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Product:
Voice recognition systems may be considered as a
writing aid for students with significant fine motor dysfunction and
degenerative motor loss. It is often not the preferred tool for students
with reading and other learning disabilities. A voice recognition system allows
a student to read text (rather than using a standard keyboard or alternative) into a word
processing document.
Criteria:
Visual Skills-
To be able to interact with a voice
recognition system, the student should be able to detect visual clues so that
they can respond quickly and appropriately. As the visual display is changing
dynamically, students need to attend to the changes and maintain focus.
Cognitive Skills-
Memory is crucial for success. The student must
continually monitor many areas, including the computer's recognition
accuracy, their own writing content, errors and speech, and the position of the
microphone.
Divided attention: Many items are on the screen at one time. The student must be able to filter and prioritize visual cues while continuing to speak clearly and accurately.
Sustained attention: The student must continue with the same train of thought in order to write text and to correct errors.
Speech-Language Skills-
Articulation: Consider
the variety of phonetically distinct utterances that can be produced by the
student. A large variety of consistent and distinct utterances are required. If
limited breath support is a concern, only a discreet speech system should be
considered. Intelligibility can affect recognition, but does not preclude use of
voice input.
Fluency: It may be impossible to train the system to ignore dysfluent speech. Voice intensity must be adequate to be picked up by the microphone. In addition, pitch, vocal quality and fatigue must be considered.
Comprehension: The student must be able to understand how to use the system with an optimum level of independence. For adaptive systems, the student must be able to formulate ideas and spell. These skills are necessary so that the student can eventually use the system independently. Word retrieval skills are also needed because the student must be able to retrieve words quickly in order to use the system efficiently.
Posture-
The user must be in a position that prevents strain that could be
carried through to the neck, back, and upper extremities.
Environment-
A voice recognition system is not useful in a noisy environment.
The system will show an increased rate or error due to interfering noises. It is
not a useful tool in the classroom for testing situations and is less than ideal
for work completion due to the likelihood that speaking aloud disrupts other
learners. A removed, quiet environment is ideal. Options for placement include a
library, an office near the classroom, or a distant corner of the classroom.
Training-
Newer versions of voice recognition software with continuous
speech require training periods of less than 30 minutes to create an initial voice file.
Training text is at the 4th grade reading level. An optimal user is able to work
at a rate of 90% accuracy, or an error rate of 1 word in 10.
Student's Personality-
The personality characteristics of the user should be evaluated.
A good candidate for voice recognition should demonstrate persistence and good
problem solving skills during stressful situations, flexibility, and be self
motivated. It is likely that the voice recognition system will not be used in
all situations. An alternative method will need to be in place that can be
called into use when the student has a cold or sore throat, the voice matures or
alters due to a cold, illness, or fatigue. The voice recognition may also be
limited by the environment (such as during test taking). It is important that
the student value completion of school work to assure good effort in the use of
this tool.