Eye Tracking Technologies to Characterize and Optimize Visual Attending in Down Syndrome

眼动追踪技术可表征和优化唐氏综合症患者的视觉护理

• 批准号: 9194421
• 负责人: KRISTA M WILKINSON
• 金额: $ 30.32万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-12-11 至 2020-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9194421
• 关键词: Adult; Aggressive behavior; Attention; Augmentative and Alternative Communication; Behavior; Behavioral Research; Books; Characteristics; Child; Color; Communication; Computers; Dangerousness; Development; Devices; Down Syndrome; Environment; Eye; Face; Fostering; Frustration; Genetic; Goggles; Health; Human; Incidence; Individual; Intellectual functioning disability; Intervention; Knowledge; Laboratories; Laboratory Study; Language; Lead; Life; Light; Live Birth; Maps; Memory; Ocular Fixation; Outcome; Output; Parents; Participant; Partner Communications; Pattern; Persons; Phase; Process; Production; Property; Proxy; Reaction Time; Reading; Reporting; Research; Risk; Schools; Services; Social Interaction; Social Values; Social isolation; Special Education; Speech; Speech Sound; Speed; Surveys; System; Tablets; Technology; Testing; Text; Translating; Vision; Visual; Visual attention; Visual impairment; Voice; clinical application; cost; design; experience; fall risk; gaze; improved; information processing; peer; programs; public health relevance; sample fixation; skills; social; sound; success; sustained attention; tool; translational study; visual information; visual processing; visual search; Adult; Aggressive behavior; Attention; Augmentative and Alternative Communication; Behavior; Behavioral Research; Books; Characteristics; Child; Color; Communication; Computers; Dangerousness; Development; Devices; Down Syndrome; Environment; Eye; Face; Fostering; Frustration; Genetic; Goggles; Health; Human; Incidence; Individual; Intellectual functioning disability; Intervention; Knowledge; Laboratories; Laboratory Study; Language; Lead; Life; Light; Live Birth; Maps; Memory; Ocular Fixation; Outcome; Output; Parents; Participant; Partner Communications; Pattern; Persons; Phase; Process; Production; Property; Proxy; Reaction Time; Reading; Reporting; Research; Risk; Schools; Services; Social Interaction; Social Values; Social isolation; Special Education; Speech; Speech Sound; Speed; Surveys; System; Tablets; Technology; Testing; Text; Translating; Vision; Visual; Visual attention; Visual impairment; Voice; clinical application; cost; design; experience; fall risk; gaze; improved; information processing; peer; programs; public health relevance; sample fixation; skills; social; sound; success; sustained attention; tool; translational study; visual information; visual processing; visual search

 DESCRIPTION (provided by applicant): Down Syndrome (DS) is the most common known genetic origin of intellectual disability and has an estimated incidence of 1 in every 1000 live births. Such children face unique challenges as they enter into the school years, because the speech that was previously adequate for communication with familiar partners in supportive settings is often not sufficient for academic communication with unfamiliar partners. Indeed, 95% of parents surveyed reported that their children with DS had difficulty being understood by persons outside their immediate social circle (Kumin, 1994). This has significant implications for academic, social, and vocational success; children with limited language skills are at risk of falling behind nondisabled peers academically and experiencing social isolation. Secondary issues often arise when children experience frustration in communication, commonly in the form of challenging behaviors. All aspects of development are further compromised when these behaviors involve aggression toward others, have significant health implications when they are self-injurious, and exacerbate service costs when they necessitate extensive behavior management plans. Children with DS are in desperate need of communication interventions that provide them with the tools to succeed throughout the school years. One form of intervention is called aided augmentative and alternative communication (AAC). In typical clinical applications, aided AAC systems employ picture books, tablet-style computers that present the user with graphic symbols, and sometimes text or synthesized voice output. Because AAC relies on vision rather than sound/speech for access to the communication messages, it is critical to map out how children with DS examine and extract information from visual AAC displays. Otherwise there is the risk of implementing systems that are poorly matched to children's skills and needs, a practice that in turn results in limited use or abandonment of the system. Few current AAC designs consider the fit between the system and the visual processing skills of users, and most are uninformed by empirical knowledge about human visual information processing. Moreover, little is known about visual processing in persons with significant communication limitations associated with DS. This research aims to improve the design of AAC displays through characterization of visual attention patterns to different AAC displays and their effects on functional use. Eye tracking - rarely used in DS - will reveal attention patterns/processes that typically go unrecorded in behavioral research. Our three-phase program will begin with eye tracking studies of visual attention under largely non-social laboratory conditions. In the next phase, we will introduce social interactions and record gaze path using mobile eye tracking technology. In the final phase, we will translate the knowledge gained in the laboratory studies to optimize functional communication in individuals with DS in performing tasks that represent typical daily life activities.

 描述（由适用提供）：唐氏综合症（DS）是最常见的智障遗传起源，估计每1000例活产100例。这样的孩子在进入学年时面临独特的挑战，因为以前足以与熟悉的合作伙伴在支持环境中进行沟通的演讲通常不足以与不熟悉的伙伴进行学术交流。确实，接受调查的父母中有95％的人报告说，他们的DS孩子很难被其直接社交圈之外的人理解（Kumin，1994）。这对学术，社会和出版商的成功具有重要意义。语言技能有限的儿童有学术上落后于非无能的同龄人并经历社会隔离的风险。当孩子在沟通中感到沮丧时，通常以具有挑战性的行为形式出现次要问题。当这些行为涉及对他人的侵略性，自舒适时会产生重大健康影响，并在必要的广泛行为管理计划时加剧服务成本时，发展的所有方面都将进一步损害。 DS的儿童迫切需要沟通干预措施，为他们提供了整个学年成功的工具。一种干预形式称为辅助增强性和替代性交流（AAC）。在典型的临床应用中，AAC Systems员工图画书，平板电脑式计算机，向用户提供图形符号，有时甚至是文本或合成的语音输出。由于AAC依靠视觉而不是声音/语音来访问通信信息，因此至关重要的是要绘制出DS检查的儿童如何从视觉AAC显示中提取信息。否则，就有实施系统与儿童技能和需求匹配不佳的风险，而这种做法反过来又导致系统使用或放弃了系统。当前很少有AAC设计认为系统与用户的视觉处理技能之间的拟合度，并且大多数人都没有关于人类视觉信息处理的经验知识来实现​​的。此外，关于与DS相关的沟通限制的人的视觉处理知之甚少。这项研究旨在通过将视觉注意力模式表征到不同的AAC显示及其对功能使用的影响来改善AAC显示的设计。眼睛跟踪 - DS中很少使用 - 揭示通常在行为研究中未记录的注意力模式/过程。我们的三相计划将始于在很大程度上非社会实验室条件下的视觉注意力研究。在下一个阶段，我们将使用移动眼睛跟踪技术介绍社交互动并记录凝视路径。在最后阶段，我们将翻译实验室研究中获得的知识，以优化具有DS的个体的功能沟通，以执行代表典型的日常生活活动的任务。