确定儿童AAC的P300脑机接口训练策略:焦点小组研究。

IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Kevin M Pitt, Jamie B Boster
{"title":"确定儿童AAC的P300脑机接口训练策略:焦点小组研究。","authors":"Kevin M Pitt, Jamie B Boster","doi":"10.1080/07434618.2025.2495912","DOIUrl":null,"url":null,"abstract":"<p><p>The integration of Brain-Computer Interface (BCI) technology into Augmentative and Alternative Communication (AAC) systems introduces new complexities in training, particularly for children with diverse cognitive, sensory, motor, and linguistic abilities. Effective AAC training is crucial for enabling individuals to achieve personal goals and enhance social participation. This study aimed to explore potential training strategies for children using P300 based BCI-AAC systems through focus group discussions with experts in AAC and BCI technologies. Participants identified six key themes for effective training: (1) Scaffolding-developing adaptive systems tailored to each child's developmental level, including preteaching, visual display adaptations, and gamification; (2) Verbal Instructions-emphasizing the use of clear, simple language and spoken prompts; (3) Feedback-incorporating immediate feedback and biofeedback methods to reinforce learning; (4) Positioning-ensuring proper trunk stability and addressing electrode placement; (5) Modeling and Physical Supports-using physical cues and demonstrating BCI-AAC use; and (6) Considerations for Visual Impairment-accommodating cortical visual impairment (CVI) with suitable stimuli and environmental adjustments. These insights offer an initial foundation for identifying P300 BCI-AAC training strategies for children. Further systematic research with end users, support networks, and professionals is needed to validate, refine, and expand interventions that support diverse communication needs.</p>","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"1-10"},"PeriodicalIF":2.1000,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Identifying P300 brain-computer interface training strategies for AAC in children: a focus group study.\",\"authors\":\"Kevin M Pitt, Jamie B Boster\",\"doi\":\"10.1080/07434618.2025.2495912\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The integration of Brain-Computer Interface (BCI) technology into Augmentative and Alternative Communication (AAC) systems introduces new complexities in training, particularly for children with diverse cognitive, sensory, motor, and linguistic abilities. Effective AAC training is crucial for enabling individuals to achieve personal goals and enhance social participation. This study aimed to explore potential training strategies for children using P300 based BCI-AAC systems through focus group discussions with experts in AAC and BCI technologies. Participants identified six key themes for effective training: (1) Scaffolding-developing adaptive systems tailored to each child's developmental level, including preteaching, visual display adaptations, and gamification; (2) Verbal Instructions-emphasizing the use of clear, simple language and spoken prompts; (3) Feedback-incorporating immediate feedback and biofeedback methods to reinforce learning; (4) Positioning-ensuring proper trunk stability and addressing electrode placement; (5) Modeling and Physical Supports-using physical cues and demonstrating BCI-AAC use; and (6) Considerations for Visual Impairment-accommodating cortical visual impairment (CVI) with suitable stimuli and environmental adjustments. These insights offer an initial foundation for identifying P300 BCI-AAC training strategies for children. Further systematic research with end users, support networks, and professionals is needed to validate, refine, and expand interventions that support diverse communication needs.</p>\",\"PeriodicalId\":49234,\"journal\":{\"name\":\"Augmentative and Alternative Communication\",\"volume\":\" \",\"pages\":\"1-10\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-04-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Augmentative and Alternative Communication\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1080/07434618.2025.2495912\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Augmentative and Alternative Communication","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/07434618.2025.2495912","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
引用次数: 0

摘要

脑机接口(BCI)技术与增强和替代交流(AAC)系统的整合为训练带来了新的复杂性,特别是对于具有不同认知、感觉、运动和语言能力的儿童。有效的AAC培训对于使个人实现个人目标和加强社会参与至关重要。本研究旨在通过与AAC和BCI技术专家的焦点小组讨论,探讨基于P300的BCI-AAC系统对儿童的潜在训练策略。参与者确定了有效培训的六个关键主题:(1)根据每个孩子的发展水平构建适应系统,包括教学前准备、视觉显示适应和游戏化;(2)口头指导——强调使用清晰、简单的语言和口头提示;(3)反馈——采用即时反馈和生物反馈方法加强学习;(4)定位-确保适当的主干稳定性和寻址电极放置;(5)建模和物理支持-使用物理线索并演示BCI-AAC的使用;(6)对视觉障碍的考虑-适应皮质视觉障碍(CVI)与适当的刺激和环境调整。这些见解为确定儿童P300 BCI-AAC训练策略提供了初步基础。需要与终端用户、支持网络和专业人员进行进一步的系统研究,以验证、改进和扩展支持不同通信需求的干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Identifying P300 brain-computer interface training strategies for AAC in children: a focus group study.

The integration of Brain-Computer Interface (BCI) technology into Augmentative and Alternative Communication (AAC) systems introduces new complexities in training, particularly for children with diverse cognitive, sensory, motor, and linguistic abilities. Effective AAC training is crucial for enabling individuals to achieve personal goals and enhance social participation. This study aimed to explore potential training strategies for children using P300 based BCI-AAC systems through focus group discussions with experts in AAC and BCI technologies. Participants identified six key themes for effective training: (1) Scaffolding-developing adaptive systems tailored to each child's developmental level, including preteaching, visual display adaptations, and gamification; (2) Verbal Instructions-emphasizing the use of clear, simple language and spoken prompts; (3) Feedback-incorporating immediate feedback and biofeedback methods to reinforce learning; (4) Positioning-ensuring proper trunk stability and addressing electrode placement; (5) Modeling and Physical Supports-using physical cues and demonstrating BCI-AAC use; and (6) Considerations for Visual Impairment-accommodating cortical visual impairment (CVI) with suitable stimuli and environmental adjustments. These insights offer an initial foundation for identifying P300 BCI-AAC training strategies for children. Further systematic research with end users, support networks, and professionals is needed to validate, refine, and expand interventions that support diverse communication needs.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Augmentative and Alternative Communication
Augmentative and Alternative Communication AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
2.80
自引率
15.00%
发文量
25
审稿时长
>12 weeks
期刊介绍: As the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), Augmentative and Alternative Communication (AAC) publishes scientific articles related to the field of augmentative and alternative communication (AAC) that report research concerning assessment, treatment, rehabilitation, and education of people who use or have the potential to use AAC systems; or that discuss theory, technology, and systems development relevant to AAC. The broad range of topic included in the Journal reflects the development of this field internationally. Manuscripts submitted to AAC should fall within one of the following categories, AND MUST COMPLY with associated page maximums listed on page 3 of the Manuscript Preparation Guide. Research articles (full peer review), These manuscripts report the results of original empirical research, including studies using qualitative and quantitative methodologies, with both group and single-case experimental research designs (e.g, Binger et al., 2008; Petroi et al., 2014). Technical, research, and intervention notes (full peer review): These are brief manuscripts that address methodological, statistical, technical, or clinical issues or innovations that are of relevance to the AAC community and are designed to bring the research community’s attention to areas that have been minimally or poorly researched in the past (e.g., research note: Thunberg et al., 2016; intervention notes: Laubscher et al., 2019).
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信