aarnow/distilbert-base-uncased-1212-test
Text Classification
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DETECTION | My child searches for a speaker they cannot see |
DISCRIMINATION | Child will look at parent/caregiver while parent is speaking even though TV is on in the background |
IDENTIFICATION | Child will search for unseen speakers in common social locations/common objects (e.g., phone, doorway, kitchen, etc. |
COMPREHENSION | Child will localize to the speaker's voice and acknowledge the communication via behavior |
DETECTION | My child moves, makes a sound, turns, looks, and/or vocalizes and/or vocalizes in response to familiar voices |
DISCRIMINATION | Child will look at parent/caregiver while parent is speaking even though TV is on in the background |
IDENTIFICATION | Child will look at parent/caregiver (with recognition) while parent is out of sight |
COMPREHENSION | Child will search for parent/caregiver (out of visual field) when hearing parentÕs voice |
DETECTION | My child listens by looking at somebody speaking. |
DISCRIMINATION | Child will turns to the speaker even though TV is on in the background |
IDENTIFICATION | Child will acknowledge at parent/caregiver (with recognition) while parent is out of visual field |
COMPREHENSION | Child will understand that someone is trying to speak to them. |
DETECTION | Child will turn towards a different voice (parent 1 talking, then parent 2 starts talking) |
IDENTIFICATION | Child will identify speakerÕs voice as known parent and looks for parent |
COMPREHENSION | Child will turn to known parentÕs voice and acknowledge with expected behavior |
DETECTION | My child looks at a toy when it makes a sound |
DISCRIMINATION | Child distinguishes sound/song from one toy vs. a different toy |
IDENTIFICATION | Child recognizes a toy when presented with an associated sound |
COMPREHENSION | Child attempts behavior (e.g., vocalization) directly associated with a toy |
DETECTION | My child reacts when music is being played |
DISCRIMINATION | Child adjusts behavior (e.g., stop/increase movement, vocalize) when song is changed |
IDENTIFICATION | Child Òfills inÓ missing part of song |
COMPREHENSION | Child reacts typically to music playing by dancing, singing along, requesting, expressing dislike, etc. when music is turned on. |
DETECTION | My child reacts to sounds in the distance |
DISCRIMINATION | Child looks between close sounds and distant sounds (e.g., speaker next to them and fire truck in the distance) |
IDENTIFICATION | Child can identify the sound source of a distant sound (e.g., points at firetruck when they hear a siren) |
COMPREHENSION | Child shows an appropriate reaction to noise (e.g., alarm in response to hearing a siren, Òuh ohÓ, etc.) |
DETECTION | My child stops crying when they hear me speak to them |
DISCRIMINATION | Child calms when hearing a calming voice/sound specifically |
IDENTIFICATION | Child identifies the speaker and is calmed by their voice (e.g., hears parent 1 and stops crying, looks for parent 1) |
COMPREHENSION | Child comprehends that a tone is consoling/comprehends words spoken to them |
DETECTION | My child startles when hearing a sibling/parent yell |
DISCRIMINATION | Child can distinguish angry tone of voice vs happy tone of voice |
IDENTIFICATION | Child smiles when parent is happy |
COMPREHENSION | Child cries when family member is angry |
DETECTION | My child reacts when they hear ÒacousticÓ rituals (e.g., bath water turning on) |
DISCRIMINATION | Child looks from TV to bathroom when bathtub water turns on |
IDENTIFICATION | Child goes to the bathtub when hearing the bathtub water run |
COMPREHENSION | Child gets excited when hearing the bathtub water running and gets their preferred bath toy |
DETECTION | My child reacts to sounds all around them |
DISCRIMINATION | Child can recognize different sounds and localize all, can distinguish between the same sound from different locations |
IDENTIFICATION | Child recognizes sound (e.g., looks toward microwave when hearing a beep) |
COMPREHENSION | Child will localize and react expectedly based on meaning of sound (e.g., knowing their food is ready when hearing the microwave beep) |
DETECTION | My child reacts to hearing their name |
DISCRIMINATION | Child looks up when hearing their name, responds when caregiver uses their name |
IDENTIFICATION | Child can identify themself when hearing their name |
COMPREHENSION | Child understands their name is referring to them (e.g., someone trying to get their attention) |
DETECTION | My child reacts to sounds above and below them |
DISCRIMINATION | Child will distinguish sounds from noise-makers presented above and below |
IDENTIFICATION | Child recognizes sound and localizes accordingly |
COMPREHENSION | Child will localize and react expectedly based on meaning of sound |
DETECTION | My child reacts when music is played |
DISCRIMINATION | child can distinguish the music source from another sound |
IDENTIFICATION | child identifies calm music as different than music used for other purposes |
COMPREHENSION | Child is calmed down/influenced by the music |
DETECTION | My child listens to sound through the phone |
DISCRIMINATION | Child pulls phone away, "hangs up", etc. when sound/speech is not coming through or there is a different sound (e.g., dial tone) |
IDENTIFICATION | Child is responsive to speaker on the other line, babbles/vocalizes back |
COMPREHENSION | Child understands speaker is on the other end (e.g., points to phone as a referent for speaker, ÒwhereÕs grandma?Ó, talks back into phone) |
DETECTION | My child reacts when music is being played |
DISCRIMINATION | Child adjusts behavior when song is changed/different instrument is being played (e.g., modify movements) |
IDENTIFICATION | child will point to, choose, or play with the instrument parent says or mimics the sound of |
COMPREHENSION | Child dances when music is playing |
DETECTION | My child reacts to sounds associated with certain events |
DISCRIMINATION | Child chooses the correct toy when presented with a sound |
IDENTIFICATION | Child can identify the sound source (e.g., faucet for running water, door for knocking, etc.) |
COMPREHENSION | Child can associate the object/event based on sound (e.g, associating running water in the tub as connected with bath time) |
DETECTION | My child reacts/looks at the speaker when being spoken to |
DISCRIMINATION | Child reacts differently between two different short, simple remarks |
IDENTIFICATION | Child responds appropriately to short remarks |
COMPREHENSION | Child anticipates the short and simple remark knowing the speaker who made the remark |
DETECTION | My child pauses their activity/reacts to hearing ÒnoÓ |
DISCRIMINATION | Child stops when they hear ÒnoÓ in the presence of other noise (e.g., TV, radio, other speakers) |
IDENTIFICATION | Child reacts to ÒnoÓ accordingly (e.g., stopping their activity, putting toys down, crying) |
COMPREHENSION | Child reacts to ÒnoÓ accordingly (e.g., stopping their activity, putting toys down, crying) |
DETECTION | My child reacts when hearing family members names |
DISCRIMINATION | Child hears differences between family members names |
IDENTIFICATION | Child looks for family member when they hear the family memberÕs name |
COMPREHENSION | Child looks for family member when they hear the family memberÕs name |
DETECTION | My child reacts when I make sounds |
DISCRIMINATION | Child can distinguish between two or more sounds (e.g., adjusts behavior/movement, smiles, looks around, etc.) |
IDENTIFICATION | Child attempts to repeat sound when prompted, recognizes the speech sound |
COMPREHENSION | Child reacts according to the sound meaning (e.g., rubs tummy when hearing Òmmmmmm!Ó) |
DETECTION | My child reacts/looks at me when I give simple commands |
DISCRIMINATION | Child can discriminate between choices when given a command (e.g., chooses a chair when asked to Òsit downÓ) |
IDENTIFICATION | Child identifies simple command |
COMPREHENSION | Child will perform an action given a simple command (e.g., Ògrab your shoesÓ) |
DETECTION | My child reacts/looks at speaker when asked a question |
DISCRIMINATION | Child can distinguish between a question and a statement |
IDENTIFICATION | Child identifies that a question tone is used (e.g., that there is an expected response from them) |
COMPREHENSION | Child will perform an action given a simple command (e.g., Ògrab your shoesÓ) |
DETECTION | My child recognizes words for preferred toys/items |
DISCRIMINATION | Child can distinguish between names of different objects |
IDENTIFICATION | Child can identify objects by name |
COMPREHENSION | Child can engage functionally with objects |
DETECTION | My child reacts/looks at speaker when hearing sounds/words |
DISCRIMINATION | Child can distinguish between sounds/words |
IDENTIFICATION | Child attempts to imitate sounds/words spoken by others |
COMPREHENSION | Child imitates recognized sounds/words spoken by others |
DETECTION | My child reacts when hearing sounds made by toys/other people during play |
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The purpose of this project is to build a dataset and model to enable an AI powered diagnostic tool that assesses a child's auditory skills and recommends resources and therapies that can bring them to the next stage. The primary user base of this tool is intended to be the parents of a child with hearing loss however it is the hope of the creators of this tool that speech and language pathologists (SLPs) and other early intervention and pediatric practitioners can find use.
The model uses a natural language processing (NLP) model for text-classification and converts free text inputted by the parent of a child with hearing loss into 1 of 4 clinical categories: DETECTION, DISCRIMINATION, IDENTIFICATION, CLASSIFICATION.
Based on the classification of the child against a given skill a recommendation is made for therapies that can be used to improve the child's competency against a given skill. The value of this approach is that each child is challenged to build upon existing skills while not being given any task too difficult that will result in discouragement.
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