TY - GEN
T1 - Data drive development-multimodal measurement of classroom interaction
AU - Messinger, Daniel S.
AU - Perry, Lynn
AU - Song, Chaoming
AU - Tao, Yudong
AU - Mitsven, Samantha
AU - Fasano, Regina
AU - Banarjee, Chitra
AU - Zhang, Yi
AU - Shyu, Mei Ling
N1 - Funding Information:
This work was supported by grants from the National Science Foundation (IBSS 1620294) and the Institute for Education Sciences (R324A180203) awarded to Daniel Messinger. We thank the Debbie School, including administrators Kathleen Vergara and Lynn Miskiel, and the teachers and children of the Ladybugs classroom. We also thank the children and teachers of the Miami Dade County Pre-K Program for Children with Disabilities for their participation.
Publisher Copyright:
© 2020 Owner/Author.
PY - 2020/10/25
Y1 - 2020/10/25
N2 - The educational inclusion of children with communication disorders together with typically developing (TD) peers is a national standard. However, we have little mechanistic understanding of how interactions with peers and teachers contribute to the language development of these children. To build that understanding, we combine objective measurement of the quantity and quality of child and teacher speech with radio frequency identification of their physical movement and orientation. Longitudinal observations of two different sets of classrooms are analyzed. One set of classrooms contains children who require hearing aids and cochlear implants. Another set of classrooms contains children with autism spectrum disorder (ASD). Computational modeling of pair-wise movement/orientation is used to derive periods of social contact when speech may occur. Results suggest that children with ASD are isolated from peers but approach teachers relatively quickly. Overall, talk with peers in social contact (and speech heard from teachers) promotes children's own talk which, in turn, is associated with assessed language abilities.
AB - The educational inclusion of children with communication disorders together with typically developing (TD) peers is a national standard. However, we have little mechanistic understanding of how interactions with peers and teachers contribute to the language development of these children. To build that understanding, we combine objective measurement of the quantity and quality of child and teacher speech with radio frequency identification of their physical movement and orientation. Longitudinal observations of two different sets of classrooms are analyzed. One set of classrooms contains children who require hearing aids and cochlear implants. Another set of classrooms contains children with autism spectrum disorder (ASD). Computational modeling of pair-wise movement/orientation is used to derive periods of social contact when speech may occur. Results suggest that children with ASD are isolated from peers but approach teachers relatively quickly. Overall, talk with peers in social contact (and speech heard from teachers) promotes children's own talk which, in turn, is associated with assessed language abilities.
KW - Autism spectrum disorder
KW - Hearing loss
KW - Language development
KW - Objective measurement
KW - Social networks
UR - http://www.scopus.com/inward/record.url?scp=85099235223&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85099235223&partnerID=8YFLogxK
U2 - 10.1145/3395035.3425355
DO - 10.1145/3395035.3425355
M3 - Conference contribution
AN - SCOPUS:85099235223
T3 - ICMI 2020 Companion - Companion Publication of the 2020 International Conference on Multimodal Interaction
SP - 357
EP - 359
BT - ICMI 2020 Companion - Companion Publication of the 2020 International Conference on Multimodal Interaction
PB - Association for Computing Machinery, Inc
T2 - 2020 International Conference on Multimodal Interaction, ICMI 2020
Y2 - 25 October 2020 through 29 October 2020
ER -