Voices Of Children Research Articles

The Speech Recognition Approaches for Emotion Regulation in Socially Assistive Robot

Socially Assistive Robot (SAR) can be created and used to assist children with special needs specifically those with autism, to manage their emotions through the therapy they need, which is then programmed into the robot. The therapy used on the robot is Applied Behavioral Analysis (ABA) therapy in the form of a guessing game with pictures. This therapy utilizes one of the methods in the robot's program, which is Speech Recognition, to provide feedback from the child using the robot. Speech recognition plays a role in facilitating the interaction between the child and the robot. When the picture-guessing game starts, the robot displays an image on the LCD screen and asks the child to guess the name of the object shown in the picture. At that moment, Speech Recognition works by recording the child's voice and converting it into text, then comparing the child's answer with the correct answer. When the child answers correctly, the robot provides praise, while if the child answers incorrectly, the robot encourages the child to try answering correctly again. This system allows the Socially Assistive Robot to support children with autism in managing their emotions by combining the ABA therapy method with the program's interactive feature enabled by Speech Recognition. Speech Recognition enhances communication and interaction between the child and the robot, creating a supportive and engaging therapeutic experience.

‘I just want to go home, is what I need’ – Voices of Ukrainian refugee children living in Estonia after fleeing the war

This study explores the experiences of Ukrainian refugee children in Estonia following the Russian invasion of Ukraine in 2022 with a focus on their daily functioning, challenges, and resilience. Three main themes emerged from interviews carried out from October through December 2022 with 11 refugee children aged 10 to 16. First, the adaptation process was related to various challenges including living environment, language, participation in two different types of schooling, and homesickness. Children highlighted their struggles with socialisation and a fear of rejection. Second, the schooling experiences of these children unfolded in two phases: initially, they engaged in passive observation and limited interaction with Estonian classmates, after which active participation enabled them to express optimism but also fear of not meeting language proficiency requirements. Third, the children emphasised a strong need for psychological support to address trauma and stress resulting from the war and displacement. They outlined the importance of family, peer support, engagement in leisure activities, and a connection to nature in facilitating their adaptation. The findings underline the significance of tailored support services, language acquisition programmes, mental health services, and culturally sensitive interventions for Ukrainian refugee children in Estonia. The implications include reforms in education, integration, and long-term monitoring to facilitate the well-being and successful integration into the new environment of this group.

Engaging children's voices for tourism and marine futures through drawing in Gili Trawangan, Indonesia

Ocean tourism is a primary source of income for many small-island and coastal communities. Participatory processes have been advocated to develop and implement community-based management plans to address various problems induced from tourism development and achieve the desired and sustainable futures. One debate over such processes is the under-representation of children. Using drawing workshops with children, this paper aims to explore children's representations and temporal orientations toward the future of the marine environment of a tourist destination – Gili Trawangan in Indonesia. A total of 91 children participated in four drawing workshops in January 2023. They were asked to make two drawings based on the following broad questions: (1) What do you see/do at the sea and coast now? and (2) What do you want to see/do at the sea and coast 5 years later? They also attended a short interview to describe and explain what they had drawn. The children have represented uses of the sea and coast by themselves, other users as well as the marine animals. They have also expressed various temporal orientations through their drawings and interview, including anticipation, hope, expectation, concern, anxiety and despair. These temporal orientations offer a very strong set of information to be included in decision-making workshops and policy recommendations. This paper has reiterated that children do have a stake in such decision-making processes for their sustainable futures and thus their voices need to be heard. This paper is one of the attempts to provide opportunities for children to actively engage in research and have their voices heard through innovative methodologies. It is also the first attempt to explore children's orientations toward the marine futures with the intent to include such information in the subsequent decision-making process. It adds to the existing literature by engaging children's voices to promote inter-generational justice, and calls for increased efforts in the realization of such component in sustainable development.

Gather ‘round and listen close: Increasing responding to voices in children with autism

ABSTRACT We investigated the effects of a response-contingent pairing (RCP) procedure on responses to voices for preschoolers with autism spectrum disorder (ASD). The participants were 4 preschool males who attended full-day special education classes utilizing a behavior-analytic system of schooling. The participants were chosen due to (a) their low numbers of observing responses to voices during initial probe screenings for observing responses to different forms of voice stimuli, and (b) their slow rates of mastery of educational objectives in their Individualized Education Programs (IEPs). We used an iPad-based RCP voice conditioning protocol during which we taught the participants to touch a correct stimulus on a screen (a red circle) that would activate 10 s of either sung or spoken song lyrics or spoken storylines. The conditioning component involved a response-contingent pairing procedure; contingent on a correct selection response, the investigators immediately paired the voice output with preferred edibles and/or light, preferred physical contact for the entire interval. We employed a multiple probe design across participants for five observing responses to voices (OV) following the intervention. The results showed increases for all four participants’ OV responses. We explore future implications of research involving increasing preferences for voices, and discuss other potential dependent variables.

"I need them for my autism, but I don't know why": Exploring the friendship experiences of autistic children in UK primary schools.

Autistic children can experience challenges in making and maintaining friendships, and middle childhood (ages 6-12) may be particularly challenging as social networks become more complex. However, a large proportion of research into these experiences is based on adult reports or focuses on the experiences of adolescents, meaning that the voices of younger children are absent. Due to the exclusion of younger children from research, we have a limited understanding of their first-hand experiences of their friendships and the support they receive, which has implications for friendship support and wellbeing. This study aimed to amplify the voices of younger autistic children to explore their first-hand experiences of friendships and highlight areas of social support which may be most beneficial to primary-aged autistic children. This study used novel creative methods to support interviews with 19 autistic primary school-aged children to explore their experiences of friendship. Parent-led interviews and scrapbooks supported the children in discussing the challenges and strengths of their friendships. Children discussed the challenges and strengths of their friendships including the impact of social norms on the need to have friends and their support needs in this area of life. Children also discussed gaps in their current friendships and how they would like to see these filled. It was clear that not all children required or wanted neurotypical-style friendships, with many valuing companionship and gameplay over intimacy. Analysis highlighted the heterogeneity of autistic children's friendships, especially in relation to gender and age, calling for more tailored and individualized support. Results from the current study show that autistic children can and do have successful friendships but that these friendships may differ from those of their non-autistic peers. The study further adds to the existing literature by showing that younger autistic children can be included in research by using differentiated, accessible and creative methods, and that they are able to voice their opinions on matters surrounding support. It also calls for a tailored approach to supporting autistic children in school and speaking with children to give them autonomy over the support they want to receive.

A Living Lab for Family Centered Knowledge Exchange in Pediatric Rehabilitation and Development Research: A Study Protocol

Background Historically, the experiences and voices of children and youth living with neurodiversity or rehabilitation needs and their families have not been fully represented in health research. Formative research in this context indicates that families value learning from the experiences of other families as well as from empirical research. However, innovative systems are needed to support this imperative. In response, we co-designed a virtual living lab with families and clinicians to support family-centered knowledge exchange in neurodiversity and rehabilitation research. Living labs are collaborative, user-centered, long-term, and multimethod systems with potential to support the exchange of knowledge of lived experience. This proposal outlines a longitudinal arts-based and qualitative research study that incorporates storytelling as a powerful tool to elicit and exchange stories of lived experience through the virtual living lab, and subsequent usability testing of the platform. Methods and Analysis Stage 1- We will conduct an integrated knowledge translation study inclusive of user centered lab design and construction. Stage 2- We will conduct a 6-month longitudinal qualitative storytelling study with 30–40 participants including neurodiverse children and youth ages 5–19 years, their siblings, and parent/guardians, guided by the F-words framework which is based on the International Classification of Functioning, Disability, and Health. Following user-registration within the virtual lab, participants will complete a minimum of 1 story monthly, accompanied by an arts-based component, for 6 months. Conclusion Findings will inform the co-development of an arts-based knowledge translation resource to communicate key findings. Stage 3- A subset of families will be sampled to complete usability testing of the living lab platform and storytelling feature using a sequential explanatory mixed methods design. Usability evaluation will inform future platform refinements and provide indications of acceptability and use across subgroups.

Social mapping: voices of children and adolescents in healthcare in Yaxcaba, Yucatan

Introducción. La cartografía social involucra a niños en la identificación de necesidades y recursos comunitarios, para transformar la atención a la salud. Objetivo. Aplicar la cartografía social para explorar las percepciones y necesidades de niños y adolescentes en la atención de salud en la comunidad de Yaxcabá, Yucatán. Material y Método. Diecinueve niños y adolescentes residentes en Yaxcabá, participaron en el estudio con el previo consentimiento de sus padres. Se implementó un enfoque participativo y colaborativo, que inició con una convocatoria abierta, para garantizar una representación equitativa en cuanto al sexo y grupos etarios. Durante los grupos focales, los participantes identificaron el centro de salud como un lugar fundamental para la salud comunitaria. Se empleó una guía de entrevista en estas sesiones y posteriormente, se compartieron los resultados con los participantes y las autoridades del centro de salud. Resultados. Los datos recopilados revelaron una comprensión sólida de los espacios de salud y una variedad de experiencias individuales. Los participantes identificaron desafíos en la accesibilidad y la disponibilidad de servicios en el centro de salud. El mapa resultante reflejó el centro de salud, así como las problemáticas y necesidades señaladas por los participantes. Las entrevistas revelaron que algunos también habían recurrido a la medicina tradicional para solucionar problemas de salud. Conclusiones. La cartografía social se mostró como una herramienta efectiva para involucrar a niños y adolescentes en la identificación de problemas y necesidades relacionadas con la atención de salud en su comunidad. La colaboración activa permitió un mapa detallado y representativo. Palabras clave Cartografía social, niños, adolescentes, comunidades indígenas, Yucatán, metodología participativa

Children's Voices Improving Care in a Specialized Mental Health Facility

Abstract: The voices of children experiencing mental health issues are essential in contributing to their well-being and driving changes in their care environments. We present the results of a dialogue conducted to hear the voices of regular patients and their parents at a hospital-based mental health center in Mexico City. This project draws on the concepts of inclusion, participatory rights, and the recognition that children are distinct from adults and are social actors capable of making decisions. We implemented a participatory action research project using play activities to invite children's dialogue with university student volunteer researchers. The overall objective of the dialogue was to generate proposals to improve hospital services and care.

Enabling pupils to flourish: six evidence-based principles of whole-school wellbeing promotion.

Schools have become increasingly important as health promotion settings, seeking to improve pupils' health and wellbeing through adopting a whole-school approach. A strong evidence-base highlights that focusing on the social, emotional and psychological aspects of pupils' wellbeing enables them to flourish, enjoy life and be better equipped to overcome challenges. However, it is acknowledged that further evidence is required regarding: (1) what happens in primary schools, (2) the impact of the English education system, (3) complexity and context, and (4) capturing children's voices. This article, therefore, addresses these gaps by asking the question: How do schools use whole-school wellbeing promotion to enable pupils to flourish? Taking an exploratory approach the study used a three-phase, mixed methods design to address the research problem by undertaking a systematic literature review, a secondary data analysis and a case study to capture multiple stakeholder voices including pupils. As appropriate for this research design, the findings from each phase were integrated into an overarching analysis which is presented in this article. Six broad principles formed consistent threads across the findings: (1) enabling children to flourish, (2) integrating wellbeing with key school goals, (3) promoting wellbeing and building capital, (4) building on virtuous cycles, (5) managing complexity and context, and (6) evaluating wellbeing promotion through listening to different voices. As well as presenting new knowledge addressing the identified research gaps, this study has demonstrated that schools can avoid 'reinventing the wheel' by adopting existing practices and resources and adapting them to their own setting. It is, therefore, hoped the six evidence-based principles of this study are equally transferable to schools within the English education system and more broadly. In addition, the paper highlights recognized challenges to staffing and resourcing and raises the question over whether schools receive sufficient funding to deliver the whole-school initiatives that government recommends. This article provides readers with an exploration of what has been achieved in schools and it is outside its scope to address specific issues about funding and other practical logistics for implementing whole-school wellbeing promotion, therefore further research is recommended.

Cepstral Peak Prominence Smoothed - CPPS and Acoustic Voice Quality Index - AVQI in healthy and altered children's voices: comparation, relationship with auditory-perceptual judgment and cut-off points.

To compare the acoustic measurements of Cepstral Peak Prominence Smoothed (CPPS) and Acoustic Voice Quality Index (AVQI) of children with normal and altered voices, to relationship with auditory-perceptual judgment (APJ) and to establish cut-off points. Vocal recordings of the sustained vowel and number counting tasks of 185 children were selected from a database and submitted to acoustic analysis with extraction of CPPS and AVQI measurements, and to APJ. The APJ was performed individually for each task, classified as normal or altered, and for the tasks together defining whether the child would pass or fail in a situation of vocal screening. Children with altered APJ and who failed the screening had lower CPPS values and higher AVQI values, than those with normal APJ and who passed the screening. The APJ of the sustained vowel task was related to CPPS and AVQI, and APJ of the number counting task was related only to AVQI and CPPS numbers. The cut-off points that differentiate children with and without vocal deviation are 14.07 for the vowel CPPS, 7.62 for the CPPS numbers and 2.01 for the AVQI. Children with altered voices, have higher AVQI values and lower CPPS values, when detected in children with voices within the normal range. The acoustic measurements were related to the auditory perceptual judgment of vocal quality in the sustained vowel task, however, the number counting task was related only to the AVQI and CPPS. The cut-off points that differentiate children with and without vocal deviation are 14.07 for the CPPS vowel, 7.62 for the CPPS numbers and 2.01 for the AVQI. The three measures were similar in identifying voices without deviation and dysphonic voices.

Cepstral Peak Prominence Smoothed - CPPS e Acoustic Voice Quality Index - AVQI em vozes infantis saudáveis e alteradas: comparação, relação com julgamento perceptivo-auditivo e pontos de corte

ABSTRACT Purpose To compare the acoustic measurements of Cepstral Peak Prominence Smoothed (CPPS) and Acoustic Voice Quality Index (AVQI) of children with normal and altered voices, to relationship with auditory-perceptual judgment (APJ) and to establish cut-off points. Methods Vocal recordings of the sustained vowel and number counting tasks of 185 children were selected from a database and submitted to acoustic analysis with extraction of CPPS and AVQI measurements, and to APJ. The APJ was performed individually for each task, classified as normal or altered, and for the tasks together defining whether the child would pass or fail in a situation of vocal screening. Results Children with altered APJ and who failed the screening had lower CPPS values and higher AVQI values, than those with normal APJ and who passed the screening. The APJ of the sustained vowel task was related to CPPS and AVQI, and APJ of the number counting task was related only to AVQI and CPPS numbers. The cut-off points that differentiate children with and without vocal deviation are 14.07 for the vowel CPPS, 7.62 for the CPPS numbers and 2.01 for the AVQI. Conclusion Children with altered voices, have higher AVQI values and lower CPPS values, when detected in children with voices within the normal range. The acoustic measurements were related to the auditory perceptual judgment of vocal quality in the sustained vowel task, however, the number counting task was related only to the AVQI and CPPS. The cut-off points that differentiate children with and without vocal deviation are 14.07 for the CPPS vowel, 7.62 for the CPPS numbers and 2.01 for the AVQI. The three measures were similar in identifying voices without deviation and dysphonic voices.

Autistic pupils' experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland.

Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own education. This study aimed to (i) summarise existing literature exploring autistic pupils' experiences at school from their own perspectives and (ii) identify gaps for future research through a consultation with autistic pupils. A scoping review was conducted to identify studies exploring first-person accounts of autistic pupils' school experiences (primary and secondary; aged 4-18 years) published between 2005 and 2023. Thematic analysis was conducted to identify overarching thematic categories across the included studies. Review findings were discussed through a consultation with a Child and Youth Advisory Group (CYAG) comprised of autistic pupils in Ireland (N = 3), to seek feedback and inform a future research agenda. Thirty-six studies were included in the review and six themes were identified: Experiences of feeling misunderstood, of bullying and masking, of feeling excluded, of anxiety, of sensory needs in school, and of being overwhelmed during transitions. Consultation with the CYAG highlighted that these six themes were consistent with autistic pupils' experiences but that reports of positive experiences were missing in the literature. This study identified several gaps in the literature on the school experiences of autistic pupils, based on both the scoping review and consultation with the CYAG. While the CYAG validated the themes identified in existing literature, there is a need for greater diversity in the samples included and increased focus on the potential positive aspects of the school experience. Implications. These findings have important research implications. In particular, further studies are needed with autistic pupils at primary school level, including those who are minimally or non-speaking, as well as ensuring pupils with positive school experiences are also represented. Findings also highlight the need for continued collaboration with autistic pupils themselves in matters concerning their education.

Developing a Universal Design for Learning Pedagogy: Perspectives of Students With and Without Disabilities

Introduction: Universal design for learning (UDL) is a pedagogical approach utilized to eliminate barriers. Often, UDL has been seen as a strategy implemented solely to benefit students with disabilities. However, recent research on the voices of students with and without disabilities in physical education illuminates a clear need for this educational approach. Purpose: While UDL has been utilized across a variety of subjects, this manuscript identifies the need for UDL implementation in physical education for all students. Method: A document analysis of 69 articles illuminated the voices of children with and without disabilities in physical education related to the components of UDL. Careful analysis of these studies identified voices related to each component of UDL. Results/Conclusions: The results illustrate the need for a call-to-action to promote an inclusive pedagogy that addresses learner variability. The infusion of the UDL approach can alleviate the negative experiences currently impacting children’s experiences in the schools.

Hybrid Deep Learning Approach For Stress Detection Model Through Speech Signal

Stress is a psychological condition that requires proper treatment due to its potential long-term effects on health and cognitive faculties. This is particularly pertinent when considering pre- and early-school-age children, where stress can yield a range of adverse effects. Furthermore, detection in children requires a particular approach different from adults because of their physical and cognitive limitations. Traditional approaches, such as psychological assessments or the measurement of biosignal parameters prove ineffective in this context. Speech is also one of the approaches used to detect stress without causing discomfort to the subject and does not require prerequisites for a certain level of cognitive ability. Therefore, this study introduced a hybrid deep learning approach using supervised and unsupervised learning in a stress detection model. The model predicted the stress state of the subject and provided positional data point analysis in the form of a cluster map to obtain information on the degree using CNN and GSOM algorithms. The results showed an average accuracy and F1 score of 94.7% and 95%, using the children's voice dataset. To compare with the state-of-the-art, model were tested with the open-source DAIC Woz dataset and obtained average accuracy and F1 scores of 89% and 88%. The cluster map generated by GSOM further underscored the discerning capability in identifying stress and quantifying the degree experienced by the subjects, based on their speech patterns

Hybrid Deep Learning Approach For Stress Detection Model Through Speech Signal

Stress is a psychological condition that requires proper treatment due to its potential long-term effects on health and cognitive faculties. This is particularly pertinent when considering pre- and early-school-age children, where stress can yield a range of adverse effects. Furthermore, detection in children requires a particular approach different from adults because of their physical and cognitive limitations. Traditional approaches, such as psychological assessments or the measurement of biosignal parameters prove ineffective in this context. Speech is also one of the approaches used to detect stress without causing discomfort to the subject and does not require prerequisites for a certain level of cognitive ability. Therefore, this study introduced a hybrid deep learning approach using supervised and unsupervised learning in a stress detection model. The model predicted the stress state of the subject and provided positional data point analysis in the form of a cluster map to obtain information on the degree using CNN and GSOM algorithms. The results showed an average accuracy and F1 score of 94.7% and 95%, using the children's voice dataset. To compare with the state-of-the-art, model were tested with the open-source DAIC Woz dataset and obtained average accuracy and F1 scores of 89% and 88%. The cluster map generated by GSOM further underscored the discerning capability in identifying stress and quantifying the degree experienced by the subjects, based on their speech patterns

Hybrid Deep Learning Approach For Stress Detection Model Through Speech Signal

Stress is a psychological condition that requires proper treatment due to its potential long-term effects on health and cognitive faculties. This is particularly pertinent when considering pre- and early-school-age children, where stress can yield a range of adverse effects. Furthermore, detection in children requires a particular approach different from adults because of their physical and cognitive limitations. Traditional approaches, such as psychological assessments or the measurement of biosignal parameters prove ineffective in this context. Speech is also one of the approaches used to detect stress without causing discomfort to the subject and does not require prerequisites for a certain level of cognitive ability. Therefore, this study introduced a hybrid deep learning approach using supervised and unsupervised learning in a stress detection model. The model predicted the stress state of the subject and provided positional data point analysis in the form of a cluster map to obtain information on the degree using CNN and GSOM algorithms. The results showed an average accuracy and F1 score of 94.7% and 95%, using the children's voice dataset. To compare with the state-of-the-art, model were tested with the open-source DAIC Woz dataset and obtained average accuracy and F1 scores of 89% and 88%. The cluster map generated by GSOM further underscored the discerning capability in identifying stress and quantifying the degree experienced by the subjects, based on their speech patterns

“Bacha Posh”: Gender Construct in Afghan Culture Examined through the Lens of Children in Literature

With the fall of the Taliban in 2001 and their return in 2021, Afghanistan has undergone drastic socio-political changes. In many families, children are introduced to the practice of “Bacha Posh” (dressing up like a boy), an Afghan cultural custom where girls are dressed up as boys until they are married off. Despite children being central to this practice, it has not been studied through their eyes. This article examines the custom of Bacha Posh through the children’s perspective and situates it within the current socio-political scenario of the country. A textual and cultural analysis of three literary works is carried out through a study of their child characters to examine how Afghan culture creates its own gender construct. Two are significant works of children’s literature that revolve around real-life stories of Bacha Posh – Nadia Hashimi’s One Half from the East (2016) and Deborah Ellis’ The Breadwinner (2000). The third work is The Underground Girls of Kabul (2014) by Jenny Nordberg, a seminal work in the study of Bacha Posh in which Nordberg focuses on the practice of Bacha Posh and presents the voice of children. This article then goes on to study the impact of the restrictive nature of the Taliban regime on girls and its influence on the cultural custom of Bacha Posh. It demonstrates how this practice creates an unstable gender construct among children, as evidenced by the gender dysphoria that some girls experience. It thus demonstrates the impact of culture on gender through filling in the gaps between culture, literature and politics.

‘THEY ARE MY FRIENDS!’ FINDINGS FROM AN ETHNOGRAPHIC STUDY ON YOUNG CHILDREN’S EXPERIENCES OF NURSERY PLAY AND LEARNING

Young children’s nursery play has been the focus of attention for years now focusing on the relationship between play and learning as well as the role of play in children’s overall development. In previous years most ‘play studies’ were concentrated on observing, recording, and analysing young children’s play from the adult’s perspective. However, recent studies aim to give young children voice and ownership on their play and learning experiences. In this respect, this paper is based on a small-scale ethnographic study and seeks to address the need for young children’s voices to be heard with regard to their nursery play experiences. A variety of audiovisual research methods (video camera, tape recorder, and still photographs) were employed for the collection and analysis of the data. The thematic analysis of the data suggests that young children’s play dialogues and comments on their nursery play can provide practitioners and other significant adults with rich and valuable insights into their views on play and learning within the early years’ settings. The themes that emerged included children’s experiences of play in terms of ownership, negotiation, learning, and preferences among others. In this respect, it is highlighted that young children’s voices added to the perspectives of their significant adults can help us form a complete picture of nursery play and learning with implications for the implementation of the early childhood curriculum.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0004/a.php" alt="Hit counter" /></p>

The voice of the child and the implementation of the child's right to be heard in parental responsibility matters and cases

AbstractThe article deals with a very up-to-date issue, the ‘voice of the child’, i.e. the implementation of the child's right to be heard in parental responsibility matters and cases. My aim is to find an answer to the question of how the Hungarian codification, judiciary and academic legal literature have changed over the last decade and how they have adapted to the modern child-focused standards. The significance of the topic emerges from the fact that both the exercise and the rendering of parental responsibilities is somehow problematic in many families and this difficulty is burdened by the requirements of child-friendly justice. The issues dealt with in this paper concern the significance of the child's right to be heard, the necessity of the child's hearing, the connection between the child's protection and child's hearing, the difficulty of determination whether the child is capable of forming his or her own views, the direct and indirect hearing of the child and the difference between the child's hearing and the child's voice.

Celebrating children's voices through art

Celebrating children's voices through art