Speech-to-Text Assistive Technology for the Written Expression of Students with Traumatic Brain Injuries: A Single Case Experimental Study

Autor/inn/en	Noakes, Michaela A.; Schmitt, Ara J.; McCallum, Elizabeth; Schutte, Kerry
Titel	Speech-to-Text Assistive Technology for the Written Expression of Students with Traumatic Brain Injuries: A Single Case Experimental Study
Quelle	In: School Psychology, 34 (2019) 6, S.656-664 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000316
Schlagwörter	Assistive Technology; Head Injuries; Neurological Impairments; Students with Disabilities; Writing Difficulties; Academic Accommodations (Disabilities); African American Students; Males; Grade 4; Grade 8; Grade 9; Spelling; Handwriting + Suchen Sie Ihr Suchwort? Kopfverletzung; Neurodegenerative Erkrankung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schreibstörung; African Americans; Afroamerikaner; Male; Männliches Geschlecht; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schreibweise; Handschrift
Abstract	Traumatic brain injury in childhood (TBI) is a chronic health condition. As decreased memory, language, and rapid psychomotor impairments are known to accompany pediatric TBI (Babikian et al., 2011), students who have experienced a moderate-to-severe TBI are at particular risk for academic deficits, including writing difficulties. The purpose of this study was to measure the effects of a speech-to-text assistive technology (AT) accommodation that was implemented to bypass the impaired handwriting and spelling (i.e., transcription) skills resulting from TBI. Three African American male students (Grades 4, 8, and 9) who received formal special education services under the category of TBI participated in this study. With the application of the speech-to-text AT accommodation, all participants' total words written (TWW), words spelled correctly (WSC), and correct writing sequences (CWS) significantly increased compared to the handwriting control condition. One hundred percent nonoverlapping data points across participants and dependent variables was achieved. Implications of the findings for the school-based treatment of TBI, study limitations, and future avenues of study are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01