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Interaction of children with and without communication disorders using Montessori activities for the tablet

机译:使用蒙台梭利活动的儿童与平板电脑活动的交流障碍的互动

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Mobile technologies used for education may offer advantages for children with Communication Disorders, among which we can find language disorders and speech disorders, which are identified in DSM-V. In this research, we have introduced two educational activities, "Matching Cards" and "Cards & Sounds", based on the Montessori Method and which deal with the first stages of reading and writing. We have tested these two activities with children with and without Communication Disorders in order to study how they interact. These groups of children use a Tablet to perform the two activities, which vary in visual and auditory stimuli. The activities employ two touch interactions: tap and drag & drop. Based on Montessori, the activity and the interaction do not produce either positive or negative feedback. The analysis performed with the variables of time, interaction and mistake has shown that children from both groups change their efficiency of use. Differences regarding the interaction of children with and without Communication Disorders have also been observed. Additionally, children with Communication Disorders need additional strategies as explicit indicators in the interaction which may be a guide to be able to carry out specific actions.
机译:用于教育的移动技术可能为沟通障碍的儿童提供优势,其中我们可以找到语言障碍和语音障碍,这些障碍在DSM-V中识别。在这项研究中,我们介绍了基于蒙台梭利方法的两个教育活动,“匹配卡”和“卡片”和“卡和声音”,并处理了阅读和写作的第一阶段。我们已经通过有和没有通信障碍的儿童测试了这两个活动,以便研究它们是如何互动的。这些儿童群体使用平板电脑来执行两项活动,这些活动在视觉和听觉刺激中变化。该活动采用了两个触摸相互作用:点击和拖放。基于Montessori,活动和互动不会产生正面或负面反馈。随着时间的变量,互动和错误进行的分析表明,来自两组的儿童改变了它们的使用效率。还观察到有关儿童与沟通障碍的儿童相互作用的差异。此外,具有通信障碍的儿童需要额外的策略作为可能是能够执行具体行动的指南的互动中的明确指标。

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