Patent Application
20200043357
The present invention relates generally to applied neuroscience and applied behavior analysis, and more specifically to system and method for education.
Many businesses, organizations, governments, and other related providers are responsible for the developmental advancements of individual learners with the use of educational and behavioral methodologies. The two primary methodological interventions, education and behavior, are increasingly confronting challenges considering the newly developed applied neuroscience models. Applied neuroscience and dichotomized behavior understandings concluding in new educational methods are increasingly yielding new data on past errors in analysis. Excitingly, an invention generally to applied neuroscience and applied behavior analysis, and more specifically to system and method for education offers optimized learning potentials.
This equally provides rapid advancements in specific skill sets of individuals acquiring reading, spelling, and typing mastery. In addition to improved skills sets, including behavior, memory, social, speech and language, and sensory motor, the culmination in the ability to type, read, and spell when otherwise thought incapable occurs by use of our methodological invention. For current providers in the field of education and behavior, applying and implementing neuroscience derived methodologies can be challenging, misunderstood, tedious, and expensive.
It is desirable for all fields cross correlated (neuroscience, education, behavior analysis, psychotherapy, speech and language, physical therapy, psychophysiology, etc.), as well as fiscally responsible stakeholders (tax payers, insurance companies, school districts, medical associations, etc.) to ensure accurate analysis and optimal methodological interventions advancing one's individualized developmental skills. It is also desirable for concurrent providers to incorporate the latest discoveries yielded by applied neuroscience when they are providing their own methodological frameworks in effort to meet development goals.
The two main schools of applied behavior analysis thought, pivotal response training (PRT) and discrete trial training (DTT) can impede in rapid development of educational acquisition when lacking applied neuroscience system and method. DTT is more highly structured external reinforcement focused and is useful for teaching specific behavioral, educational and language skills. PRT is more highly naturalized internal reinforcement focused and is useful for teaching broader behavioral, educational and language skills. Employing a meta-analyzed model of these therapies to meet individualized needs is crucial.
There are two types of ways to motivate: internal and external. Internal motivations are generally more powerful than external, evolving from naturally occurring primary reinforcements, such as food and water. External motivation is powerful as well. However, they evolve from contrived secondary reinforcements, such as social praise, objects, activities, etc. There is a motivational interaction always present between behavior and communication acquisition, dependent on environment and the consequences within the environment. Natural environment increases the learner's internal motivation, encouraging communicative responses when prompted rapidly by the presenters, and when encouraged to point to a keyboard commonly in their natural environment.
Educational system and method derived applied neuroscience and applied behavioral analysis increases motivation relying on internal reinforcements and external reinforcements simultaneously must occur to optimize learning potential. Incorporating visual, auditory, and motor planning with working memory strategies within education constructs must occur.
We must redefine the accurate, reflective individualized skills of learners to achieve optimal, humanitarian functioning. The mindset that those with observable lacking skills and attentive behavior learn slower or have ceilings of learning is simply erroneous. Individual learners simply process and express differently than the normative samples we have traditionally compared them to for decades. Neuroscience is proving this.
Learners simply process and express differently among each other, and it is our job to innovate new ways of achieving individualized success. We must have innovative methods for helping the epidemic proportions of learners with skills deficits or delays for the good of humanity, as well as for societal benefit. We want our future generations to prosper, be treated with integrity, and have equal opportunities optimizing learning potentials. This is why using our system and method, Your Learner Can Type, is desperately needed.
This invention, which for the purposes of this application is referred to as “Your Child Can Type” or “YCCT”, in some embodiments is an innovative system and method designed generally from meta-analyzed, evidence-based and/or emerging, evidence-based and/or promising practice methodologies among typically neuroscience, education, behavior analysis, and/or speech and/or language fields. The disclosed invention is generally an education system and method improving preferably reading, spelling, phonetic awareness, and typing skills generally simultaneously while generally improving communication, behavior, working memory and/or visual motor integration among these specific skill sets. In another embodiment, the described inventions can be used for language training, both in an embodiment of learning a foreign language as well as in an embodiment of improving skills with a learner's native language.
The basis principle is that if the learner focuses his/her attention, generally as described in the YCCT system and method, and independent of the various embodiments under which YCCT may be applied (for example, digitally on a computing device, in printed formats, or other formats) then the learner should benefit by repaired or enhanced brain function, with typically enhanced ability to read, spell and type.
According to some embodiments of the disclosed inventions, this system and/or method combines the teaching of visual, motor and phonetic typing skills while generally targeting simultaneously working memory and/or interhemispheric visual motor skills preferably yielding integration of visual motor attention. Neuroscience and applied behavior analysis advancements generally show activating the areas of the brain scientifically generally accepted within that field to be proven to increase attention, working memory, knowledge retrieval, information processing, and/or engagement are crucial for advanced learning.
For the purpose of the system and method of the disclosed invention, this generally indicates knowledge and motivation are noticeably improved by generally stimulating memory retrieval, sensory activation from both sides of the brain's hemispheres, and preferably scaffolding—enabling a learner to solve a problem, carry out a task, or achieve a goal through gradual shedding of outside assistance, and visual motor skills with positive and negative reinforcement. The interaction of these preferably carefully designed phases typically reinforces visual, auditory, and sensory spatial dimensions preferably improving informational processing, working memory, motor processing, and/or fluid intelligence, which are generally considered in the field to be crucial brain functioning processes widely considered to be scientifically proven to be correlated to high performance learning.
Accordingly, the system and method generally teaches preferably highly emphasized visual motor integration, behavior optometry 2D, 3D, auditory, and/or left and right hemispheric tracking skills with optional audio for phonetics.
This initial drag and drop approach preferably establishes visual motor and phonetic integration necessary to type typically equally paired with knowledge based content and ease of skill. The learner preferably will drag and drop colors, numbers, activities, items, and emotions while receiving visual and auditory reinforcement for whole brain functioning. In a desired sequential order of generally scientific evidence based learning processes, the learner preferably then engages in the more difficult tasks calling upon their prior visual, auditory, and sensory knowledge.
In one embodiment, the learner preferably then recalls a previously matched word by typing the correct corresponding letters from a simpler field choice of two letters. Preferably the visual and auditory field becomes larger and harder while typically stimulating informational processing, working memory, visual motor, and fluid attention. In a typical embodiment, instructions and lesson plans are typically included. In other embodiments, the learner may type, read, and spell in different languages typically showing an exemplary provisioning process.
Gradually reinforcing the gradient to skill typing and memorizing letters to compile the accurate spelling of a word while applying gradients relative to words (e.g., using the letters that form those words) combined together with applying the gradient of learning a typical English keyboard is typically embodied. As the learner learns words and their spelling, the learner is simultaneously learning the association of those letters as they appear on a keyboard. In other embodiments, the words with their letters in another language in combination with the letters (as they may very) in another language for the keyboard of such other language.
In some embodiments, this neuroscience and applied behavior analysis advancement system and method applicable to education may be shown to activate the areas of the brain generally considered to be scientifically proven to increase attention, working memory, knowledge retrieval, information processing, and/or engagement that are typically considered to be crucial for advanced learning. In some embodiments, it may be a system and method in computer computing programs, digital application software and physical products to preferably improve education and behavior. Such an embodiment will preferably allow reading, spelling, and typing to occur as visual motor pointing skills, working memory, and/or interhemispheric connectivity processes. An embodiment of an initial drag-and-drop matching approach preferably establishes visual motor and phonetic integration with whole word pairing to visual picture identification, typically correlated to individual letter random rotation choices necessary to read, spell and/or type, preferably equally paired with knowledge-based content and preferably with ease of skill improving focus and/or working memory fully embodied.
In some embodiments the visual motor processing and integration deficits, treated appropriately, preferably make a desirable difference in understanding by the learner from a generally combined neuroscience and applied behavior analysis perspective. The occipital lobes are generally considered to allow for decoding of symbols, pictures, distance, and/or integration of the physical body's awareness. Brain dysfunctions such as these are typically called visual processing disorders.
For example, in the use of one embodiment of this innovation the visual motor integration consists of coordinating visual perceptual skills organized with gross-motor and fine-motor movements with preferable use of the colors blue and yellow to optimize behavior optometry. Integrating visual input with motor output preferably goes hand and hand. Generally this is how humans plan, execute, and monitor gross-motor and fine-motor tasks. The integration of the two is also typically considered to be essential in academic performance, social skills, communication, typing, emotional regulation, and/or self-esteem. This is also how in some embodiments, the diversity of the method calls for lamination to allow the possibility of pointing, tracing, or circling letter searching with a reusable white board marker and/or drawing tool.
The embodiments preferably integrate the rectifying of what are widely considered the eight types of visual processing issues in a multifaceted approach:
Typical embodiments integrate development to the right-brain and left-brain connections according generally accepted applied neuroscience theories. Differences commonly seen in Quantitative Electroencephalograph, Functional Mill's, and Single Photo Emission Computing Topography scans to the temporal and frontal lobe areas of the brain typically define what is generally considered to be the observable spectrum of various subsets of learner skill set. Theories exist about brain dominance and how it plays a role in thinking and behaving. The general theory of left-brain or right-brain dominance, with each side of the brain controlling different types of thinking, suggests each side plays an integral role. Additionally, learners are typically said to prefer one type of thinking to the other. For example, a person who is “left-brained” is often said to be more logical, analytical, and objective, while a person who is “right-brained” is said to be more intuitive, thoughtful, and subjective. Theories also exist that suggest delayed learners tend to use more of their right brain, with anomalies heavily affecting the left.
If one were to split the brain right down the middle into two symmetrical, or equal, parts, one would have a right and a left hemisphere. Although equal in size, these two sides are not the same and do not carry out the same functions. The left side of the brain is generally considered to be responsible for controlling the right side of the body. It also is generally considered to perform tasks that have to do with logic, such as in science and mathematics. On the other hand, the right hemisphere is generally considered to coordinate the left side of the body and perform tasks that have to do with creativity and the arts. Both hemispheres are connected by the corpus callosum and serve the body in different ways.
According to general left-brain, right-brain dominance theory, the right side of the brain is best at expressive and creative tasks. Some of the abilities that are popularly associated with the right side of the brain include facial recognition, emotional expressions, musical abilities, empathy, color, images, intuition, creativity, etc. The left side of the brain is considered to be generally skillful at logic, expressive language, mathematical, analytical thinking, reasoning, etc.
The corpus callosum, which separates the hemispheres, is also said to be heavily subjectable during developmental periods to interhemispheric conditioning. A brain-based impairment, agenesis of the corpus callosum (ACC), is said to have extremely high co-morbid rates generally explaining behavioral differences among splintered learners. The particular embodied applied neuroscience strategies generally referenced, used and/or expanded upon in this invention system and method apply.
In embodiments of the described system and method of YCCT, for example with a learner dragging and dropping colors, numbers, activities, items, and/or emotions while typically receiving visual and/or auditory reinforcement for whole brain functioning between left and right hemispheres. In an embodied sequential systemic order of typically scientific evidence-based learning processes, the learner in this method then engages in the more difficult memory tasks calling on his or her prior visual, auditory, and sensory knowledge using the physical materials and/or computing-device generated images as described. Preferably the learner then recalls the previously matched word by typing the correct corresponding letters from a simpler field choice of two letters. In subsequent steps of the described physical YCCT processes, the visual and auditory fields generally becomes larger and harder, preferably stimulating informational processing, working memory, visual motor, and/or fluid attention.
General research in this field indicates knowledge and motivation is typically greatly improve by stimulating memory retrieval, sensory activation from both sides of the brain's hemispheres, and/or scaffolding visual motor skills with positive reinforcement. The interaction of these carefully designed phases (with one embodiment shown in the accompanying Figures) in the YCCT system and method reinforces visual, auditory, and sensory spatial dimensions improving informational processing, working memory, motor processing, and fluid intelligence, all typically considered to be crucial brain functioning processes generally considered to be scientifically proven to be correlated to high performance learning.
In some embodiments healthcare law, psychopharmacology, biomedicine, augmentative assistive technology, behavior modification, applied behavioral analysis, discrete trial training, verbal behavior, pivotal response training, video modeling, incidental teaching, rapid prompting method, cognitive behavioral, existential humanism, neuroscience, neurofeedback, biofeedback, evolutionary psychology, relationship development intervention, cogmed working memory, quantitative electroencephalographs, skills, working memory skills, learning, visual perception, and cognitive processing skills are meta analyzed and contributed to the background and science of forming the foundation on top of which the YCCT system and method has been designed.
The preferred embodiment of YCCT is to foster independent learning, attention, working memory, communication, and/or social skills with typing and/or interaction with letters and/or the physical methods described in this application, with a preferably fostering desirable growth in the areas of combined working memory of learner's verbal behaviors: mand, tact, intraverbal, and echoic of which the prior methodologies, and in particular, Psychologist B. F. Skinner failed to address. YYCT in some embodiments preferably facilitate generalized independent learning, communication, language, attention, motor skills, working memory, visual perception, and cognitive processing skills to nonverbal, echoic, and minimally verbal learners without long-term dependence on prompts and supports.
B. F. Skinner defined verbal behavior prior to the invention of computing and gaming technology as, “behavior reinforced through the mediation of other persons. Skinner's applied theory applied to learners did so, however, without an understanding of QWERTY boards and developing computer computing technologies. We now know preferably verbal behavior is typically reinforced and develops within the environment of other verbal individuals with the new development of computing tools and/or games and/or toys comprised of newly developed materials. For example, “Verbal” may now include blowing a horn to get someone's attention, pulling a parent's hand to the refrigerator, speaking vocally, signing, using PECs, typing, or using gestures and facial expressions by use of a computing device emulating such. The global and micro lack of technological and neuroscience advancements by Skinner's prior work is embodied with YCCT. Preferably producing generalized verbal behavior with typing and/or games and or/toys so the learner is preferably motivated to learn independently, demonstrates intellectual readiness, and/or participates in group instruction. This equally leads to preferably improved behavioral, learning, and/or social emotional skills.
Examination of a learner's verbal operant abilities, as defined by Skinner to accurately develop mand, tact, intraverbal, and echoic mastery, is desirably possible more quickly and independently with the use of a QWERTY keyboard paired with such 2D and 3D stimuli. Identifying a learner's understanding of an alphabet's letters (or other symbols, as in the case of some languages) by use of random rotation distractors of letters via pointing and/or dragging and dropping to a preferably laminated keyboard and/or digital keyboard associated with a computing device may be effective when identifying functional communication repertoires and teaching procedures to have the learner produce independent verbal operants.
Delays in a learner's frontal and sensorimotor areas of the brain are typically considered to be one of the single most impacted development areas impeding learning, behavioral, and social emotional advancement. A delay in a learner's lips and voice production may be evident, but generally to a lesser extend when visual symbolic keyboard prompts are available. The delay in such learner's fine-motor, gross-motor, visual motor attention, and/or integration skills can be substantial until employment of YCCT, in which case such delays are preferably shortened and possibly advanced at rapid speeds. Learners using a computing device's and/or physical keyboard and/or games as a means of establishing successful mastery of verbal operants during the application of the YCCT system and methods is described.
These and other features, aspects, and advantages of the present invention will become better understood with regard to the following description, appended claims, and accompanying drawings for both digital and physical formatting.
In some embodiments, conducting the use of the keyboard
In some embodiments, the keyboard
Typically, YCCT increases motivation relying on internal reinforcements and external reinforcements simultaneously in the beginning perhaps. It can be used during structured teaching sessions
Conceivably using both internal motivation (mand) and external motivation (tact of the reinforcement) via digital gaming
Such specifications like many other keyboard devices, education, and behavior applications are accessible to learners under the possible premise of outdated theories, however, the use of a keyboard
In some embodiments, YCCT begins with a preference assessment to identify the highest internal and external reinforcements of verbal operants where other system and method fail. This is attempted to reinforce the use of the keyboard
Internally and externally motivated behavior paired with automatic reinforcement and external reinforcement of behavior of the disclosed invention may allow for multiple methods to a. to obtain a desired event: internal stimulation or to obtain a social event; attention or activities/objects b. to escape or avoid in undesirable event: to escape/avoid internal stimulation or to escape/avoid social events; attention or activities/objects to achieve the use of this system and method establishing independent communication, phenome awareness, and new language acquisition quickly during brain enhancement activities.
In some embodiments, operant behaviors are facilitated by eliciting a response from the learner with the use of a keyboard
YYCT perhaps now bridges the internal and external motivation gap with stimulated fantasy areas of the brain among neuroscience implications where reality versus fantasy areas of the brain are now activated with computing and/or gaming modalities. Remembering to maintain important verbal behavior teaching procedures based on the operant variances; teaching visual motor pointing success first; and initially start with high levels of reinforcement, paired with the most difficult task presented in a variable ratio schedule fosters learner acquisition possibly faster. Complete in small intervals initially with random rotation letters, working up to larger intervals. Work in a natural environment preferably, intersperse the difficult tasks with those tasks already mastered, use prompting beneficial with the correct answers quickly, and then fade prompt quickly. Incorporating healthy cognitive statements for social-emotional growth, while stimulating information processing for memory is crucially important to embodiments among this invention.
The embodiments include operant antecedent/stimuli behavior consequence mand with the use of a keyboard
Motivating the learner with a keyboard, matching and fading accordingly yields a mand becomes simple learning and digital or physical game motivation generalized to actual motivation of acquiring the 3D object perhaps.
Example in the food item category:
In some embodiments, educational and applied behavioral analysis theory of verbal operants using a keyboard
Accordingly, vision dominances vary based on 2D versus 3D across the spectrum, making it erroneously appear that matching difficulties exist for some alphabetic symbolic language system, combined with 2D and 3D associations, perhaps covers all areas of brain functioning, more likely leading to greater success. It conceivably takes into account auditory and vocal skills; generally, their greatest deficit, because we always sound out the letters, as the learner chooses the correct letter out of a field of two, in early stages of use, to a larger field as they progress among a keyboard.
By accordingly sounding out the letters of a whole word, prompted with for example individual letters comprising the spelling such as b-l-u-e, and corresponding descriptive visuals with sound similarity precisely matched embodies visual, auditory, and motor awareness concurrently. Giving learners the visual and auditory stimuli with options to point to the laminated alphabetic sheet out of a field of 2, 7, 8, 9, and then 26 total alphabetic letters
Accordingly, the possible teaching receptive language with a keyboard
Considering the learner's processing challenges and proceeding with quick timing whole word keyboard matching, random rotation of letters, gradient keyboards prompts, combined graphic and letter and or/word combined puzzles. and phonetic prompts to maintain attention and focus perhaps vastly improves learning and/or language acquisition by pairing what is auditorily stated to encourage the learner's receptive understanding
Teaching expressive language with a keyboard
For the purposes of the system and method of the disclosed invention, utilizing mands with a keyboard
Choosing to begin with highly reinforcing needs or wants
Some embodiments may initially employ a mand, with for example any educational curriculum and/or any language program, with a keyboard
The rules, procedures, and ordered sequence herein may be incorporated via reinforcement to the first tact with a generalized reinforcement such as puzzles embodied in this method
After initial conformity with the system and method, the established mand may ultimately be taught with, “I want ______, please” by use of the keyboard
According to some embodiments of the disclosed invention there are a few different types of response forms. Vocal, picture and object exchange, sign language, communication boards, as well as alternative and augmentative technology are plausible. Using the keyboard
Some embodiments teaching echoics with a keyboard
Typically teaching tacts with a keyboard
For the purposes of the system and method teaching a learner intraverbals keyboard
Such specifications may also require training stimulus equivalence with a keyboard
For all stimuli (any condition, event, or change in the physical world) in a class possibly exerts control over a learner's behavior, a single common feature of the lesson or skill taught encourages the hemispheres of the brain to connect via associative processes that research has perhaps proven improves working memory. A stimulus class is a group of stimuli with a common effect on a response class in theory. Discriminative stimuli might have one or more common properties when possible incorporated within this system and method. For example, a red apple, a red toy, and a red pen, are all part of a stimulus class that represents red. Control by the commonality, “red,” can possibly be demonstrated when an individual correctly selects the red items from an array of different colored items quickly, when the laminated alphabetic sheet field is provided, moving along quickly with the training stimulus equivalents by matching to various samples with letters matched a keyboard
In some embodiments, to achieve reflexivity with a keyboard
Typically, to mastery symmetry, the learner is taught to select B given A, and to select C given B. For example, given the picture of the cookie, say “cookie,” with a field of various stimuli for options and the learner points to the cookie on the keyboard. Following training, the learner may be able to select A given B, and to select B given C. The learner is possibly taught to select B given A, but as a result of training, can also select A given B with a keyboard and/or gaming prompt.
Among this system and method to achieve transitivity, the learner is taught to select B given A, and to select C given B with whole word matching the learner with a keyboard
This patent application claims the benefits of U.S. Provisional Patent Application Ser. No. 62/564,570, filed, Sep. 28, 2017, titled “An integrated neuroscience and applied behavioral analysis educational method used for treating learner in a product line of games, digital technology, and toys specifically targeting behavior, memory, social, speech and language, and sensory motor in the retail and e-commerce spaced organized specifically by targeted therapy need” the entire contents of which is hereby expressly incorporated by reference.
| Number | Date | Country | |
|---|---|---|---|
| 62564570 | Sep 2017 | US |
