Oh, What a Night! Effortless Sleep Monitoring at Home

A comfortable, discrete and robust recording of the sleep EEG signal at home is a desirable goal but has been difficult to achieve. We investigate how well flex-printed electrodes are suitable for sleep monitoring tasks in a smartphone-based home environment. The cEEGrid ear-EEG sensor has already been tested in the laboratory for measuring night sleep. Here, 10 participants slept at home and were equipped with a cEEGrid and a portable amplifier (mBrainTrain, Serbia). In addition, the EEG of Fpz, EOG_L and EOG_R was recorded. All signals were recorded wirelessly with a smartphone. On average, each participant provided data for M = 7.48 h. An expert sleep scorer created hypnograms and annotated grapho-elements according to AASM based on the EEG of Fpz, EOG_L and EOG_R twice, which served as the baseline agreement for further comparisons. The expert scorer also created hypnograms using bipolar channels based on combinations of cEEGrid channels only, and bipolar cEEGrid channels complemented by EOG channels. A comparison of the hypnograms based on frontal electrodes with the ones based on cEEGrid electrodes (κ = 0.67) and the ones based on cEEGrid complemented by EOG channels (κ = 0.75) both showed a substantial agreement, with the combination including EOG channels showing a significantly better outcome than the one without (p = 0.006). Moreover, signal excerpts of the conventional channels containing grapho-elements were correlated with those of the cEEGrid in order to determine the cEEGrid channel combination that optimally represents the annotated grapho-elements. The results show that the grapho-elements were well-represented by the front-facing electrode combinations. The correlation analysis of the grapho-elements resulted in an average correlation coefficient of 0.65 for the most suitable electrode configuration of the cEEGrid. The results confirm that sleep stages can be identified with electrodes placement around the ear. This opens up opportunities for miniaturized ear-EEG systems that may be self-applied by users.

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Siblings of Children with Mental Retardation Living at Home or in Residential Placement

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963097002084 ◽

1998 ◽

Vol 39 (3) ◽

pp. 355-363 ◽

Cited By ~ 36

Author(s):

Laurie Eisenberg ◽

Bruce L. Baker ◽

Jan Blacher

Keyword(s):

Mental Retardation ◽

Residential Placement ◽

At Home

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Systematic Modification of Parental Input to Train Language Symbols

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.04 ◽

1981 ◽

Vol 12 (1) ◽

pp. 4-12 ◽

Cited By ~ 6

Author(s):

Barbara Culatta ◽

Donna Horn

Keyword(s):

Language Learning ◽

Meaningful Use ◽

Hearing Impaired ◽

Specific Language ◽

Parental Input ◽

Language Exposure ◽

Therapy Sessions ◽

Impaired Children ◽

Hearing Impaired Children ◽

At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

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Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00011 ◽

2020 ◽

Vol 51 (2) ◽

pp. 371-389 ◽

Cited By ~ 2

Author(s):

Xigrid Soto ◽

Yagmur Seven ◽

Meaghan McKenna ◽

Keri Madsen ◽

Lindsey Peters-Sanders ◽

...

Keyword(s):

High Stress ◽

Social Validity ◽

Home Language ◽

Single Subject ◽

Considerable Difficulty ◽

Home Program ◽

Iterative Development ◽

Vocabulary Skills ◽

Validity Measures ◽

At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

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