From Angry Birds to Learning Words

14 Pages·2013·4.54 MB·English

by  Tim Brackenbury

Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

From
 Angry
 Birds
 to
 Learning
 Words:

Collaborators

Applying
 Features
 of
 Game
 Design

Dr.
 John
 Folkins

 Dr.
 Miriam
 Krause

to
 Seman0c
 Interven0on

 Allison
 Hadley

Tim
 Brackenbury,
 Ph.D.,
 CCC-­‐SLP

March
 15,
 2013

 Elizabeth
 WiUer

 Anna
 Ehrhorn

Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  1
  2

A
 bit
 about
 me
  Schedule

•  Video
 Game
 Design
 &

Clinical
 Prac0ce

•  The
 Full
 Experience
 of

Seman0cs

•  Atari
 and
 Sega,
 late
 1970s
 into
 1990s

•  Discovery
 &
 Risk
 Taking
 in

•  M.A.
 at
 University
 of
 Kansas

Development

•  5
 years
 as
 a
 clinical
 SLP

•  Generaliza0on
 from

•  Boys
 Town
 Na0onal
 Research
 Hospital

Treatment

•  Children’s
 Therapu0c
 Learning
 Center

•  Ph.D.
 at
 University
 of
 Kansas
  •  Unlocking
 Future
 Rewards

3
  4

Video
 Games
 Mo0vate
  Video
 Games
 Mo0vate

• 
 People
 invest
 money
 in
 video
 games
  •  A
 wide
 variety
 of
 people
 play
 video
 games

– Games
 grossed
 $10.5
 billion
 in
 2009

– 67%
 of
 U.S.
 households
 play
 video
 games

•  People
 willingly
 invest
 0me
 and
 effort
 in
 video
  – 40%
 of
 gamers
 are
 female

games

– average
 age
 of
 gamers
 is
 34

– The
 average
 gamer
 spends
 eight
 hours
 per
 week

playing
 video
 games
  – 48%
 of
 games
 are
 rated
 “E
 for
 Everyone”

•  People
 concentrate
 on
 video
 games
 and
 stay
 on

task
 for
 long
 periods
 of
 0me

  Reference:
 hUp://www.esrb.org/about/images/vidGames04.png

Reference:

hUp://www.esrb.org/about/images/vidGames04.png

5
  6

1
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

The
 Appeal
 of
 Video
 Games
 is

Five
 Principles
 of
 Video
 Game
 Design

Not
 Accidental

•  Games
 of
 all
 sorts
 have
 been
 refined
 through

the
 years.
  1.  Full
 Experience
 Principle

2.  Risk
 Taking
 Principle

•  Game
 designers
 are
 mo0vated
 to
 make
 games
  3.  Discovery
 Principle

more
 engaging.
  4.  Generaliza0on
 Principle

5.  Rewards
 System
 Principle

•  Principles
 of
 game
 design
 have
 been
 studied

extensively
 in

 both
 industry
 and
 academia.

7
  8

Five
 Principles
 of
 Video
 Game
 Design
  1.

 Full
 Experience
 Principle

•  Not
 every
 games
 includes
 every
 principle
  •  Many
 games
 address
 epic
 themes

– alloca0on
 of
 limited
 resources

•  The
 newer
 video
 games
 are
 par0cularly
  – decision
 making
 in
 ambiguous
 contexts.

relevant
 (sorry,
 Pong)

•  Every
 aspect
 of
 the
 game
 contributes
 to
 the

•  As
 I
 introduce
 each
 principle,

  epic
 themes

start
 thinking
 about
 how
 it

could
 relate
 to
 clinical
 prac0ce.
  Example
 Game:

 Penumbra

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  10

Penumbra
  2.

 Risk
 Taking
 Principle

•  Tasks
 are
 designed
 to
 be
 challenging
 but
 not

impossible.

– Goldilocks
 /
 Zone
 of
 Proximal
 Development

•  Player
 innova0on
 and
 crea0vity
 are

encouraged

– Failure
 has
 only
 small
 penal0es
 and
 is
 expected

•  Example
 Game:

 Braid

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  12

2
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

Braid
  3.

 Discovery
 Principle

•  Players
 learn
 by
 explora0on
 and

experimenta0on

•  “How
 to”
 instruc0on
 is
 kept
 to
 a
 minimum

– no
 manuals

– online
 player
 supports
 available

Example
 Game:

 World
 of
 Goo

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  14

World
 of
 Goo
  4.

 Generaliza0on
 Principle

•  New
 knowledge
 is
 put
 to
 work
 right
 away

•  Skills
 learned
 early
 should
 transfer
 and
 be

useful
 later

Example
 Game:

 Epic
 Mickey

15
  16

Epic
 Mickey
  5.

 Rewards
 System
 Principle

•  Reinforcements
 are
 given
 frequently
 and
 in
 a

variety
 of
 ways

– points

– new
 tools
 /
 weapons

– addi0onal
 informa0on

– unlocking
 extra
 levels

Example
 Game:

 Pokémon

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  18

3
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

Pokémon
  Groups

•  Get
 together
 with
 4
 or
 5
 people

•  Pick
 a
 principle

•  Discuss
 how
 it
 might
 relate
 to
 client
 learning

– How
 does
 your
 current
 clinical
 prac0ce
 reflect

this
 principle?

– What
 might
 be
 new
 ways
 to
 incorporate
 this
 principle

into
 prac0ce?

Groups
 will
 report
 out
 in
 10/15
 minutes.

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  20

Recap
 of
 the
 Five
 Principles
 of
 Video

Group
 Reports

Game
 Design

1.  Full
 Experience
 Principle
  •  Each
 group
 reports

2.  Risk
 Taking
 Principle
  •  General
 Discussion,
 ques0ons,
 and

3.  Discovery
 Principle
  observa0ons

4.  Generaliza0on
 Principle

5.  Rewards
 System
 Principle

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  22

Focus
 on
 Seman0cs
  The
 Full
 Experience
 of
 Seman0cs

•  Con0nue
 using
 the
 video
 game
 principles

– but
 now
 applying
 them
 to
  •  Seman0cs
 has
 an
 image
 problem

• what
 we
 do
 as
 clinicians
  – Seman0cs
 =
 Vocabulary

• how
 children
 learn
 seman0cs

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  24

4
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

The
 Full
 Experience
 of
 Seman0cs
  The
 Full
 Experience
 of
 Seman0cs

•  Seman0cs
 has
 an
 image
 problem
  •  Problems
 with
 a
 Seman0c
 =
 Vocabulary
 focus

– Seman0cs
 =
 Vocabulary
  – Vocabulary
 items
 need
 to
 be

• Complete

•  Seman0cs
 >
 Vocabulary
  • Interconnected

– vocabulary
 is
 one
 aspect
 of

  – Seman0cs
 deals
 with
 both
 of
 these
 issues
 and

seman0cs
  more

25
  26

The
 Full
 Experience
 of
 Seman0cs:
  The
 Full
 Experience
 of
 Seman0cs:

Completeness
  Completeness

•  What
 is
 a
 word
 (or
 vocabulary
 item)?
  •  What
 is
 a
 word
 (or
 vocabulary
 item)?

– a
 unit
 of
 language,
 consis0ng
 of
 one
 or
 more
  – a
 unit
 of
 language,
 consis0ng
 of
 one
 or
 more

spoken
 sounds
 or
 their
 wriUen
 representa0on,
  spoken
 sounds
 or
 their
 wriUen
 representa0on,

that
 func0ons
 as
 a
 principal
 carrier
 of
 meaning.

  that
 func0ons
 as
 a
 principal
 carrier
 of
 meaning.

 (www.dic0onary.com)

 (www.dic0onary.com)

– a
 phonological
 form
 paired
 with
 a
 meaning
  – a
 phonological
 form
 paired
 with
 a
 meaning

 /
 dʌk
 /

 duck

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  28

The
 Full
 Experience
 of
 Seman0cs:
  The
 Full
 Experience
 of
 Seman0cs:

Completeness
  Completeness

– The
 form
 and
 meaning(s)
 should
 be
 shared
 across
  – The
 form
 and
 meaning(s)
 should
 be
 shared
 across

people
  people

• kooba
  • kooba

– The
 meanings
 should
 be
 complete,
 but
 don’t
 have
  – The
 meanings
 should
 be
 complete,
 but
 don’t
 have

to
 be
  to
 be

• pervert
  • pervert

• sacapuntas
  • sacapuntas

29
  30

5
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

The
 Full
 Experience
 of
 Seman0cs:
  The
 Full
 Experience
 of
 Seman0cs:

Completeness
  Completeness

•  What
 are
 the
 parts
 of
 a
 dic0onary’s
 defini0on?
  •  What
 are
 the
 parts
 of
 a
 dic0onary’s
 defini0on?

•  Vocabulary
 entries
 should
 include
 all
 of
 these

parts.

31
  32

The
 Full
 Experience
 of
 Seman0cs:
  The
 Full
 Experience
 of
 Seman0cs:

Interconnectedness
  Interconnectedness

•  A
 dic0onary’s
 defini0on
 is
 a
 good
 metaphor
 for
  – 5
 people
 have
 target

vocabulary
 completeness
  words.

– We
 want
 to
 connect

these
 words

•  But,
 a
 dic0onary
 is
 not
 a
 good
 metaphor
 for
 the

•  What
 combina0ons
 of

lexicon

other
 single
 words
 will

• each
 individual’s
 “mental
 library”
 of
 word
 knowledge
  achieve
 this?

– think
 six
 degrees
 of

separa0on

– We
 need
 a
 data
 keeper

33
  34

The
 Full
 Experience
 of
 Seman0cs:
  Discovery
 &
 Risk
 Taking:

Interconnectedness
  Seman0c
 Development

•  Rich
 lexicons
 are
 like
 three
 dimensional
 webs.
  •  Learning
 first
 words
 is
 a
 slow,
 laborious
 process

– mostly
 dependent
 on
 adult
 models
 and
 repe00on

•  Defini0ons
 vs.

Metaphors
  •  But
 it
 starts
 to
 take
 off
 during
 the
 second
 year

of
 life

– because
 of
 experien0al
 learning
 and
 applica0on

• finding
 a
 paUern
 and
 using
 it
 to
 increase
 learning

– 
 a
 process
 of
 discovery
 and
 risk
 taking

35
  36

6
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

Discovery
 &
 Risk
 Taking:
  Discovery
 &
 Risk
 Taking:

Seman0c
 Development
  Seman0c
 Development

– Experien0al
 Learning
 and
 Applica0on
 Examples
  •  Between
 18
 months
 and
 18
 years
 of
 age

• Infant
 phonological
 sensi0vi0es
  – children
 learn
 an
 average
 of
 9
 to
 10
 words
 a
 day

• seman0c
 principles
  • Fast
 Mapping

• word’s
 seman0c
 and

  – ini0al
 connec0on
 between
 a
 new

phonological

  phonological
 form
 and
 a
 referent

proper0es

• Slow
 Mapping

– refinement
 of
 a
 fast
 mapped
 lexical

entry
 over
 0me
 and
 experience

» and
 perhaps
 integra0on
 with

known
 items

37
  38

Discovery
 &
 Risk
 Taking:
  Discovery
 &
 Risk
 Taking:

Seman0c
 Development
  When
 things
 go
 wrong

•  Reduced
 input

•  Effec;ve
 and
 efficient
 lexicons
 are
 organized

– hearing
 loss,
 au0sm,
 poverty

– Entries
 are
 interconnected
 in
 mul0ple
 ways

– cannot
 build
 a
 large
 vocabulary
 or
 interconnected

• Taxonomic
 categories

lexicon

• Thema0c
 categories

• Synonyms
 /
 antonyms

•  Low
 vocabularies

• Phonological
 structure

– late
 talkers

•  Abstract
 seman0cs
 develop
 across
 the

elementary
 school
 years

39
  40

Discovery
 &
 Risk
 Taking:
  Generaliza0on
 to
 BeUer
 Seman0cs:

When
 things
 go
 wrong
  Assessment

•  Word
 finding
 deficits
  – What
 do
 you
 do
 to
 assess
 seman0cs?

– vocabulary
 may
 be
 within

  • Brackenbury
 &
 Pye
 (2005)

normal
 limits

  – Standardized
 tests
 are
 mostly
 focused
 on
 vocabulary

– underdeveloped
 meanings

  – A
 few
 look
 at
 other
 aspects

• especially
 with
 with
 abstract
 concepts
  – 

– specific
 language
 impairments

 Preschool

 Test
 of
 Seman0c
 Skills

Language

 Ages
 9
 –
 13

Scales

41
  42

7
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Assessment
  Case
 Examples

– Language
 sample
 analysis
  •  Lara,
 3
 years,
 7
 months

• limited
 informa0on
  – first
 expressive
 words
 ~
 18
 months

• may
 need
 to
 verify
 with
 other
 tasks

– recep0ve
 and
 expressive
 vocabulary
 scores
 <
 10th

percen0le

– Nonword
 repe00on
 tasks

– sorts
 and
 labels
 common
 objects
 into
 categories

• measure
 of
 phonological
 short-­‐term
 memory

– vocabulary
 during
 language
 sample
 focused
 on

– Clinician
 developed
 tasks
  • objects
 in
 the
 environment

• good
 for
 evalua0ng
 interconnectedness
  • aUribute
 words

• prototypical
 ac0on
 words
 for
 those
 objects

43
  44

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Case
 Examples
  Case
 Examples

•  In
 groups
 of
 4
 or
 5,
 spend
 10
 minutes
 discussing
  •  Luigi,
 9
 years,
 8
 months

– your
 targets
 for
 Lara
  – recep0ve
 and
 expressive
 vocabulary
 scores

– how
 you
 would
 address
 them
  at
 18th

 and
 14th

 percen0le,
 respec0vely

– accurate
 but
 slow
 word
 naming

– write
 down
 your
 responses
 to
 be
 collected
 later
  – defini0ons
 imprecise

• no
 names
 needed
  – averages
 65%
 accuracy
 with
 classroom
 vocabulary

– categorizes
 by
 common
 groups
 and
 func0ons

• low
 accuracy
 for
 classroom
 vocabulary

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Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Case
 Examples
  Interven0on
 for
 Low
 Vocabularies

•  Now
 do
 the
 same
 group
 ac0vity
 for
 Luigi
  •  Interac0ve
 Modeling

– embed
 lexical
 models
 in
 everyday
 contexts

•  spend
 10
 minutes
 discussing
  – facilitate
 their
 use
 through
 focused
 s0mula0on

– your
 targets
 for
 him
  techniques

– how
 you
 would
 address
 them

I. Parent
 Training
 Models

– write
 down
 your
 responses
 on
 a
 new
 sheet
 of
 paper
  – training
 parents/caregivers
 as
 agents
 of
 change

47
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8
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Interven0on
 for
 Low
 Vocabularies
  Interven0on
 for
 Low
 Vocabularies

– The
 Hanen
 Program
  – Research
 Evidence

• parents
 are
 taught
 techniques
 that
 promote
 language
  • Posi0ve
 effects
 on
 parent
 language
 facilita0on

learning
 through
 daily
 interac0ons
  – GirolameUo,
 Pearce,
 and
 Weitzman
 (1996)

– Observe,
 Wait,
 Listen

– Say
 less,
 Stress,
 Go
 Slow,
 Show
  • Increases
 in
 children
 learning
 target
 words

– GirolameUo,
 Pearce,
 and
 Weitzman
 (1996)

• adults
 model
 target
 vocabulary,
  – Whitehurst
 et
 al.
 (1991)

but
 do
 not
 require
 a
 response

• Variable
 results
 for
 generaliza0on
 to
 other
 word
 learning

– Significant
 results
 by
 GirolameUo,
 Pearce,
 and
 Weitzman
 (1996)

– Non-­‐significant
 results
 from
 Whitehurst
 et
 al.
 (1991)

49
  50

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Interven0on
 for
 Low
 Vocabularies
  Interven0on
 for
 Low
 Vocabularies

• Posi0ve
 effects
 with
 parents
 across
 naturalis0c
  II.  Clinician-­‐based
 models

environments

• Posi0ve
 effects
 with
 SLP
 focused
 s0mula0on

– Home:

 GirolameUo,
 Pearce,
 and
 Weitzman
 (1996)

 Whitehurst
 et
 al.
 (1991)
  – Kouri
 (2005)

– Clinic
 group:
 Lederer
 (2001)

– Classroom:

 Wilcox,
 Kouri,
 and
 Caswell
 (1991)
  • Classroom
 +
 supplemental
 work

– Lotus,
 Coyne,
 McCoach,
 Zipoli,
 and
 Pullen
 (2010)

• Posi0ve
 effects
 with
 other
 adult
 conversa0onal
 partners

– Ruston
 &
 Schwanenflugel
 (2010)

51
  52

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Interven0on
 for
 Low
 Vocabularies
  Case
 Examples

• Posi0ve
 effects
 when
 targe0ng
 seman0c
 and
 phonological
  •  Given
 what
 we’ve
 just
 discussed

features
 of
 new
 words

– How
 would
 you
 alter
 your
 interven0on
 for
 Lara?

– Motsch
 and
 Ulrich
 (2012)

• Explicit
 vocabulary
 instruc0on
 helps
  – draw
 a
 horizontal
 line
 on
 your
 original
 sheet

– Coyne,
 McCoach,
 and
 Kapp
 (2007)
  – write
 your
 changes
 below
 the
 line

53
  54

9
Cullowhee
 Conference
 on
 Communica0ve
 Disorders
  03/15/13

Tim
 Brackenbury

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Case
 Examples
  Interven0on
 for
 Word
 Finding

•  What
 we
 did…

– Hanen
 model
 +
 clinician
 focused
 s0mula0on

– Sessions
 targeted
 prior
 and
 new
 technique

Storage
  Retrieval

• parent
 use
 previous
 technique
  WFD

• introduce
 new
 technique

  of
 words
  of
 words

• clinician
 use
 of
 technique

• parent
 trial
 of
 technique

• discuss
 parent
 performance
 and
 words
 to
 target

– Later
 sessions
 highlighted
 seman0c
 &
 phonological

features

55
  56

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Interven0on
 for
 Word
 Finding
  Interven0on
 for
 Word
 Finding

Storage

Retrieval

of
 words

of
 words

Seman0cs

Phonology

Emphasizes:

Increasing
 knowledge

within
 lexical
 entries
  Seman0cs

Emphasizes:

Improving
 connec0ons
  Cueing

between
 entries
  strategies

to
 improve

Phonology
  lexical
 access

57
  58

Generaliza0on
 to
 BeUer
 Seman0cs:
  Generaliza0on
 to
 BeUer
 Seman0cs:

Interven0on
 for
 Word
 Finding
  Interven0on
 for
 Word
 Finding

•  Hodgepodge
 of
 interven0on
 models
  •  Research
 Evidence

– single
 feature
  – Seman0c
 Storage

• seman0c
 storage
  • Marks
 and
 Stokes
 (2009)

– mul0ple
 features
  – Narra0ve-­‐based
 interven0on,
 targe0ng
 words
 through

» defini0onal
 sentences

• seman0c
 vs.
 phonological

» contextual
 sentences

– mul0ple
 features
 across
 modes
  » exposure,
 imita0on,
 and
 retelling

• seman0c
 vs.
 phonological
 storage
 vs.
 both
  – Significant
 increases
 in
 target
 words

– Non-­‐significant
 for
 control
 words

59
  60

10