8,584 research outputs found
What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?
Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation
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Using rhythm to teach spelling to a child with autism
textThe purpose of this study was to develop a multimodal spelling acquisition program (MSAP) for children with autism that capitalizes on sensory perception skills that may be intact with this population to teach early spelling skills. Progress was monitored through seven phases: pre-assessment, baseline probe, acquisition probe, instruction sessions, post-assessment, and maintenance probes of the treatment. MSAP provides for three spelling instructional conditions: (1) instruction with rhythmic auditory feedback in the form of Morse Code presented via speakers at 450 Hz, (2) instruction with rhythmic tactile feedback of Morse Code presented via a bone oscillator, and (3) instruction without feedback. The MSAP program recorded the child's performance for spelling accuracy and rate for each word during the assessment probes. Although the child acquired spelling knowledge of the target words, the statistical analysis revealed no significant difference in the spelling acquisition between the instruction conditions. The computerized instruction did generalize to untaught words. This study's limitations and future directions are discussed.Communication Sciences and Disorder
Multimodal Data Analysis of Dyadic Interactions for an Automated Feedback System Supporting Parent Implementation of Pivotal Response Treatment
abstract: Parents fulfill a pivotal role in early childhood development of social and communication
skills. In children with autism, the development of these skills can be delayed. Applied
behavioral analysis (ABA) techniques have been created to aid in skill acquisition.
Among these, pivotal response treatment (PRT) has been empirically shown to foster
improvements. Research into PRT implementation has also shown that parents can be
trained to be effective interventionists for their children. The current difficulty in PRT
training is how to disseminate training to parents who need it, and how to support and
motivate practitioners after training.
Evaluation of the parents’ fidelity to implementation is often undertaken using video
probes that depict the dyadic interaction occurring between the parent and the child during
PRT sessions. These videos are time consuming for clinicians to process, and often result
in only minimal feedback for the parents. Current trends in technology could be utilized to
alleviate the manual cost of extracting data from the videos, affording greater
opportunities for providing clinician created feedback as well as automated assessments.
The naturalistic context of the video probes along with the dependence on ubiquitous
recording devices creates a difficult scenario for classification tasks. The domain of the
PRT video probes can be expected to have high levels of both aleatory and epistemic
uncertainty. Addressing these challenges requires examination of the multimodal data
along with implementation and evaluation of classification algorithms. This is explored
through the use of a new dataset of PRT videos.
The relationship between the parent and the clinician is important. The clinician can
provide support and help build self-efficacy in addition to providing knowledge and
modeling of treatment procedures. Facilitating this relationship along with automated
feedback not only provides the opportunity to present expert feedback to the parent, but
also allows the clinician to aid in personalizing the classification models. By utilizing a
human-in-the-loop framework, clinicians can aid in addressing the uncertainty in the
classification models by providing additional labeled samples. This will allow the system
to improve classification and provides a person-centered approach to extracting
multimodal data from PRT video probes.Dissertation/ThesisDoctoral Dissertation Computer Science 201
The Multimodal Tutor: Adaptive Feedback from Multimodal Experiences
This doctoral thesis describes the journey of ideation, prototyping and empirical testing of the Multimodal Tutor, a system designed for providing digital feedback that supports psychomotor skills acquisition using learning and multimodal data capturing. The feedback is given in real-time with machine-driven assessment of the learner's task execution. The predictions are tailored by supervised machine learning models trained with human annotated samples. The main contributions of this thesis are: a literature survey on multimodal data for learning, a conceptual model (the Multimodal Learning Analytics Model), a technological framework (the Multimodal Pipeline), a data annotation tool (the Visual Inspection Tool) and a case study in Cardiopulmonary Resuscitation training (CPR Tutor). The CPR Tutor generates real-time, adaptive feedback using kinematic and myographic data and neural networks
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