Children language behavior rehabilitation teaching system and computer equipment

Abstract

The embodiment of the invention provides a children language behavior rehabilitation teaching system and computer equipment. The system is characterized in that a teacher end determines teaching courses in multiple fields according to a screening result to form an initial personalized rehabilitation teaching plan; the supervision terminal performs auditing and adjustment to form a final personalized rehabilitation teaching plan; the educational administration terminal forms course arrangement according to the final personalized rehabilitation teaching plan and the teaching resource condition; the teacher end allows the teacher to teach after determining that the teacher has prepared the teaching course; in the teaching process, the teaching content is displayed to the target child, and the teaching operation guidance content is displayed to any teacher; in the teaching process, the teacher end receives rehabilitation training process data in each teaching course, teaching summary reports of different time periods are formed, family generalization teaching content suitable for target children is determined, and the teaching summary reports and the family generalization teaching content are sent to the parent end; and the supervision end feeds back teaching suggestions to the teacher end in real time.

Description

Technical Field

[0001] The present invention relates to the field of intelligent medical technology, and in particular to a children's language behavior rehabilitation teaching system and computer equipment. Background Art

[0002] Autism is a congenital brain neurodevelopmental disorder characterized by cognitive, emotional, social disorders and stereotyped behaviors, and is associated with a variety of diseases and disorders, with personalized characteristics. Currently, there is no effective medication for its core symptoms, and it is mainly improved through artificial intervention and rehabilitation therapy. Before the age of 6 is the golden time for early intervention.

[0003] Currently, the autism industry faces an extremely scarce number of professional doctors for diagnosis. There are less than 500 child psychiatrists in China, and they are highly concentrated in first-tier cities. Rehabilitation institutions are short of teachers, with the ratio of rehabilitation teachers to children as high as 1:130. There is a lack of a sound training mechanism, and the overall quality of rehabilitation teachers and their ability to comprehensively use intervention means, techniques, and methods are insufficient to ensure the quality of rehabilitation training, resulting in a huge gap between the rehabilitation effect and parents' expectations. In home-school communication, teachers mainly express the children's situation verbally, which leads to parents' inability to grasp the children's progress in real time, and there is a serious disconnect in family-connected education. Summary of the invention

[0004] In view of this, the embodiment of the present invention provides a children's language behavior rehabilitation teaching system to solve the technical problems of poor teaching effect and untimely communication between home and school in the prior art of rehabilitation teaching. The system includes:

[0005] The teacher end is used to conduct multi-field screening related to language and behavior disorders for the target children, obtain the screening results of the multi-fields, determine the teaching courses of the multi-fields according to the screening results to form an initial personalized rehabilitation teaching plan, and send the initial personalized rehabilitation teaching plan to the supervisor end;

[0006] The supervisor terminal is used to review and adjust the received initial personalized rehabilitation teaching plan, form a final personalized rehabilitation teaching plan and send it to the teaching management terminal, wherein the final personalized rehabilitation teaching plan includes teaching courses in different fields corresponding to the stage classification of the target children, and the teaching courses in each field are divided according to different stage classifications;

[0007] The teaching management end is used to form a course schedule according to the final personalized rehabilitation teaching plan and teaching resources of different target children and send it to the teacher end;

[0008] The teacher end is further used to dynamically display each teaching course in the current period based on the received course schedule, and after determining that the teacher of each teaching course has prepared the teaching course, allow the teacher to start teaching the teaching course through the teacher end; during the teaching process, display the teaching content to the target child through the teacher end, and display the teaching operation guidance content to the teacher to guide the target child to perform rehabilitation training; during the teaching process, receive the rehabilitation training process data of each target child in each teaching course through the teacher end, form a teaching summary report of different time periods according to the rehabilitation training process data, determine the family generalized teaching content suitable for the target child according to the rehabilitation training process data analysis, send the rehabilitation training process data to the supervisor end, and send the teaching summary report and the family generalized teaching content to the parent end through the teaching management end;

[0009] The supervisor end is also used to provide teaching suggestions to the teacher end in real time based on the rehabilitation training process data, so as to guide the teacher in teaching.

[0010] The embodiment of the present invention also provides a computer device, any of the above-mentioned children's language behavior rehabilitation teaching systems, to solve the technical problems of poor teaching effect and untimely communication between home and school in the prior art of rehabilitation teaching.

[0011] Compared with the prior art, the beneficial effects that can be achieved by at least one of the above-mentioned technical solutions adopted in the embodiments of this specification include at least the following: the above-mentioned children's language behavior rehabilitation teaching system proposes to conduct multi-field screening related to language behavior disorders of target children through the teacher end, obtain multi-field screening results, and determine the teaching courses in multiple fields according to the screening results to form an initial personalized rehabilitation teaching plan, thereby realizing automated multi-field screening and evaluation of target children, and formulating personalized rehabilitation teaching plans, so as to avoid the influence of manual formulation of teaching plans and personal experience and personal differences. While ensuring the personalization and rigor of the rehabilitation teaching plan, it realizes the intelligent, scientific and prescription-based formulation of the rehabilitation teaching plan, which is conducive to improving the rationality and scientificity of the personalized rehabilitation teaching plan; at the same time, it is also proposed to facilitate the supervisory end to review and adjust the personalized rehabilitation teaching plan (such as personalizing and improving, supplementing the details of the plan, adjusting the teaching list and the teaching sequence according to the specific characteristics and behavioral preferences of the children), further improving The personalized rehabilitation teaching plan is personalized, reasonable and effective. In addition, only after it is confirmed that the teacher has prepared the teaching course before teaching, the teacher will be allowed to start teaching the teaching course through the teacher end. Preparation is a key link in teaching management, which ensures the control of teaching quality and the smooth start of teaching activities. During the teaching process, the supervisor end provides real-time feedback on teaching suggestions to the teacher based on the rehabilitation training process data in the classroom to guide the teacher to teach. By preparing lessons and providing real-time feedback on teaching suggestions, the teaching quality can be guaranteed and controlled in a timely and effective manner, which is conducive to improving the rehabilitation teaching effect. The teaching summary report and the family generalization teaching content are sent to the parent end through the academic affairs management end, so that parents can understand the child's ability progress in real time. At the same time, the family education guidance and learning resources provided can help parents improve their teaching ability, realize the closed loop of home-school co-education, seamlessly connect the generalization ability of children in extracurricular scenes, ensure the continuity of children's learning ability consolidation and generalization, and supplement the construction of real scene ability outside the rehabilitation institution environment. BRIEF DESCRIPTION OF THE DRAWINGS

[0012] In order to more clearly illustrate the technical solutions of the embodiments of the present application, the drawings required for use in the embodiments will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present application. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying creative work.

[0013] Figure 1 It is a structural block diagram of a children's language behavior rehabilitation teaching system provided by an embodiment of the present invention. DETAILED DESCRIPTION

[0014] The embodiments of the present application are described in detail below with reference to the accompanying drawings.

[0015] The following describes the implementation methods of the present application through specific examples, and those skilled in the art can easily understand other advantages and effects of the present application from the contents disclosed in this specification. Obviously, the described embodiments are only a part of the embodiments of the present application, rather than all the embodiments. The present application can also be implemented or applied through other different specific implementation methods, and the details in this specification can also be modified or changed in various ways based on different viewpoints and applications without departing from the spirit of the present application. It should be noted that, in the absence of conflict, the following embodiments and the features in the embodiments can be combined with each other. Based on the embodiments in the present application, all other embodiments obtained by ordinary technicians in the field without making creative work belong to the scope of protection of the present application.

[0016] In an embodiment of the present invention, a children's language behavior rehabilitation teaching system is provided. Figure 1 As shown, the method includes:

[0017] The teacher terminal 101 is used to perform multi-field screening related to language and behavior disorders on the target child, obtain the screening results of the multi-fields, determine the teaching courses of the multi-fields according to the screening results to form an initial personalized rehabilitation teaching plan, and send the initial personalized rehabilitation teaching plan to the supervisor terminal;

[0018] The supervisor terminal 102 is used to review and adjust the received initial personalized rehabilitation teaching plan, form a final personalized rehabilitation teaching plan and send it to the teaching management terminal, wherein the final personalized rehabilitation teaching plan includes teaching courses in different fields corresponding to the stage classification of the target children, and the teaching courses in each field are divided according to different stage classifications;

[0019] The teaching management terminal 103 is used to form a course schedule according to the final personalized rehabilitation teaching plan and teaching resources of different target children and send it to the teacher terminal;

[0020] The teacher end is further used to dynamically display each teaching course in the current period based on the received course schedule, and after determining that the teacher of each teaching course has prepared the teaching course, allow the teacher to start teaching the teaching course through the teacher end; during the teaching process, display the teaching content to the target child through the teacher end, and display the teaching operation guidance content to the teacher to guide the target child to perform rehabilitation training; during the teaching process, receive the rehabilitation training process data of each target child in each teaching course through the teacher end, form a teaching summary report of different time periods according to the rehabilitation training process data, determine the family generalized teaching content suitable for the target child according to the rehabilitation training process data analysis, send the rehabilitation training process data to the supervisor end, and send the teaching summary report and the family generalized teaching content to the parent end 104 through the teaching management end;

[0021] The supervisor end is also used to provide teaching suggestions to the teacher end in real time based on the rehabilitation training process data, so as to guide the teacher in teaching.

[0022] Depend on Figure 1As shown, in the embodiment of the present invention, it is proposed to conduct multi-field screening related to language and behavior disorders of target children through the teacher end, obtain the screening results of multiple fields, and determine the teaching courses of multiple fields according to the screening results to form an initial personalized rehabilitation teaching plan, so as to realize the automated multi-field screening and evaluation of target children, and formulate personalized rehabilitation teaching plans, so as to avoid the influence of manual formulation of teaching plans and personal experience and personal differences. While ensuring the personalization and rigor of the rehabilitation teaching plan, it realizes the intelligent, scientific and prescription-based formulation of the rehabilitation teaching plan, which is conducive to improving the rationality and scientificity of the personalized rehabilitation teaching plan; at the same time, it is also proposed to facilitate the supervisor teacher, the superior supervisor teacher, etc. to review and adjust the personalized rehabilitation teaching plan through the supervisor end (such as personalizing and improving, supplementing the details of the plan, adjusting the teaching list and the teaching sequence according to the specific characteristics and behavioral preferences of the children), which further improves the personalization, rationality and effectiveness of the personalized rehabilitation teaching plan. In addition, only after it is confirmed that the teacher has prepared the course before teaching, the teacher will be allowed to start teaching the course through the teacher end. Preparation is a key link in teaching management, which ensures the control of teaching quality and the smooth start of teaching activities. During the teaching process, the supervisor end provides real-time feedback of teaching suggestions to the teacher based on the rehabilitation training process data in the classroom to guide the teacher in teaching. By preparing lessons and providing real-time feedback of teaching suggestions, the teaching quality can be guaranteed and controlled in a timely and effective manner, which is conducive to improving the rehabilitation teaching effect. The teaching summary report and the family generalization teaching content are sent to the parent end through the teaching management end, so that parents can understand the child's ability progress in real time. At the same time, the family education guidance and learning resources provided can help parents improve their teaching ability, realize the closed loop of home-school co-education, seamlessly connect the generalization ability of children in extracurricular scenes, ensure the continuity of children's learning ability consolidation and generalization, and supplement the construction of real scene ability outside the rehabilitation institution environment.

[0023] In a specific implementation, the teacher terminal may be a mobile terminal with audio and video playback, display, and computing functions, for example, a PAD terminal, a portable computer, and the like.

[0024] In the specific implementation, in order to customize a personalized, scientific, reasonable and accurate individualized rehabilitation teaching plan, it is proposed to conduct multi-field screening related to language and behavior disorders of target children based on the teacher side. For example, multi-field screening can include "language function screening", "hyperactivity screening", Carolina, GESELL, Child Heart Scale, CARS2, etc.

[0025] Specifically, traditional paper assessment scales are digitized through computers and AI technology, so that advanced AI assessment tools, loneliness screening scales, etc. can be integrated on the teacher side to achieve AI-assisted seamless screening and scale assessment. Due to the uniqueness of autistic children, the rehabilitation program has personalized characteristics. Through multi-field and multi-dimensional screening and assessment of children, including but not limited to growth and development, social interaction, communication skills, cognitive functions and adaptive behaviors, screening results in multiple fields can be obtained. For example, the screening results in each field can be presented in the form of an ability baseline, which can accurately identify the language barriers and developmental needs of special children (target children), provide a scientific basis for the formulation of personalized teaching plans, improve the efficiency and accuracy of assessment, establish children's personalized comprehensive ability charts, intuitively show the children's backward abilities and levels, and provide detailed guidance for subsequent assessment and teaching.

[0026] In specific implementation, during the multi-field screening of target children, in addition to using relevant scales for screening, detailed information about the child (such as basic family information, mother's pregnancy and child's birth, family medical history, high-risk factors for intellectual disability / developmental delay in children, growth and development history, general physical examination abnormalities, neurological examination, Gese11 developmental diagnosis results, autism re-screening results, etc.) and diagnosis-related auxiliary examination information (the diagnosis process of children with autism requires differentiation from nervous system and other disorders, screening of related pathogenic factors and diagnosis of comorbidities, which requires auxiliary examinations such as: neurological examination, genetic evaluation, imaging examination, hearing, vision examination, metabolic and biochemical examination, etc.) to conduct integrated screening and evaluate the ability in various fields.

[0027] In specific implementation, after obtaining the screening results in multiple fields, the AI ​​system can be used to analyze the screening results on the teacher side, and a comprehensive judgment of stage classification can be made to intelligently match the IEP plan (individualized rehabilitation teaching plan), which greatly reduces the time for teachers to prepare plans and avoids the influence of different teachers' teaching experience and other factors, ensuring the accuracy and rationality of the IEP plan; it realizes the closed loop of the entire process of screening, evaluation and formulation of IEP plans for autistic children, and continuously promotes the digital transformation of the rehabilitation industry to improve the quality and standardization of rehabilitation services. The application of these technologies not only improves the rehabilitation experience of autistic children, but also provides professionals with more powerful tools and methods to assist primary doctors in better judging and responding to the complexity and individuality of autism, opening up a new path for more personalized, efficient and humane rehabilitation treatment.

[0028] In the specific implementation, in the process of intelligently matching the IEP plan, the teacher side can integrate the existing personalized rehabilitation stage teaching curriculum system, such as VB-MAPP, etc., and then match the screening results with the personalized rehabilitation stage teaching curriculum system through the AI ​​system, determine the teaching courses corresponding to the stage classification of the target children in each field, and generate the IEP plan for the target children after sorting the teaching courses in each field, so as to realize intelligent matching of the IEP plan. Specifically, the IEP plan can include teaching objectives, teaching activities (teaching content), project lists, and judgment criteria for achieving the goals, etc., to ensure the rationality and scientificity of the plan.

[0029] Specifically, in order to meet the learning needs of special children with different ability levels and ability deficiencies in different directions, this system combines evidence-based medical rehabilitation courses in the international and domestic industries, and adopts a modular and progressive curriculum setting for key areas such as language behavior, cognitive ability, social communication, etc., to ensure the professionalism and systematicness of the teaching content.

[0030] The curriculum design focuses on standardization. Each module (i.e., field) has clear teaching objectives, teaching content, and teaching operation guidance to ensure that the objectives of teaching activities are clear and the teaching quality is measurable. Through the progressive (i.e., stage-by-stage) design and dynamic adjustment of the curriculum, children at different ability stages can obtain a coherent learning experience. The stage-by-stage classification covers multiple age stages, including but not limited to early intervention for children aged 0-6, transition education, and special education for older children. At the same time, the system provides teachers with a wealth of teaching resources and guidance, including teaching strategies, methods, and techniques, to support teachers to flexibly adjust teaching plans based on children's real-time feedback and learning data to achieve precise teaching. Autism, as a syndrome, determines the necessity of comprehensive intervention. Diversified basic teaching demonstrations, not limited to operation video explanations, the use of diversified teaching materials, and the interweaving of multiple disciplines, provide special teachers with necessary teaching guidance, improve teaching capabilities, and achieve comprehensive intervention effects.

[0031] In the specific implementation, in order to further improve the rationality, scientificity and effectiveness of the personalized rehabilitation teaching plan, it is proposed to send the initial personalized rehabilitation teaching plan customized by the teacher side to the supervisor side for review and adjustment. For example, after the supervisor teacher and the superior supervisor teacher review at the supervisor side, the final IEP plan of the target child is formed to ensure the personalization and rigor of the child's teaching plan. For example, in the process of reviewing and adjusting the initial personalized rehabilitation teaching plan, the supervisor teacher and the superior supervisor teacher can personalize and improve, supplement the details of the plan, adjust the teaching list and teaching sequence according to the specific characteristics and behavioral preferences of the child, and generate the final personalized rehabilitation teaching plan to ensure the personalization of the plan.

[0032] In specific implementation, the supervisor generates the final personalized rehabilitation teaching plan for the target child and sends it to the teaching management end. The teaching management end forms a course schedule based on the final personalized rehabilitation teaching plan and teaching resources of the target child and sends it to the teacher end to achieve reasonable resource scheduling and optimization and improve overall teaching efficiency. The use of course schedules can also facilitate teachers to master course plans and content in advance, prepare lessons, and ensure teaching quality.

[0033] During specific implementation, the teacher's end dynamically displays each teaching course in the current time period (for example, the current day, the current week, etc.) based on the received course schedule. For example, the teacher's end intuitively displays each teaching task (i.e., teaching course) of the day. Each teaching course can contain detailed course information, such as course type, classroom arrangement, and lesson preparation, etc. It can also display special matters information and teaching progress of children in each teaching course, so as to facilitate a quick understanding of the teaching objects before class and start teaching. In case of a temporary change in the teaching schedule for a child, the course status can be adjusted immediately and synchronized with the academic affairs management end, so that the academic affairs teacher can adjust the teaching schedule and optimize teaching resources as soon as possible.

[0034] In order to further improve the teaching quality during the specific implementation, a lesson preparation mechanism is proposed. For example, the teacher side includes: a lesson preparation confirmation module, which is used to split the teaching content of each teaching course into different teaching projects and corresponding teaching materials, and after confirming that the teacher has prepared the teaching materials of each teaching project through the database through digital lesson preparation, it is confirmed that the teacher has prepared the teaching course.

[0035] Specifically, lesson preparation is a key link in teaching management, ensuring the quality control of teaching and the smooth start of teaching activities. Teachers can improve teaching efficiency, quality and standardization by teaching according to the lesson preparation content. For example, the teacher prepares lessons through innovative digital lesson preparation methods, carefully splits and prepares the teaching content according to the child's IEP plan, and quickly forms the teaching project of the day (the above-mentioned teacher terminal can support the direct import of teaching projects from the IEP plan, clearly displaying the field, stage classification, specific content, and required teaching materials of each task). It can be determined whether the teacher has clicked, checked, and passed the assessment of the teaching materials of each teaching project through the database to determine whether the lesson preparation has been completed. If the lesson preparation is not completed, the teacher is not allowed to teach. After confirming that the teacher of each teaching course has prepared the teaching course, the teacher is allowed to start teaching the teaching course through the teacher terminal. For example, the teacher uses the portability and intuitiveness of the PAD terminal to teach children with personalized rehabilitation intervention.

[0036] For example, the database integrates rich educational resources to support teachers in developing and optimizing teaching plans. The resources provided include video, audio, image and text materials, which are adapted to different learning styles and needs, ensuring the richness of teaching content and the diversity of teaching methods.

[0037] ① Project library: designed according to the various fields and stages of the teaching curriculum, it provides one-to-one matching teaching resources for each teaching objective, enabling teachers to quickly establish and improve course objectives, complete lesson preparation, and provide a variety of materials for teachers to choose and match to meet the learning needs of different children.

[0038] ② General library: The system has a built-in resource library designed for the abilities of children with autism, covering multiple areas and development stages such as children's life learning, cognitive improvement, and vocal ability. After careful classification, it ensures that it matches the ability level of children and the generalization needs of learning, and provides corresponding advanced materials as children's abilities improve.

[0039] ③ Self-selected library: Teachers prepare customized course materials based on children’s characteristics and needs, providing greater flexibility and personalized teaching. They can also customize materials based on the characteristics of children’s reinforcers to guide children’s concentration and enhance learning outcomes.

[0040] ④Teaching Demonstration Library: Provides teaching demonstration videos with specific teaching objectives and basic teaching operations to support teachers’ daily learning and improvement of teaching methods.

[0041] ⑤ AI Gallery: AI technology is used to generate material materials during the course preparation stage or teaching process. Teachers can select high-quality materials and share them in the gallery for other teachers to use in teaching. Supervisors are responsible for maintaining the AI ​​gallery to ensure the quality and diversity of resources, while promoting innovation in teaching plans and methods.

[0042] The database not only provides a powerful resource support platform for teachers, but also provides more accurate and personalized solutions for the teaching of special children, promoting the improvement of teaching quality and accelerating the rehabilitation process of children.

[0043] In specific implementation, in order to enhance the learning motivation and participation of the target children and improve the quality and effect of rehabilitation teaching during the teaching process, the teacher side is proposed, which also includes: a teaching module, which is used to present teaching content to the target children in the form of audio materials, video materials, image materials, text materials and AI teachers during the teaching process, wherein the AI ​​teacher is a virtual teacher role model, and the AI ​​teacher has a voice and / or virtual image that is consistent with the reinforcers preferred by the target children, and the AI ​​teacher can communicate with the target children with different language characteristics.

[0044] Specifically, as a new form of teaching, AI teachers have injected more teaching methods into the special education industry. Through AI language training and AI raw image modules, through the application of AIGC technology and deep learning models, an innovative visual learning tool is provided for children with autism. As a major feature of the system, AI teachers introduce innovative teaching methods. Combining AIGC technology and deep learning models, AI teachers provide personalized language training and vivid AI raw image modules, creating an innovative language and visual learning tool for children with autism, enhancing the interactivity and fun of teaching, guiding children's initiative to enhance learning motivation, and bringing revolutionary teaching methods to the special education industry.

[0045] Language training module: Integrating advanced technologies such as natural language processing (NLP), machine learning algorithms, language behavior analysis, social skills simulation, and adaptive learning, the AI ​​teacher role can have natural and fluent conversations with autistic children, providing personalized language training scenario models. The AI ​​teacher can enhance children's communication experience while helping them learn more appropriate expressions through language behavior correction. The module can also simulate different social scenarios to improve children's social communication skills. The AI ​​teacher can also dynamically adjust the content of the conversation based on the child's emotions and reactions to ensure the consistency and effectiveness of teaching.

[0046] The AI ​​image module provides an innovative visual learning tool for children with autism by applying AIGC technology and deep learning models. The module can generate high-quality images based on text or voice prompts, which greatly mobilizes children's motivation to learn and explore, and quickly enables children to enter the learning situation and deepen the impression through the connection with reinforcers. It not only supports teachers to create dynamic teaching scenes, but also adaptively updates the image library to match children's learning progress and interests, thereby ensuring the timeliness and relevance of teaching materials, expanding the overall materials of the teacher team, and helping to develop new teaching strategies, such as storytelling and role-playing, to further stimulate children's imagination and creativity. The flexibility and interactivity of this module not only enhances the teaching effect, but also enables children with autism to master knowledge and skills more effectively through visual learning.

[0047] In the specific implementation, in order to better summarize the teaching situation and adjust the teaching plan, it is proposed to record the teaching class in real time, and show the subtle changes of children's abilities in real time with the smallest granularity, so as to dynamically adjust the teaching plan according to the children's learning ability, improve the teacher's work efficiency and teaching effectiveness. After class, the teacher completes the classroom record and sends it to the teaching affairs end, which is synchronized to the parent end after review. For example, the teacher end also includes:

[0048] The course recording module is used to receive, during the teaching process, the completion status of each teaching item in the teaching content by each target child, the autonomous pronunciation behavior, problem behavior, frequency of occurrence of behavior of each target child in the classroom, changes in the target child's preference for reinforcers, and the use of reinforcers to form the rehabilitation training process data.

[0049] Specifically, the classroom recording module uses AI technology to realize digital management and quality monitoring of teaching activities, becoming a key step in improving teaching quality and standardization.

[0050] After completing the lesson preparation, the teacher conducts classroom teaching according to the lesson preparation content. The teaching page supports real-time recording of children's specific performance in each round. During classroom teaching, the teacher records the feedback of children in each teaching task in real time through the course record module. Through different states such as "independent completion", "semi-assisted completion", "fully assisted completion", and "not mastered", the data objectively reflects the completion and mastery of the learning content by children from a data perspective. In addition, the teacher records the key information such as children's autonomous pronunciation behavior, problem behavior and frequency of occurrence in the classroom through the course record module at any time to provide data support for subsequent behavior analysis and teaching adjustments. The reinforcer classification record is also carried out, which helps to formulate a personalized rehabilitation plan, enhance children's learning motivation by identifying their reinforcer preferences, and effectively shape positive behaviors and learn new skills as positive reinforcement. In addition, the change of children's preference for reinforcers helps to timely adjust the intervention strategy (teaching plan) and avoid excessive dependence on certain reinforcers. Recording the change of reinforcer preference can reflect the progress of children's behavior and help teachers identify the improvement of children's cognitive ability. The graded record of reinforcers is a key component to improve the pertinence and effectiveness of rehabilitation intervention. The use of reinforcers can increase children's motivation and participation in training. Detailed records of the use of reinforcers can help professionals analyze the effectiveness of intervention strategies and make adjustments as needed to promote self-management and cultivate self-control and self-motivation abilities.

[0051] Specifically, after the class is over, the AI ​​system can conduct an in-depth analysis of the recorded data, capture the subtle changes in children's behavior and learning data during the practice, and form a data presentation of quantifiable indicators such as the total number of rounds and completion rate; the system summarizes the teaching goals that have been achieved to form "achievements in this section" to show the goals that children have learned in class. The AI ​​system automatically collects this data, forms a detailed classroom record, and provides a query function, which is convenient for supervisors and supervising teachers to view and supervise at any time, realizing standardized teaching quality control. It helps teachers to more intuitively grasp children's learning progress and teaching needs, and provides a scientific basis for adjusting teaching strategies and optimizing teaching methods.

[0052] The application of AI technology not only improves the efficiency and accuracy of teaching records, provides data support for the continuous improvement of teaching, and helps teachers optimize teaching strategies, but the data presentation of classroom records is also an important tool for achieving teaching transparency and home-school communication, providing parents with a window to understand their children’s learning situation in school and promoting the implementation of home-school co-education.

[0053] In the specific implementation, in order to adjust the teaching plan and close the loop of home-school co-education, it is proposed to summarize the teaching in different time periods to determine the stage effectiveness and progress of teaching. For example, the teacher side also includes:

[0054] The summary module is used to determine the teaching items that each target child has learned based on the completion status of each teaching item in the rehabilitation training process data, form the achievements of this section based on the learned teaching items, and summarize and generate the child's ability improvement curve based on the achievements of this section of the teaching course in different time periods, the changes in reinforcer preferences and the use of reinforcers, and form the child's ability improvement curve and the teaching progress of the final personalized rehabilitation teaching plan into a teaching summary report of different time periods.

[0055] For example, based on the classroom records of each class (i.e., rehabilitation training process data), the children's ability improvement curves of each cycle dimension (such as lesson summary, weekly summary, monthly summary, etc.) are summarized (the ability improvement curve can be a graphical form of learned items and undetailed items). This can intuitively display the knowledge and skills that children have acquired in various fields, and show the growth trend of ability improvement, helping teachers and parents to judge the children's learning ability at this stage. If the ability improvement curve is in line with the IEP plan, it can be proved that the IEP plan matches the children's abilities, and the teacher's teaching level meets the children's learning needs, and enter the next stage of teaching; if the ability improvement curve lags behind, the lagging teaching goals will be prompted, and the supervisor teacher will be informed of the abnormality at the same time, prompting the supervisor teacher to inspect the teaching progress and adjust the teaching plan in time. AI prompts that the plan is inconsistent with the children's abilities or the teacher's teaching methods are not in line, and AI prompts the supervisor teacher to re-evaluate the teaching.

[0056] Because autistic children have special behaviors in social interaction, language exchange, and communication, it is difficult for them to participate in society in a normal way. Family members are the main objects of children's daily interaction and interactions, and the family environment is the core part of children's rehabilitation support. Weekly and monthly learning summaries are sent to parents simultaneously, which is convenient for parents to fully grasp the children's current learning progress and ability improvement progress, analyze their backward and advantageous abilities from a data perspective, and propose common solutions in a targeted manner. Together, we can find solutions to problems in the family environment, forming a children's autism rehabilitation system with family as the core and home and school as the co-education. This is of long-term significance for autistic children to obtain stable and continuous rehabilitation treatment.

[0057] In the rehabilitation intervention of autistic children, by summarizing the learned teaching objectives to form a teaching schedule, the completion of children's learning objectives in various fields can be intuitively displayed, and the advantages and disadvantages of children in various fields can be intuitively displayed. By analyzing the deviation indicators, the rationality of the teaching plan, whether there are unidentified causes, and the teaching quality of the teachers can be supervised, and corresponding adjustments can be made in time through evaluation. In addition, the teaching schedule can also reveal the potential advantages of children, so that teachers and parents can discover and cultivate their strengths and specialties, and achieve the educational goals of strengthening strengths and overcoming weaknesses, and improving the good and correcting the lost. It not only focuses on the immediate improvement of children's abilities, but also focuses on the long-term potential exploration and social ability integration of children, connecting the social ability integration education of older children, and further exploring social abilities. The supervisor can also summarize the teaching progress according to the rehabilitation training process data, and then provide real-time feedback to the teacher end on teaching suggestions, optimize teaching strategies, introduce new teaching resources or adjust the course structure to guide the teaching teachers to teach.

[0058] The teaching management end serves as a communication bridge between teachers, parents and administrators, coordinating the needs and feedback of all parties to ensure transparent and timely communication of information. It reviews the teaching report (i.e. teaching summary report) on the teacher side, synchronizes the teaching progress of the children on the parent side, and pushes the generalized teaching focus to the family. Through close cooperation between home and school, it promotes the social and diverse skills of children and jointly promotes the progress of autism rehabilitation education for children.

[0059] In specific implementation, in order to adjust the teaching quality and effect, it is proposed to adjust the teaching based on the children's ability improvement curve. For example, the teacher side also includes: an evaluation module, which is used to compare the children's ability improvement curve with the target children's own ability trend, and compare the children's ability improvement curve with the ability trend of children of the same age, to verify the effectiveness of the phased rehabilitation training, and adjust the personalized rehabilitation teaching plan, replace the teaching teacher or adjust the teaching method according to the evaluation results.

[0060] Specifically, autism rehabilitation is a long-term and ongoing process, which requires regular reassessment of the child's development level and estimation of the assessment results at different stages. AI intelligent analysis can be used to form a child's ability improvement curve and provide trend comparisons with different reference standards. For example, by comparing the child's own ability trend with the ability trend of children of the same age, the effectiveness of the phased rehabilitation intervention can be verified, which facilitates an objective evaluation of the ineffectiveness, effectiveness, and significant effectiveness of the rehabilitation intervention results, and the rehabilitation plan can be adjusted, the teaching teacher can be replaced, or the teaching method can be adjusted based on the evaluation results.

[0061] In specific implementation, the teacher can also record the goals that children have learned in a timely manner according to the completion of each teaching activity, and intelligently push new teaching projects to improve teaching efficiency and standardization. For the stuck points in children's learning, identify and synchronize abnormal information to the head teacher and supervisor in a timely manner, conduct cause analysis and necessary adjustments to teaching goals, deeply analyze children's abilities, comorbidities, other potential factors and family factors, and evaluate teachers' teaching skills to ensure the standardization of teaching, providing important reference for children's learning progress and teachers' training and promotion.

[0062] In the specific implementation, in order to further control the teaching quality, it is also proposed to evaluate the teaching quality of the teachers. For example, the academic management end is also used to comprehensively evaluate the teaching quality of the teachers based on the teachers' course schedules, teaching records, and the execution progress of the final personalized rehabilitation teaching plan of the target children.

[0063] Specifically, the academic affairs management end records the teacher's course schedule (the number of courses scheduled) and teaching records (the teaching effectiveness, completion rate, etc. presented by the teaching achievement data in the teaching records), and combines the implementation progress of the child's IEP plan to comprehensively evaluate the teacher's teaching level and quality (specifically, this can be evaluated through network models, etc.), providing data support for teachers' performance evaluation and professional development, and ensuring the implementation of the teaching plan.

[0064] In specific implementation, in order to improve the universality and promotion of the above-mentioned children's language behavior rehabilitation teaching system, the above-mentioned children's language behavior rehabilitation teaching system also includes:

[0065] The medical terminal 105 is used to collect screening tools required for multi-field screening (such as screening methods and scales used by medical institutions and experts), and transmit the screening tools to the teacher terminal.

[0066] The above-mentioned children's language behavior rehabilitation teaching system also includes:

[0067] The supervision terminal 106 is used to transmit the rehabilitation training related data generated by the rehabilitation teaching to the medical supervision agency.

[0068] For example, the regulatory side can transmit data with medical regulatory departments such as the Disabled Persons' Federation and the Medical Association to synchronize the relevant data generated by rehabilitation learning to the medical regulatory departments in real time, providing data basis for the subsequent application for subsidies and other related needs.

[0069] In specific implementation, the above-mentioned teaching management terminal, supervision terminal, medical terminal, and regulatory terminal can be any terminal that can realize functions such as data transmission and data query, such as a computer.

[0070] In specific implementation, the above-mentioned parent end can be realized through mobile devices such as smart phones, receiving the round records of children's teaching goals, classroom performance and learning summaries within the cycle sent by the teaching management end. Through information sharing and interaction with the teachers, parents can understand the progress of their children's abilities in real time, seamlessly connect the generalization ability of children in off-campus scenes, ensure the continuity of children's learning ability consolidation and generalization, supplement the construction of real scene abilities outside the rehabilitation institution environment, promote the improvement of children's social and integration abilities, form a unified education front, and promote the improvement of ability ladders in multiple dimensions. At the same time, the family education guidance and learning resources provided help parents improve their teaching abilities and realize the closed loop of home-school co-education.

[0071] During specific implementation, in the above-mentioned children's language behavior rehabilitation teaching system, the three ports of the teacher side, the academic affairs management side and the parent side demonstrate a high degree of coordination and consistency through real-time sharing and circulation of data. Through the cross-platform integrated system, each role can match the most convenient equipment in the application scenario to maximize functionality. The real-time data collection on the rehabilitation teacher side provides support for the decision-making of the academic affairs management side, and the feedback from the parent side provides a basis for the teaching adjustments on the teacher side. The two-way interaction ensures the continuity and personalization of children's rehabilitation education, jointly provides support for the rehabilitation effects of special children, and rapidly promotes the progress of rehabilitation intervention in all dimensions.

[0072] In specific implementation, the above-mentioned children's language behavior rehabilitation teaching system is not only applicable to the language behavior rehabilitation teaching of children with autism and autism, but also applicable to the language behavior rehabilitation teaching of children with language behavior disorders due to other reasons (such as acquired injuries).

[0073] In this embodiment, a computer device is provided, including any of the above-mentioned children's language behavior rehabilitation teaching systems.

[0074] The embodiments of the present invention achieve the following technical effects: the above-mentioned children's language and behavior rehabilitation teaching system proposes to conduct multi-field screening related to language and behavior disorders of target children through the teacher end, obtain multi-field screening results, and determine the teaching courses in multiple fields according to the screening results to form an initial personalized rehabilitation teaching plan, thereby realizing automated multi-field screening and evaluation of target children, and formulating personalized rehabilitation teaching plans, so as to avoid the influence of manual formulation of teaching plans and personal experience and personal differences. While ensuring the personalization and rigor of the rehabilitation teaching plan, it realizes the intelligent, scientific and prescription-based formulation of the rehabilitation teaching plan, which is conducive to improving the rationality and scientificity of the personalized rehabilitation teaching plan; at the same time, it also proposes to facilitate the supervisor teacher, superior supervisor teacher, etc. to review and adjust the personalized rehabilitation teaching plan through the supervisor end (such as personalizing and improving, supplementing the details of the plan, adjusting the teaching list and the teaching sequence according to the specific characteristics and behavioral preferences of the child), further improving the personalization of the personalized rehabilitation teaching plan. In addition, the teaching end is used to ensure the teaching quality of the teaching course, rationality and effectiveness. In addition, the teaching end is used to ensure that the teaching teacher has prepared the teaching course before the teaching. The preparation for the lesson is a key link in teaching management, which ensures the smooth start of teaching activities and the control of teaching quality. During the teaching process, the supervisor end provides real-time feedback on teaching suggestions to the teaching teacher based on the rehabilitation training process data in the classroom to guide the teaching teacher in teaching. By preparing lessons and providing real-time feedback on teaching suggestions, the teaching quality can be guaranteed and controlled in a timely and effective manner, which is conducive to improving the effect of rehabilitation teaching. The teaching summary report and the family generalization teaching content are sent to the parent end through the teaching affairs management end, so that parents can understand the progress of their children's abilities in real time. At the same time, the family education guidance and learning resources provided can help parents improve their teaching abilities, realize the closed loop of home-school co-education, seamlessly connect the generalization ability of children in extracurricular scenes, ensure the continuity of children's learning ability consolidation and generalization, and supplement the construction of real scene abilities outside the rehabilitation institution environment.

[0075] Obviously, those skilled in the art should understand that the modules or steps of the above-mentioned embodiments of the present invention can be implemented by a general computing device, they can be concentrated on a single computing device, or distributed on a network composed of multiple computing devices, and optionally, they can be implemented by a program code executable by a computing device, so that they can be stored in a storage device and executed by the computing device, and in some cases, the steps shown or described can be executed in a different order from that here, or they can be made into individual integrated circuit modules, or multiple modules or steps therein can be made into a single integrated circuit module for implementation. In this way, the embodiments of the present invention are not limited to any specific combination of hardware and software.

[0076] The above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. For those skilled in the art, the embodiments of the present invention may have various modifications and variations. Any modification, equivalent replacement, improvement, etc. made within the spirit and principle of the present invention shall be included in the protection scope of the present invention.

Claims

1. A children's language behavior rehabilitation teaching system, characterized in that: include: The teacher end is used to conduct multi-field screening related to language and behavior disorders for the target children, obtain the screening results of the multi-fields, determine the teaching courses of the multi-fields according to the screening results to form an initial personalized rehabilitation teaching plan, and send the initial personalized rehabilitation teaching plan to the supervisor end; The supervisor terminal is used to review and adjust the received initial personalized rehabilitation teaching plan, form a final personalized rehabilitation teaching plan and send it to the teaching management terminal, wherein the final personalized rehabilitation teaching plan includes teaching courses in different fields corresponding to the stage classification of the target children, and the teaching courses in each field are divided according to different stage classifications; The teaching management end is used to form a course schedule according to the final personalized rehabilitation teaching plan and teaching resources of different target children and send it to the teacher end; The teacher terminal is further used to dynamically display each teaching course in the current period based on the received course schedule, and after determining that the teacher of each teaching course has prepared the teaching course, allow the teacher to start teaching the teaching course through the teacher terminal; During the teaching process, the teaching content is presented to the target child through the teacher terminal, and the teaching operation guidance content is presented to the teaching teacher to guide the target child to perform rehabilitation training; During the teaching process, the teacher terminal receives the rehabilitation training process data of each target child in each teaching course, forms teaching summary reports of different time periods according to the rehabilitation training process data, determines the family generalized teaching content suitable for the target child according to the rehabilitation training process data analysis, sends the rehabilitation training process data to the supervisor terminal, and sends the teaching summary report and the family generalized teaching content to the parent terminal through the teaching management terminal; The supervisor end is also used to provide teaching suggestions to the teacher end in real time based on the rehabilitation training process data, so as to guide the teacher in teaching.

2. The children's language behavior rehabilitation teaching system according to claim 1, characterized in that: The teacher end includes: The lesson preparation confirmation module is used to split the teaching content of each teaching course into different teaching projects and corresponding teaching materials, and after confirming that the teacher has prepared the teaching materials of each teaching project through the database in a digital way, confirm that the teacher has prepared the teaching course.

3. The children's language behavior rehabilitation teaching system according to claim 1, characterized in that: The teacher end also includes: The teaching module is used to present teaching content to the target child in the form of audio materials, video materials, image materials, text materials and AI teachers during the teaching process, wherein the AI ​​teacher is a virtual teacher role model, the AI ​​teacher has a voice and / or virtual image that is consistent with the reinforcers preferred by the target child, and the AI ​​teacher can communicate with the target child with different language characteristics.

4. The children's language behavior rehabilitation teaching system according to claim 1, characterized in that: The teacher end also includes: The course recording module is used to receive, during the teaching process, the completion status of each teaching item in the teaching content by each target child, the autonomous pronunciation behavior, problem behavior, frequency of occurrence of behavior of each target child in the classroom, changes in the target child's preference for reinforcers, and the use of reinforcers to form the rehabilitation training process data.

5. The children's language behavior rehabilitation teaching system according to claim 1, characterized in that: The teacher end also includes: The summary module is used to determine the teaching items that each target child has learned based on the completion status of each teaching item in the rehabilitation training process data, form the achievements of this section based on the learned teaching items, and summarize and generate the child's ability improvement curve based on the achievements of this section of the teaching course in different time periods, the changes in reinforcer preferences and the use of reinforcers, and form the child's ability improvement curve and the teaching progress of the final personalized rehabilitation teaching plan into a teaching summary report of different time periods.

6. The children's language behavior rehabilitation teaching system according to claim 5, characterized in that: The teacher end also includes: The evaluation module is used to compare the child's ability improvement curve with the target child's own ability trend, and compare the child's ability improvement curve with the ability trend of children of the same age, verify the effectiveness of the staged rehabilitation training, and adjust the personalized rehabilitation teaching plan, replace the teaching teacher or adjust the teaching method according to the evaluation results.

7. The children's language behavior rehabilitation teaching system according to any one of claims 1 to 6, characterized in that: The teaching management end is also used to comprehensively evaluate the teaching quality of the teacher according to the teacher's course schedule, teaching records and the execution progress of the final personalized rehabilitation teaching plan of the target child.

8. The children's language behavior rehabilitation teaching system according to any one of claims 1 to 6, characterized in that: The system further comprises: The medical end is used to collect the screening tools required for multi-field screening and transmit the screening tools to the teacher end.

9. The children's language behavior rehabilitation teaching system according to any one of claims 1 to 6, characterized in that: The system further comprises: The regulatory end is used to transmit rehabilitation training-related data generated by rehabilitation teaching to medical regulatory agencies.

10. A computer device comprising the children's language behavior rehabilitation teaching system according to any one of claims 1 to 9.

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