technology for reading and writing and executive function kurt johnson, ph.d. university of...
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TECHNOLOGY FOR READING AND WRITING AND EXECUTIVE FUNCTIONKurt 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
Specific learning disabilities Brain injury Developmental disabilities Attention deficits Alzheimer’s disease … many other conditions
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.
Sources of variability influencing academic outcomes in individuals with LD
Academic Skills
Deficits (e.g. word
recognition)
Neurobiology•Genetic Factors•Brain Structure &
Function
Core Cognitive Processes
(e.g., phonemic awareness)
Behavioral/Psychosocial Factors
(e.g., attention, anxiety, motivation)
Environment•Socioeconomic•Schooling•Intervention
Fletcher, Lyons, Fuchs, & Barnes, 2007
Never Start with Technology!
Technology for cognitive changes: caution
Caution: technology can make things worse!
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
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
Technology as an intervention Two general uses of technology for
individuals with LD. Remediation
instructional, rehabilitative Compensation
accommodation, modification
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
Using technology for compensation Assistive technology
Provides access to reading materials beyond person’s current skills
Makes writing easier and faster Helps with spelling
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
What is the best LD software? For whom? For what tasks? In what environments? With what supports?
Decision-making in Selecting AT1. Identification of Need2. Functional Assessment3. Identify Options4. Decision-making 5. Acquisition and/or treatment6. Customization & training7. Outcome measurement & re-
assessment
Linking function to feature
What features of an AT product will support an individual who has a specific set of functional deficits to complete specific tasks in a specific environment with a specific support system (e.g., personal assistance)?
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
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.
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)
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.
Functional writing system
Transcription processes (low-level skills) Handwriting Spelling
Text generation (high-level skills) compositional fluency compositional quality
Software for supporting writing WordQ Read&Write Solo WYNN Kurzweil 3000 Dragon Naturally Speaking Inspiration ….and many others
Handwriting and spelling
Handwriting replaced by Keyboarding Word prediction (also helps with spelling) Speech recognition (also helps with
spelling)
Keyboarding
Some people with handwriting problems also have difficulties learning to type
Cover the keyboard Supervised, frequent and short practice
works better
Word prediction
Assists with text entry & spelling Ability to recognize correct word Trade off: speed for accuracy Speech feedback
Speech recognition
Less flexibility Training and practice required Speech feedback and playback Most effective when combined with
teaching writing organization and planning
Spelling checkers
Identify errors Offer suggestions for correction Limitations: homonyms, severe
misspellings
Speech feedback
Find different errors than spelling checkers
Included in talking word processors (WriteOut Loud), some speech recognition programs (Naturally Speaking)
Word processors
Auto Text AutoCorrect Thesaurus, dictionary Most effective with explicit instruction on
how and when to use the features
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
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
Technology to accommodate cognitive changes Sticky notes, lists, daytimers, etc.
Prompts from friends, co-workers, etc. Emailing reminders (in box chaos!)
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
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
Applications of ATC
Project Access: Aided Navigation ADL Monitoring and Prompting Improving Behavioral Self Management Caregiver Respite Supporting Executive Functioning
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
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)
State Estimator
Cellphone
Wireless connectionsGPS, Bluetooth (BT), WiFi
State DB
Daily Activity Planning & Cueing
PEAT User Interface
PEAT
RFID reader bracelet
WiFi Relay
BT
ZigBee
WiFi
A wireless cognitive aid with sensing, planning and cueing
Pressure mats
User
Technology Wearable multi-sensor board (UW/Intel)
Acceleration (movement) Sound Altitude Proximity to voices Autonomic arousal Wireless data transfer
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
Thank you!
Kurt L. Johnson, [email protected]