1 / 39

Technology for reading and writing and executive function

Technology for reading and writing and executive function. Kurt Johnson, Ph.D. University of Washington (Thanks to Mark Harniss, Ph.D. and Dagmar Amtmann, Ph.D.). Causes of reading and/or writing problems and frontal lobe inefficiencies. A whole range of conditions

yovela
Download Presentation

Technology for reading and writing and executive function

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Technology for reading and writing and executive function Kurt Johnson, Ph.D. University of Washington (Thanks to Mark Harniss, Ph.D. and Dagmar Amtmann, Ph.D.)

  2. Causes of reading and/or writing problems and frontal lobe inefficiencies • A whole range of conditions • Specific learning disabilities • Brain injury • Developmental disabilities • Attention deficits • Alzheimer’s disease • … many other conditions

  3. Identification Models • Aptitude Achievement Discrepancy model • Difficulties unexpected in relation to other cognitive abilities (normal or higher IQ). • Low Achievement Model • Based on absolute low achievement. • Intraindividual Differences Model • Unevenness in development as evidenced by a battery of cognitive or neuropsychological tests. • Response to Intervention (RTI) • Failure to respond to successive tiers of increasingly rigorous interventions.

  4. Sources of variability influencing academic outcomes in individuals with LD • Neurobiology • Genetic Factors • Brain Structure & Function Academic Skills Deficits (e.g. word recognition) Core Cognitive Processes (e.g., phonemic awareness) Behavioral/Psychosocial Factors (e.g., attention, anxiety, motivation) • Environment • Socioeconomic • Schooling • Intervention Fletcher, Lyons, Fuchs, & Barnes, 2007

  5. Never Start with Technology!

  6. Technology for cognitive changes: caution • Caution: technology can make things worse!

  7. Common accommodations “Being a person with dyslexia, I constantly advise that we dyslexics can influence genetic predisposition (and improve the quality of our book reports) by marrying someone who can spell.” Jeff Gilger, Ph.D. Professor and Chair, Child & Family Studies, California State University at LA & Vice-President of the International Dyslexia Association

  8. Accessible IT • If IT isn’t accessible, we can defeat the best AT! • IT accessibility includes • Web • Hardware • OS • Find resources at:http://www.washington.edu/accessIT

  9. Technology as an intervention • Two general uses of technology for individuals with LD. • Remediation • instructional, rehabilitative • Compensation • accommodation, modification

  10. Using technology for remediation • Instructional technology • Most often aimed at providing more practice opportunities and on-going assessment • Ineffective strategies unlikely to be more effective when delivered via computers

  11. Using technology for compensation • Assistive technology • Provides access to reading materials beyond person’s current skills • Makes writing easier and faster • Helps with spelling

  12. Role of technology across the lifespan • Early grades K-3: intensive remediation • From 3rd or 4th grade through postsecondary: combine instruction with compensatory strategies • Adults: focus on compensatory strategies

  13. What is the best LD software? • For whom? • For what tasks? • In what environments? • With what supports?

  14. Decision-making in Selecting AT • Identification of Need • Functional Assessment • Identify Options • Decision-making • Acquisition and/or treatment • Customization & training • Outcome measurement & re-assessment

  15. Linking function to feature • What features of an AT product will support an individual who has a specific set of functionaldeficitsto complete specific tasks in a specific environment with a specific support system (e.g., personal assistance)?

  16. Important Considerations • Adoption of new technology can have a high cost to benefit ratio • Efficiency • Cognitive economy • Reading/writing software helpful for users who: • Have good verbal skills • Can learn to operate the software • Can learn to use the features effectively • Have access to training and technical support

  17. Separating Reading and Writing • Important to remember that reading and writing are separate domains, but many software programs have features that address both. Need to be clear about what functional deficits you are trying to address and what features are appropriate.

  18. Features to consider • Quality and choice of voices • Easily adjustable speed • Flexibility of appearance • Study skills features (voice and text notes, highlighting) • Ease of using different file formats (HTML, PDF, MS Word) • Quality of scanning and OCR (if included)

  19. Software for reading • ReadPlease! • Kurzweil 3000 • Wynn • Read&Write Gold • WordQ • ….many, many others • Reading features are also built into word processing, voice recognition, and writing software.

  20. Functional writing system • Transcription processes (low-level skills) • Handwriting • Spelling • Text generation (high-level skills) • compositional fluency • compositional quality

  21. Software for supporting writing • WordQ • Read&Write • Solo • WYNN • Kurzweil 3000 • Dragon Naturally Speaking • Inspiration • ….and many others

  22. Handwriting and spelling • Handwriting replaced by • Keyboarding • Word prediction (also helps with spelling) • Speech recognition (also helps with spelling)

  23. Keyboarding • Some people with handwriting problems also have difficulties learning to type • Cover the keyboard • Supervised, frequent and short practice works better

  24. Word prediction • Assists with text entry & spelling • Ability to recognize correct word • Trade off: speed for accuracy • Speech feedback

  25. Speech recognition • Less flexibility • Training and practice required • Speech feedback and playback • Most effective when combined with teaching writing organization and planning

  26. Spelling checkers • Identify errors • Offer suggestions for correction • Limitations: homonyms, severe misspellings

  27. Speech feedback • Find different errors than spelling checkers • Included in talking word processors (WriteOut Loud), some speech recognition programs (Naturally Speaking)

  28. Word processors • Auto Text • AutoCorrect • Thesaurus, dictionary • Most effective with explicit instruction on how and when to use the features

  29. Implementing AT Solutions • Without adequate training and ongoing support, individuals with LD will not benefit. They may • Fail to use AT to best advantage (e.g., not use all relevant features) • Abandon the AT completely • Training must be • Explicit, structured, ongoing • Embedded in real world tasks

  30. Technology To Support Executive Function • “Frontal Lobe Inefficiency” • Memory • Sustained attention • Speed of information processing • Planning, organizing, logical sequencing • Estimating and scaling • Divided attention • And more! • Cognitive Economy

  31. Technology to accommodate cognitive changes • Sticky notes, lists, daytimers, etc. • Prompts from friends, co-workers, etc. • Emailing reminders (in box chaos!)

  32. Technology to accommodate cognitive changes • Using off-the-shelf products such as Microsoft Outlook (PC, PDA, Smart Phone) • Organizing email • By folder • Color coding • Calendar • Shared calendar (Google, Outlook Exchange) • Alarms and prompts • Task Lists

  33. Assistive Technology for Cognition • With Henry Kautz, CS at Rochester, Gaetano Borriello, CS at UW, Shwetak Patel, CS at UW, and Mark Harniss and Pat Brown, Rehab Med, Rich Levinson, Ph.D., Santa Clara • Ubiquitous Computer • Artificial intelligent agent • Sensors (wearable, environmental) • Location detection

  34. Applications of ATC • Project Access: Aided Navigation • ADL Monitoring and Prompting • Improving Behavioral Self Management • Caregiver Respite • Supporting Executive Functioning

  35. Integrated Cueing & Sensinghttp://www.brainaid.com/ • PEAT: handheld-based activity cueing system for persons with executive function impairment (Attention Control Systems Inc – Rich Levinson • Problem: requires frequent input from user • Solution: use sensor to detect activities • Reduce user interaction • Reduce “learned dependency” • Enable context-dependent cues

  36. Pressure mats Cellphone BT Wireless connections GPS, Bluetooth (BT), WiFi WiFi Relay WiFi State Estimator ZigBee PEAT RFID reader bracelet State DB Daily Activity Planning & Cueing PEAT User Interface User A wireless cognitive aid with sensing, planning and cueing Adding Sensors to PEAT • Sensors to detect user’s location(GPS and floor mats) • Sensors to detect whichobjects user is touching(RFID – Radio Frequency ID) • State Estimation and Activity Recognition softwareinfers current state and current activity (Kautz, Levinson, Johnson, Brown, Harniss)

  37. Technology • Wearable multi-sensor board (UW/Intel) • Acceleration (movement) • Sound • Altitude • Proximity to voices • Autonomic arousal • Wireless data transfer

  38. Resources • U. W. Summer Institute on Technology and DisabilityJune 27 – June 30http://uwctds.washington.edu/summerinstitute • Washington Assistive Technology Act ProgramDevice loans, demonstrations, evaluations, technical assistance, consultationhttp://watap.org • U. W. Center for Technology and Disability StudiesTraining, Research, Consultationhttp://uwctds.washington.edu • Department of Rehabilitation Medicinehttp://rehab.washington.edu

  39. Thank you! • Kurt L. Johnson, Ph.D.kjohnson@u.washington.edu206.543.3677

More Related