Delayed speech development in children: Introduction to terminology

Бобылова, М. Ю.; Браудо, Т. Е.; Kazakova, Maria; Винярская, И В

doi:10.17650/2073-8803-2017-12-1-56-62

Cited by 5 publications

(1 citation statement)

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“…Accordingly, these children face tremendous challenges in expressing their thoughts and comprehending information from their environment, leading them to be classified as socially vulnerable children. Statistics indicated that 8–10% of all preschoolers face DSD problems [ 8 ]. Ordinarily, the disorder’s initial symptoms appear around 18 months when a child does not make any effort to repeat the words they hear.…”

Section: Introductionmentioning

confidence: 99%

Utilizing an Emotional Robot Capable of Lip-Syncing in Robot-Assisted Speech Therapy Sessions for Children with Language Disorders

Esfandbod

Rokhi

Meghdari

et al. 2022

Int J of Soc Robotics

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This study scrutinizes the impacts of utilizing a socially assistive robot, the RASA robot, during speech therapy sessions for children with language disorders. Two capabilities were developed for the robotic platform to enhance children-robot interactions during speech therapy interventions: facial expression communication (containing recognition and expression) and lip-syncing. Facial expression recognition was conducted by training several well-known CNN architectures on one of the most extensive facial expressions databases, the AffectNet database, and then modifying them using the transfer learning strategy performed on the CK+ dataset. The robot’s lip-syncing capability was designed in two steps. The first step was concerned with designing precise schemes of the articulatory elements needed during the pronunciation of the Persian phonemes (i.e., consonants and vowels). The second step included developing an algorithm to pronounce words by disassembling them into their components (including consonants and vowels) and then morphing them into each other successively. To pursue the study’s primary goal, two comparable groups of children with language disorders were considered, the intervention and control groups. The intervention group attended therapy sessions in which the robot acted as the therapist’s assistant, while the control group only communicated with the human therapist. The study’s first purpose was to compare the children’s engagement while playing a mimic game with the affective robot and the therapist, conducted via video coding. The second objective was to assess the efficacy of the robot’s presence in the speech therapy sessions alongside the therapist, accomplished by administering the Persian Test of Language Development, Persian TOLD. According to the first scenario, playing with the affective robot is more engaging than playing with the therapist. Furthermore, the statistical analysis of the study’s results indicates that participating in robot-assisted speech therapy (RAST) sessions enhances children with language disorders’ achievements in comparison with taking part in conventional speech therapy interventions.

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Section: Introductionmentioning

confidence: 99%

Utilizing an Emotional Robot Capable of Lip-Syncing in Robot-Assisted Speech Therapy Sessions for Children with Language Disorders

Esfandbod

Rokhi

Meghdari

et al. 2022

Int J of Soc Robotics

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Robot-Assisted Therapy for Children with Delayed Speech Development: a Pilot Study

Zhanatkyzy

Turarova

Telisheva

et al. 2019

2019 28th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)

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The role of the district pediatrician in the early diagnosis of speech developmental disorders in preschool children

Волгина

Ахметова

Николаева

et al. 2021

Ross. vestn. perinatol. pediatr.

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Speech and language are the most important means of communication between a child and the outer world. Currently in the Russian Federation there is no reliable data on the prevalence of speech and language disorders in children. According to foreign authors, speech disorders are diagnosed in 3,4–6,4% in the population of preschool children, and language disorders are diagnosed in 8–10% of cases. Early identification of the causes of speech and language development disorders in children is a complex interdisciplinary problem. The authors have developed an algorithm for diagnosing speech and language developmental disorders in preschool children, where the district pediatrician plays the leading role. It is district pediatrician who can assess the speed of the child’s speech skills development, based on age norms, analyze the history data, risk factors, carry out a physical examination of the child, develop an individual program for conducting basic laboratory and instrumental studies and consult specialists. Dynamic observation of this category of children is important.

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Delayed speech development in children: Introduction to terminology

Cited by 5 publications

References 0 publications

Utilizing an Emotional Robot Capable of Lip-Syncing in Robot-Assisted Speech Therapy Sessions for Children with Language Disorders

Utilizing an Emotional Robot Capable of Lip-Syncing in Robot-Assisted Speech Therapy Sessions for Children with Language Disorders

Robot-Assisted Therapy for Children with Delayed Speech Development: a Pilot Study

The role of the district pediatrician in the early diagnosis of speech developmental disorders in preschool children

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