Automated Analysis of Child Phonetic Production Using Naturalistic Recordings

2014 ◽  
Vol 57 (5) ◽  
pp. 1638-1650 ◽  
Author(s):  
Dongxin Xu ◽  
Jeffrey A. Richards ◽  
Jill Gilkerson
Keyword(s):  
Language Development ◽  
Automated Analysis ◽  
Autism Spectrum ◽  
New Approach ◽  
Early Language Development ◽  
New Information ◽  
Digital Recorder ◽  
Full Day ◽  
Natural Child

Purpose Conventional resource-intensive methods for child phonetic development studies are often impractical for sampling and analyzing child vocalizations in sufficient quantity. The purpose of this study was to provide new information on early language development by an automated analysis of child phonetic production using naturalistic recordings. The new approach was evaluated relative to conventional manual transcription methods. Its effectiveness was demonstrated by a case study with 106 children with typical development (TD) ages 8–48 months, 71 children with autism spectrum disorder (ASD) ages 16–48 months, and 49 children with language delay (LD) not related to ASD ages 10–44 months. Method A small digital recorder in the chest pocket of clothing captured full-day natural child vocalizations, which were automatically identified into consonant, vowel, nonspeech, and silence, producing the average count per utterance (ACPU) for consonant and vowel. Results Clear child utterances were identified with above 72% accuracy. Correlations between machine-estimated and human-transcribed ACPUs were above 0.82. Children with TD produced significantly more consonants and vowels per utterance than did other children. Children with LD produced significantly more consonants but not vowels than did children with ASD. Conclusion The authors provide new information on typical and atypical language development in children with TD, ASD, and LD using an automated computational approach.

scholarly journals Playful Interactions between Twins with Autism and Teachers and Peers: a Case Study

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Μaria Antonios Kypriotaki ◽  
Maria Eleftherios Markodimitraki
Keyword(s):  
Autism Spectrum ◽  
Full Time ◽  
Typically Developing ◽  
Dyadic Interactions ◽  
New Approach ◽  
Video Recordings ◽  
Solitary Play ◽  
Starting Point ◽  
Etiological Heterogeneity

The purpose of the present analytically structured empirical case study was to explore the interactions which twins display during playing with their teachers and peers in a Special Nursery Unit. Two 5.5-year-old twin brothers with Autism Spectrum Disorder (ASD)  participated in this study, along with two teachers and seven non-typically developing peers. Non participant observations were made for four full-time school days in four consecutive weeks. We observed the frequency, initiations, and duration of playful interactions in a naturalistic context. Results derived from the analysis of video-recordings and documents from the school service records indicate that twin brothers with autism take initiative in order to become interactive partners in their dyadic play with their non-typically developing peers although, when so, interactions do not last longer. In twins’ dyadic interactions with their teachers, they never take the initiative to any playful interaction. There are also indications that twin brothers are engaged in interactive rather than solitary play. Findings provide a starting point for a new approach of the twin situation and the extraordinary etiological heterogeneity of ASD in terms of Innate Intersubjectivity Theory. 

Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form)

2003 ◽  
Vol 30 (1) ◽  
pp. 213-236 ◽  
Author(s):  
TONY CHARMAN ◽  
AURIOL DREW ◽  
CLAIRE BAIRD ◽  
GILLIAN BAIRD
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Word Production ◽  
Spectrum Disorder ◽  
Word Comprehension ◽  
Early Language Development ◽  
Communicative Development

Parent report data on early language development measured using the MacArthur Communicative Development Inventory (CDI–Infant Form) was collected on 134 preschool children with autism spectrum disorder. The pattern of development of understanding of phrases, word comprehension and expression, and production of gestures, was compared to the typical pattern. In common with typical development there was considerable variability in language acquisition, although for the group as a whole this was significantly delayed compared to the normal course. In addition, atypical patterns were identified in the emergence of language skills in the sample. Comprehension of words was delayed in comparison to word production, and production of early gestures (involving sharing reference) was delayed relative to production of later gestures (involving use of objects). However, other aspects of language development were similar to that found in typically developing infants, including word comprehension being in advance of word production in absolute terms, gesture production acting as a ‘bridge’ between word comprehension and word production and the broad pattern of acquisition across word categories and word forms. The implications for assessment and intervention with preschool children with autism spectrum disorder are discussed.

scholarly journals The management of socio-technical systems using configuration modelling

2004 ◽  
Vol 23 (1) ◽  
pp. 29-47
Author(s):  
Simon Lock
Keyword(s):  
System Development ◽  
Automated Analysis ◽  
New Approach ◽  
Support Tool ◽  
Current Configuration ◽  
Novel Approach ◽  
Software And Hardware ◽  
Technical Systems ◽  
System Configurations

In this paper we describe a new approach and support tool for the modelling and analysis of socio-technical system configurations. This novel approach has been developed for use on systems composed of a wide variety of different components including social and organisational elements, in addition to the more traditional software and hardware aspects. Configuration models of such systems are lightweight and quick to construct and can help to promote understanding by the various stakeholders involved in system development, operation and evolution. These models also provide the data required for performing various useful forms of automated analysis. The results of such analysis can allow managers, administrators, developers and end users to investigate various efficiency, productivity and dependability attributes of the current configuration of a system. This can help support decisions about the evolution of a system by allowing the assessment of proposed changes such as the addition or removal of components, processes and structures. In this paper we utilise a real world case study in order to demonstrate and evaluate the utility of the described approach.

The transitional stage of a second child – 18 months to 2 years

1986 ◽  
Vol 9 (1) ◽  
pp. 123-135 ◽  
Author(s):  
Jane Oldenburg
Keyword(s):  
Environmental Factors ◽  
Language Development ◽  
Transitional Stage ◽  
Early Language ◽  
Second Child ◽  
Early Language Development ◽  
Born Child ◽  
Similarities And Differences ◽  
Language For Learning

Abstract Two case studies have been done on the early language development of boys (without siblings), using a functional framework (Halliday, 1975; Painter, 1984). This paper will discuss the results of a case study of a second-born child, Alison, analyzed using the same methods as the above studies. The similarities and differences between the children will be examined. They all made a functional distinction between language for learning (“Mathetic”) and language for doing (“Pragmatic”), although the distinction was expressed differently in Alison’s case. Differences were also noted in Alison’s development of Transitivity and Mood. The relevance of environmental factors will also be discussed.

Sign in / Sign up

Export Citation Format

Share Document