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

基本信息

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
项目类别：
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

项目摘要

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.

项目摘要/摘要人们倾向于错误地假设孩子的讲话越难以理解，认知障碍越弱那个孩子是。但是，可理解性与intelect并不密切相关。实际上，许多有深刻的孩子语音障碍具有远远超出其语音能力的认知能力。不幸的是，这个错误假设导致一系列负面的社会，教育，健康，生活质量和最终就业成果 - 在美国100-125人中有1人的结果都太常见了他们需要增强和替代交流的残疾（AAC）。如果孩子可以使用AAC 用句子“说话”，这将改变期望和结果。知识的两个差距预防通过AAC产生句子的初步儿童：（1）基于数据的干预措施几乎集中专门介绍基本的社会和词汇技巧 - 而不是句子构建技能；（2）iPad上的AAC应用程序其他移动技术太复杂了。初学者花费宝贵的认知资源搜索图片符号而不是构建句子。结果是他们使用单词“说话” 在大多数情况下，目的地是产生完整句子的基础能力。因此，存在关键需求开发数据驱动的干预措施，以支持AAC句子建设，同时最大程度地减少学习需求当前技术。不进行这项研究将导致学龄前儿童严重言语障碍继续经历了一生的成就不足和生活质量差。长期这一研究的目标是确定AAC干预措施，使儿童能够完全胜任沟通者尽可能早，从而获得大量机会。重点当前的建议是将AAC通用语言干预方法的有效性与学龄前句子制作的AAC护理条件。所有孩子都将使用现有的AAC iPad 申请。中心假设是接受AAC通用语言干预的学龄前儿童将与护理条件的标准相比，创建更长，更语气的完整句子。具体的 AIM 1比较了严重语音障碍和典型接受的学龄前儿童的这些干预措施语言和特定的目标2对于唐氏综合症儿童也是如此。特定的目标3测试按年龄，动态评估得分，句子类型，接受性效果可能适应干预效果语言能力，事先AAC使用，性别，精神年龄和残疾。目标1和2将使用随机对照试验。分层线性建模将用于检查目标3的相互作用。实现目标将对早期句子发展和长期生活质量产生广泛的影响适用于使用AAC的孩子。这项工作将绘制AAC研究的新视野，以创建基于数据的研究利用当前技术的可用性，简化现有AAC应用并促进的干预措施早期的句子制作，目的是反映同龄人的语言技能和生活质量。

项目成果

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

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
通讯作者：
Jisun Lee;C. Binger;Nancy Harrington;Seana Evelyn;Jennifer Kent-Walsh;Cindy Gevarter;Jessica Richardson;Debbie L. Hahs-Vaughn

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。