV OF MASSACHUSETTS MED SCH WORCESTER
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至 2013-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8331534
• 关键词: Adult; Affect; Aphasia; Attention Deficit Disorder; Augmentative and Alternative Communication device; Autistic Disorder; Behavioral; Categories; Characteristics; Child; Clinical; Code; Cognitive; Color; Communication; Communication Board; Communication impairment; Communications Media; Comprehension; Cues; Detection; 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; 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; 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

该建议寻求支持跨学科的转化研究计划，以研究如何 可以利用有关视觉感知处理的基本神经科学研究，以增强 临床，教育和康复干预措施中使用的视觉支持。视觉支持形式 通信板，计划板，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；请参阅Rao ＆Gagie，2006）。特别是，这些支持是所谓的增强性和 语言病理学中的替代交流（AAC）干预。 AAC指的是 旨在为语音有限的人补充口语交流的方法和技术。 “辅助” AAC是一个子类别，外部援助存储和展示使用视觉符号，例如 照片，线条图或字母字母（请参阅Beukelman＆Mirenda，2005; Wilkinson＆Hennig，in 按）。对于许多人来说，基于视觉的辅助AAC为表达的主要手段提供了 他们自己的想法，在某些情况下，理解他人的思想（例如Romski＆Sevcik，1996）。 鉴于视觉是这些支持所依赖的渠道，并且不同的人群在 他们提取和处理视觉信息的能力（例如，请参见下面的评论），很难理解 为什么没有系统地评估视觉感知的基本原理的影响 处理视觉AAC符号和符号演示格式的设计。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，教育者，AAC的使用者及其家人。我们将在两个内评估视觉处理 经常依靠视觉辅助工具和AAC的残疾人组；患有唐氏综合症的孩子 自闭症谱系。我们的研究有望使跨越视觉处理的基本理解 这两种疾病类别以及与临床上相关的视觉处理技能的手段 单个AAC使用者，无论通信障碍的病因如何。没有这样 分析，没有科学依据来检测和纠正AAC符号之间的不匹配 显示和观众技能和特征。 我们提出的研究将涵盖两个相互关联的活动计划。我们计划进行（1）基本 对感知和视觉关注的关键过程的研究以及（2）应用视觉研究 与促进功能行为结果有关的处理。我们已经选择了学习 最临床的感知维度（颜色）最有力的。从最广泛的角度来看，我们的目标 是为了增加对个人的参加，响应和与视觉阵列进行交流的知识 符号。 从事项目的人员，包括顾问/合作者。根据需要提供的用户关注页 所需的信息以下面显示的所有参与项目的个人所示。 首席研究员：Krista Wilkinson，乌姆姆斯·史弗里弗中心精神病学副教授， 传播科学与感觉障碍系副教授， 艾默生学院 共同研究人员：米姆斯·卡林（Michael Carlin 第146页 Mcllvane刺激性控制的研究Mcllvane，William J. 项目2：威尔金森和卡林 A.具体目标 该建议寻求支持跨学科的转化研究计划，以研究如何基础 有关视觉感知处理的神经科学研究可能会被利用以增强视觉的设计 用于临床，教育和康复干预措施中的支持。视觉支持形式 通信板，计划板，颜色编码的教育材料等通常用于 促进学习，理解和沟通（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方案的核心组成部分 语言病理学中的交流（AAC）干预。 AAC指的是方法和 旨在为言语有限的人补充口语交流的技术。 “辅助” AAC是 外部援助存储和呈现的子类别，用于使用视觉符号，例如照片，行 图纸或字母字母（请参阅Beukelman＆Mirenda，2005; Wilkinson＆Hennig，印刷中）。对于许多人 基于视觉的辅助AAC的个人为表达自己的想法的主要手段，并在 某些情况，了解他人的思想（例如Romski＆Sevcik，1996）。 视觉支持的有效性显然取决于相关视觉的效率 信息可以由观看者感知，识别和提取。沟通等功能结果 视觉显示图的影响（或违反）视觉处理的基本原理可能会受到影响 （Wilkinson，Carlin和Jagaroo，2006a）。但是，大多数视觉支持是由服务提供商自主创建的 或作为预先准备的商业套餐的一部分购买。几乎没有进行研究以帮助 参与设计视觉支持的指南专业人士（请参阅Wilkinson＆Jagaroo，2004年）。 此外，可以从视觉支持中受益的个人的人口，包括 通过具有特定的学龄儿童的发育障碍（例如自闭症或唐氏综合症） 学习挑战（例如，注意力缺陷障碍）和有残疾的成年人（例如失语症）。它 似乎所有这些不同的人群都会从单一的，适合的全部包装中受益，这似乎令人怀疑。 鉴于愿景是这些支持所依赖的渠道，并且不同的人群在其上有所不同 能够提取和处理视觉信息（例如，请参见下面的评论），很难理解为什么 对视觉感知处理的基本原理的影响没有系统地评估 视觉AAC符号和符号演示格式的设计。我们寻求支持以开始这样的分析， 特别关注临床医生，教育工作者，AAC的使用者感兴趣的功能行为结果， 和他们的家人。我们将评估两个残疾人组中通常依赖视觉辅助的视觉处理 和AAC;患有唐氏综合症的儿童和自闭症谱系中的孩子。我们的研究有望导致 对这两种疾病类别的视觉处理以及临床上的基本了解 对单个AAC使用者的视觉处理技能进行分析的相关手段，而不论病因 沟通障碍。没有这样的分析，就没有检测和纠正的科学依据 AAC符号显示与观众技能和特征之间的不匹配。 我们提出的研究将涵盖两个相互关联的活动计划。我们计划进行（1）基本 对感知和视觉关注中关键过程的研究以及（2）应用视觉处理的研究 这与促进功能行为结果有关。我们选择了学习最多 临床上的知觉和强大的感知维度（颜色）。从最广泛的角度来看，我们的目标是增加 了解个人如何参加，响应和与视觉符号阵列进行交流。这两个 一般的活动类别将与三个特定目标有关。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方向刺激 在数组中； 2。评估基本的感知（颜色）提示如何影响效率，刺激可以位于阵列内， 由视觉搜索范式评估； 3.确定知觉提示可能与认知提示（符号含义）相互作用的程度 当将刺激阵列纳入通信显示中时，会影响行为结果 模拟或实际。 注意：附录中提供的文章由卷曲括号中的字母表示（例如{a}）。 第147页