Browsing by Author "Modyanova, Nadya"

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Enhancing Language Comprehension in Neurodivergent Children of Rural Communities: A Multimodal Approach
(Undergraduate Scholars Program, 2024-04) Hughes, Mackenzie; Modyanova, Nadya; Pliska, Kate; Wave, Kiaya; Storruster, Carter; McCrory, Bernadette
This research investigates the efficacy of incorporating gestures in enhancing language comprehension, particularly of determiners (e.g., “the”), in neurodivergent children from rural communities. Utilizing Electroencephalograms (EEGs) alongside eye-tracking technology, the study aims to provide deeper insights into the cognitive processes involved in language comprehension among children with Autism Spectrum Disorder (ASD) and Developmental Language Disorder (DLD). Existing studies highlight EEG abnormalities in neurodivergent children, underscoring the necessity of tailored interventions. However, past research often overlooks non-verbal and partially verbal individuals, particularly in rural areas, exacerbating accessibility barriers. Addressing this gap, our study employs an inclusive approach, involving non-verbal rural participants, to offer a more comprehensive understanding of language comprehension in neurodivergent children. Through the integration of gestures and determiners, the study hypothesizes improved comprehension, especially among children with ASD and younger typically developing (TD) children. Eye tracking complements EEG data, enabling the observation of gaze patterns and correlations with cognitive and language skills. Notably, EEG data analysis aims to identify semantic processing differences and abnormal brain wave patterns, potentially serving as biomarkers for ASD and DLD. This research builds upon previous findings, emphasizing the positive impact of multimodal interventions on language comprehension. Collaborative efforts with experienced researchers and utilization of innovative technologies enhance the study's robustness and potential for real-world application. Ultimately, this study aims to inform the development of effective interventions tailored to the unique needs of neurodivergent children in rural communities, thereby improving their quality of life and fostering inclusive practices in language development research and intervention. Data collection and analysis is ongoing, and future results will be reviewed.