Communication capability assessment and communication strategy generation method and device, and storage medium

Abstract

A communication capability assessment and communication policy generation method, device and storage medium, a computer device displays an input page for inputting an activity and an activity target related to an individual case, and generates and displays a key step assessment table including a plurality of key steps required to achieve the activity target accordingly, the input module is used for inputting communication capability independence degree information corresponding to each key step, generating and displaying a plurality of communication requirements for confirmation according to the information, and displaying a hindering evaluation questionnaire for answering according to the confirmed communication requirements; and generating and displaying at least one communication strategy and a teaching plan corresponding to the at least one communication strategy according to each piece of communication capability independence degree information corresponding to each key step in the key step evaluation table, the confirmed communication demand and the answer result hindering the evaluation questionnaire, and the method is used for assisting the individual case to complete the activity target by applying the communication assistance of the individual case, and solves the problems of lack of auxiliary communication requirements and science popularization consciousness, insufficient existing resource training of professionals and the like.

Description

Technical Field

[0001] This invention relates to a method for assessing communication skills and generating communication strategies, specifically a method for assessing communication problems in individuals and automatically generating corresponding communication strategies and lesson plans. Background Technology

[0002] To assist individuals with communication needs in participating in life and integrating into society, relevant professionals need to assess the individual's communication problems in order to conduct situational teaching. However, assessing communication skills requires a cross-disciplinary team, and the data is complex, relatively difficult to collect, time-consuming, and may not be comprehensive enough for a single-domain assessment, resulting in an incomplete assessment that fails to meet the individual's needs. Furthermore, a lack of awareness of the need for communication support and insufficient training of professionals with existing resources also affect the effectiveness.

[0003] Therefore, if artificial intelligence can be used to assist in assessing communication problems in individuals' participation in social activities and automatically generate corresponding strategies and lesson plans based on the assessment results, it will help solve the above problems. Summary of the Invention

[0004] The purpose of this invention is to provide a method for assessing communication skills and generating communication strategies, an apparatus for implementing the method, and a computer-readable storage medium, which at least solves the problems of the prior art.

[0005] Therefore, the present invention provides a method for assessing communication skills and generating communication strategies, comprising: a computer device displaying an input page for inputting an activity, an activity location, and an activity goal related to a case; the computer device generating and displaying a key step assessment table based on the activity, the activity location, and the activity goal input to the input page, the key step assessment table listing several key steps required to achieve the activity goal and a communication skills independence confirmation field corresponding to each key step, each communication skills independence confirmation field for inputting communication skills independence information related to the case; the computer device generating and displaying several communication needs for confirmation based on the communication skills independence information corresponding to each key step in the key step assessment table; the computer device displaying an obstacle assessment questionnaire for answering based on the confirmed communication needs; and the computer device generating and displaying at least one communication strategy and a lesson plan corresponding to the at least one communication strategy based on the communication skills independence information corresponding to each key step in the key step assessment table, the confirmed communication needs, and an answer result of the obstacle assessment questionnaire.

[0006] In some embodiments of the present invention, before the computer device generates the critical step evaluation table, it first generates and displays several critical steps for confirmation based on the activity, the activity location, and the activity objective entered into the input page, and then generates the critical step evaluation table based on the confirmed critical steps among the critical steps.

[0007] In some embodiments of the present invention, each of the communication ability independence confirmation fields includes a completely independent option, a set assistance option, a verbal prompting option, and a physical assistance option, and one of them can be selected.

[0008] In some embodiments of the present invention, after the communication need is confirmed, the computer device first displays a detailed assessment option and a quick assessment option for selection. When the computer device determines that the detailed assessment option is selected, the computer device causes the obstacle assessment questionnaire to include a needs assessment questionnaire and a detailed assessment questionnaire for answering, and determines the questions in the detailed assessment questionnaire based on the answer to the needs assessment questionnaire. When the computer device determines that the quick assessment option is selected, the computer device causes the obstacle assessment questionnaire to include all the necessary questions for quick assessment and rapid decision-making.

[0009] In some embodiments of the present invention, when the computer device determines that the answer to the question related to opportunity obstacles in the needs assessment questionnaire is affirmative, the computer device causes the detailed assessment questionnaire to also include assessment questions related to opportunity obstacles, and the computer device also generates and displays an opportunity obstacle response strategy based on an answer to an assessment question related to opportunity obstacles included in the detailed assessment questionnaire. The opportunity obstacle response strategy includes the opportunity obstacles currently encountered by the case and the corresponding response strategy.

[0010] In some embodiments of the present invention, the obstacle assessment questionnaire further includes a preference selection aid, and before the computer device generates the at least one communication strategy and the lesson plan, it first generates and displays an assessment summary report based on the response results of the obstacle assessment questionnaire. The assessment summary report includes communication symbols, communication aids and communication techniques applicable to the case.

[0011] In some embodiments of the present invention, the computer device uses a generative artificial intelligence model to generate the key steps based on a first prompt word, the activity, the activity location, and the activity goal. The computer device also uses a generative artificial intelligence model to generate the communication needs based on a second prompt word, the activity, the activity location, the activity goal entered on the input page, and the communication ability independence information corresponding to each key step in the key step evaluation table. Furthermore, the computer device uses a generative artificial intelligence model to generate the at least one communication strategy and the lesson plan based on a third prompt word, the communication ability independence information corresponding to each key step in the key step evaluation table, the confirmed communication needs, and the response results of the obstacle assessment questionnaire. The at least one communication strategy is a language demonstration strategy and a communication layout organization strategy generated based on language demonstration and communication layout organization.

[0012] In some embodiments of the present invention, the computer device uses a generative artificial intelligence model to generate the opportunity obstacle response strategy based on the responses to a fourth cue word and assessment questions related to opportunity obstacles included in the detailed assessment questionnaire.

[0013] Furthermore, the present invention provides a communication ability assessment and communication strategy generation apparatus for implementing the above method, comprising a display unit, an input unit, and a processing unit electrically connected to the display unit and the input unit. The processing unit causes the display unit to display an input page for inputting an activity, an activity location, and an activity objective related to a case. Based on the activity, activity location, and activity objective input into the input page, the processing unit generates a key step assessment table and causes the display unit to display the key step assessment table. The key step assessment table lists several key steps required to achieve the activity objective and a communication ability independence confirmation field corresponding to each key step. The input unit allows users to input information about the degree of independence of communication skills related to the case. The processing unit generates several communication needs based on the degree of independence of communication skills for each key step in the key step assessment table, and displays these communication needs for confirmation via the input unit. The processing unit displays an obstacle assessment questionnaire for users to answer via the input unit. Based on the degree of independence of communication skills for each key step in the key step assessment table, the confirmed communication needs, and the answer to the obstacle assessment questionnaire, the processing unit generates at least one communication strategy and a lesson plan corresponding to the at least one communication strategy, and displays the at least one communication strategy and the lesson plan on the display unit.

[0014] In some embodiments of the present invention, before the processing unit generates the critical step evaluation table, it first generates several critical steps based on the activity, the activity location, and the activity goal entered into the input page, and then displays the critical steps for confirmation by the display unit. Finally, it generates the critical step evaluation table based on the confirmed critical steps among the critical steps.

[0015] In some embodiments of the present invention, each of the communication ability independence confirmation fields includes a completely independent option, a set assistance option, a verbal prompting option, and a physical assistance option, and one of them can be selected.

[0016] In some embodiments of the present invention, after the communication need is confirmed, the processing unit instructs the display unit to first display a detailed assessment option and a quick assessment option for selection. When the processing unit determines that the detailed assessment option is selected, the processing unit instructs the obstacle assessment questionnaire to include a needs assessment questionnaire and a detailed assessment questionnaire for answering, and determines the questions of the detailed assessment questionnaire based on the answer result of the needs assessment questionnaire. When the processing unit determines that the quick assessment option is selected, the processing unit instructs the obstacle assessment questionnaire to include all the necessary questions for quick assessment and rapid decision-making.

[0017] In some embodiments of the present invention, when the processing unit determines that the answer to the question related to opportunity obstacles in the needs assessment questionnaire is affirmative, the processing unit causes the detailed assessment questionnaire to also include assessment questions related to opportunity obstacles, and the processing unit also generates an opportunity obstacle response strategy based on an answer to an assessment question related to opportunity obstacles included in the detailed assessment questionnaire, and causes the display unit to display the opportunity obstacle response strategy, which includes the opportunity obstacles currently encountered by the case and the corresponding response strategy.

[0018] In some embodiments of the present invention, the obstacle assessment questionnaire further includes a preference selection aid, and before the processing unit generates the at least one communication strategy and the lesson plan, it first generates an assessment summary report based on the response results of the obstacle assessment questionnaire, and causes the display unit to display the assessment summary report, which includes communication symbols, communication aids and communication techniques applicable to the case.

[0019] In some embodiments of the present invention, the processing unit uses a generative artificial intelligence model to generate the key steps based on a first prompt word, the activity, the activity location, and the activity goal. The processing unit also uses a generative artificial intelligence model to generate the communication needs based on a second prompt word, the activity, the activity location, the activity goal entered on the input page, and the communication ability independence information corresponding to each key step in the key step evaluation table. Furthermore, the processing unit uses a generative artificial intelligence model to generate at least one communication strategy and the lesson plan based on a third prompt word, the communication ability independence information corresponding to each key step in the key step evaluation table, the confirmed communication needs, and the response results of the obstacle assessment questionnaire. The at least one communication strategy is a language demonstration strategy and a communication layout organization strategy generated based on language demonstration and communication layout organization.

[0020] In some embodiments of the present invention, the processing unit uses a generative artificial intelligence model to generate the opportunity obstacle response strategy based on the responses to a fourth cue word and the assessment questions related to opportunity obstacles included in the detailed assessment questionnaire.

[0021] Furthermore, the present invention provides a storage medium for implementing the above method, wherein a software program is stored, which, when loaded and executed by a computer device, enables the computer device to perform the communication ability assessment and communication strategy generation method as described above.

[0022] The beneficial effects of this invention are as follows: It provides a user interface that allows users to easily and quickly input the activities, venues, and objectives of the activities to be participated in by the individual. Based on this, a key step assessment form is generated for the user to input the individual's level of communication independence at each key step of the activity. Several communication needs are generated for the user to confirm. An obstacle assessment questionnaire is provided for the user to answer. Based on the level of communication independence information at each key step in the key step assessment form, the confirmed communication needs, and the results of the obstacle assessment questionnaire, effective communication strategies and corresponding teaching plans are generated for the user to refer to and apply to the individual's communication assistance to help the individual achieve the activity objectives. It also solves problems such as the lack of communication assistance needs and public awareness, and insufficient training resources for professional personnel, thereby improving the efficiency of teaching plan production. Attached Figure Description

[0023] Figure 1 The main process steps of an embodiment of the communication ability assessment and communication strategy generation method of the present invention are as follows:

[0024] Figure 2 This is a block diagram of the hardware components included in an embodiment of the communication ability assessment and communication strategy generation device of the present invention.

[0025] Figure 3This is a schematic diagram of the input page in this embodiment, which is used to input the activities and goals that an individual wants to participate in.

[0026] Figure 4 This is a schematic diagram of the key step evaluation table in this embodiment.

[0027] Figure 5 This is a schematic diagram of the communication requirements page in this embodiment.

[0028] Figure 6 This is a schematic diagram of the selection evaluation page in this embodiment.

[0029] Figure 7 This is a schematic diagram of the requirements assessment questionnaire in this embodiment.

[0030] Figure 8 This is a schematic diagram of the motion capability assessment page in this embodiment.

[0031] Figure 9 This is a schematic diagram of the cognitive / communication ability assessment page in this embodiment.

[0032] Figure 10 This is a schematic diagram of the symbol evaluation page in this embodiment.

[0033] Figure 11 This is a schematic diagram of the preference assistive device selection page in this embodiment.

[0034] Figure 12 This is a schematic diagram of the auxiliary communication strategy page in this embodiment.

[0035] Figure 13 This is a schematic diagram of the opportunity obstacle assessment page in this embodiment. Detailed Implementation

[0036] The following detailed description of various embodiments of the present invention, illustrated in the accompanying drawings. In addition to these detailed descriptions, the present invention can be widely implemented in other embodiments, and any easy substitutions, modifications, or equivalent changes to the described embodiments are included within the scope of the present invention, and the scope of the invention shall prevail thereafter. In the description of the specification, many specific details and implementation examples are provided to give the reader a more complete understanding of the present invention; however, these specific details and implementation examples should not be considered as limitations on the present invention. Furthermore, well-known steps or components are not described in the details to avoid unnecessarily limiting the present invention. In the accompanying drawings, the same or similar component symbols are used to represent the same or similar components.

[0037] See Figure 1 The diagram illustrates the main process steps of an embodiment of the communication skills assessment and communication strategy generation method of the present invention, which consists of... Figure 2The communication ability assessment and communication strategy generation device 1 shown (hereinafter referred to as the communication strategy generation device 1) is a computer device, such as, but not limited to, a personal computer, a laptop computer, a tablet computer, a smartphone, etc. It mainly includes a display unit 11, an input unit 12, a storage unit 13, and a processing unit 14 electrically connected to the display unit 11, the input unit 12, and the storage unit 13.

[0038] The display unit 11 is, for example, a flat panel display. The input unit 12 is, for example, a physical keyboard and mouse, or a transparent touch panel mounted on the display unit 11 (flat panel display), forming a touch display together with the display unit 11, but is not limited thereto. The storage unit 13 can be any type of memory device or module composed of memory. The processing unit 14 is a processor with arithmetic functions, such as a central processing unit. The processing unit 14 can load and execute a software program stored in a computer-readable storage medium (e.g., the storage unit 13) to achieve... Figure 1 The method and process.

[0039] Therefore, after the processing unit 14 executes the software program, such as Figure 1 In step S1, the processing unit 14 instructs the display unit 11 to display an input page 3, such as... Figure 3 As shown, it allows users (such as special education personnel) to input an activity (e.g., "go to FamilyMart to buy potato chips and Yakult"), an activity location, and an activity goal (e.g., "go to the nearest FamilyMart, find potato chips and Yakult among the various products, and have at least two basic social interactions with the store clerk") related to a case (e.g., a case named "Ari").

[0040] Next, after the user confirms (for example, by clicking a confirmation option on input page 3, not shown) the activity, the activity location, and the activity goal entered on input page 3, as follows: Figure 3 As shown, the processing unit 14 uses an online generative artificial intelligence (generative AI) model (such as, but not limited to, GPT-4o) to generate several key steps required to achieve the activity goal based on a first prompt word and the activity, the activity location, and the activity goal entered into the input page 3, and displays them on the input page 3, such as the seven key steps displayed on the input page 3, for the user to confirm.

[0041] The first prompt is used to guide the generative artificial intelligence to compose (generate) an article based on three structures: "role setting, task description, and output template," and the activity, activity location, and activity goal input from input page 3. The role setting is: an expert in the field of Assistant Communication (AAC); the task description is: to produce key steps for the given <activity and activity location> and <activity goal>; and the output template is: 1. <Step 1> 2. <Step 2> 3. <Step 3>... This generates an article like... Figure 3 The key steps are shown below.

[0042] Furthermore, the input page 3 has a modification option 31, a restore option 32, a save option 33, and a regenerate option 34. When the user (through the input unit 12) selects the modification option 31, the processing unit 14 allows the user to modify the seven key steps displayed on the input page 3 through the input unit 12, such as modifying the content of the key steps or adding / deleting key steps. If the user selects the restore option 32, the processing unit 14 restores the content before modification. If the user selects the save option 33, the processing unit 14 saves the key steps displayed on the input page 3 to the storage unit 13. If the user selects the regenerate option 34, the processing unit 14 regenerates the key steps required to achieve the activity goal based on the activity, the activity location, and the activity goal entered into the input page 3.

[0043] Then, after the user confirms the key steps displayed on the input page 3 (e.g., selecting the save option 33), as... Figure 1 As shown in step S2, the processing unit 14 generates as follows Figure 4 The table shown is a key step evaluation table 4, which lists the key steps (e.g., the 7 steps mentioned above) required to achieve the activity goal, and a communication ability independence confirmation field 41 corresponding to each key step. Each communication ability independence confirmation field 41 allows the user to input communication ability independence information related to the case through the input unit 12. It is worth noting that in other implementations, the processing unit 14 can also directly generate the key step evaluation table containing the key steps required to achieve the activity goal based on the activity, the activity location, and the activity goal input into the input page 3.

[0044] Furthermore, in this embodiment, specifically, as follows: Figure 4As shown, each of the communication ability independence confirmation fields 41 includes a completely independent option, a set assistance option, a verbal prompt option, and a physical assistance option, which the user can select from through the input unit 12. When an option is selected, the communication ability independence information corresponding to that option is input into each of the communication ability independence confirmation fields 41. For example, when the verbal prompt option is selected, the communication ability independence information "verbal prompt" corresponding to the verbal prompt option is input into the communication ability independence confirmation field 41.

[0045] When the user enters the degree of independence of communication ability in the field corresponding to each key step in the Key Step Assessment Form 4 and confirms (for example, by selecting the submit option below the Key Step Assessment Form 4), as follows: Figure 1 In step S3, the processing unit 14 applies an online generative artificial intelligence (generative AI) model (e.g., but not limited to GPT-4o) to generate several communication requests based on a second prompt word and the activity, activity location, activity goal, and the degree of independence of communication ability corresponding to each key step in the key step evaluation table 4. The display unit 11 then displays these communication requests on a communication request page 5 for user confirmation. Figure 5 As shown, each key step corresponds to a communication requirement.

[0046] Specifically, the second prompt word prompts the generative AI model to compose (generate) an article based on the three structures of the second prompt word "role setting, task description, and output template," the activity, activity location, and activity goal input into the input page 3, and the information on the degree of independence of communication skills for each key step in the key step evaluation table 4. The role setting is: an expert in the field of AAC (Assisted Communication and Accomplishment); the task description is: given the <activity and activity location>, <activity goal>, and <key steps and case communication skills>, answer the communication needs that may be needed to achieve the activity goal; the output template includes: 1. **<Communication Needs Preparation Items>**: <Communication Needs Usage Context and Content> 2. **<Communication Needs Preparation Items>**: <Communication Needs Usage Context and Content> 3....; thereby generating an article such as... Figure 5 The diagram shows a communication requirement corresponding to each key step.

[0047] Furthermore, the communication requirement page 5 has a modification option 51, a restore option 52, a save option 53, and a regenerate option 54. Users can select the modification option 51 to modify or add / delete the content of the communication requirement, select the restore option 52 to restore the original content, or select the regenerate option 54 to instruct the processing unit 14 to regenerate the communication requirement for the key steps. When the user selects the save option 53 to instruct the processing unit 14 to store the key steps and their corresponding communication requirements displayed on the communication requirement page 5 in the storage unit 13, it indicates that the user has confirmed the communication requirements corresponding to the key steps displayed on the communication requirement page 5.

[0048] And once the user confirms the communication requirement corresponding to the key steps displayed on page 5, such as Figure 1 In step S4, the processing unit 14 instructs the display unit 11 to display a pre-prepared obstacle assessment questionnaire for the user to answer.

[0049] Specifically, in this embodiment, once the communication requirement is confirmed, such as Figure 6 As shown, the processing unit 14 will cause the display unit 11 to first display a selection assessment page 6. The selection assessment page 6 provides a detailed assessment option 61 and a quick assessment option 62 for the user to select through the input unit 12. At this time, when the user selects the detailed assessment option 61 according to the needs, the processing unit 14 determines that the detailed assessment option has been selected, and then causes the obstacle assessment questionnaire to include a needs assessment questionnaire 7 (such as...). Figure 7 (As shown) and a detailed assessment questionnaire, and the display unit 11 first displays the needs assessment questionnaire 7 for the user to answer, allowing the user to fill in affirmative (YES) or negative (NO) answers to multiple needs questions included in the needs assessment questionnaire 7 to indicate that the individual has a need to have certain abilities assessed, such as... Figure 7 The answer to the question "YES" indicates a need for "motor ability assessment", "cognitive / communication ability assessment" and "symbolic assessment".

[0050] After the user completes the needs assessment questionnaire 7, the processing unit 14 determines the questions in the detailed assessment questionnaire based on the user's answer to the questionnaire 7, and instructs the display unit 11 to display the detailed assessment questionnaire for the user to answer. For example, the questions in the detailed assessment questionnaire may include questions related to "needs for motor skills assessment," "needs for cognitive / communication skills assessment," "needs for symbolic assessment," and the selection of assistive devices preferred by the individual. Among these, questions related to "needs for motor skills assessment" include, for example... Figure 8 As shown on page 8 of the motor skills assessment, questions related to "needs for cognitive / communication skills assessment" include, for example... Figure 9 As shown on page 9 of the cognitive / communication skills assessment, questions related to "symbolic assessment needs" include, for example... Figure 10 As shown on page 101 of the symbolic assessment. The assistive device chosen based on the individual's preference is as follows: Figure 11 As shown on the preferred assistive device selection page 102, users can select communication assistive devices suitable for their cases on the preferred assistive device selection page 102.

[0051] If the user selects the quick assessment option 62 according to their needs, the processing unit 14 determines that the quick assessment option has been selected, and then makes the obstacle assessment questionnaire include all the necessary questions that the user can quickly assess and make a decision. These necessary questions come from, but are not limited to, the questions related to the "needs of motor ability assessment" and the "needs of cognitive / communication ability assessment" and the assistive devices for selecting the case preferences.

[0052] Therefore, when a user completes the obstacle assessment questionnaire and submits a response to the processing unit 14, such as Figure 1 In step S5, the processing unit 14 applies an online generative artificial intelligence model (e.g., but not limited to GPT-4o) based on a third cue word and the information on the degree of independence of communication ability for each key step in the key step assessment table, the confirmed communication needs, and the response results of the obstacle assessment questionnaire to generate at least one communication strategy and a lesson plan corresponding to the at least one communication strategy. The display unit 11 then displays an auxiliary communication strategy page 103 presenting the at least one communication strategy and its corresponding lesson plan. Figure 12 As shown.

[0053] Specifically, the third prompt includes three structures: "role setting, task description, and output template." The role setting is that of an expert in the field of AAC (Advanced Communication Assistance and Acquisition) communication. The task description is to design an activity plan as a communication strategy based on the AAC participation model, the key steps of the activity, the individual's level of communication independence, and the individual's communication needs. The output template lists the steps, activity content, suggested time, operation methods of communication aids, and required vocabulary for each stage in a table format. This third prompt is used to prompt the generative artificial intelligence model to generate and display information based on the three structures mentioned above (role setting, task description, and output template), language demonstration, communication layout organization, the level of communication independence information corresponding to each key step in the key step assessment table, the confirmed communication needs, and the results of the obstacle assessment questionnaire. Figure 12The right side displays a language demonstration strategy and a communication layout strategy, and prompts a generative artificial intelligence model based on the third prompt word, the language demonstration strategy, the communication layout strategy, the information on the independence of each communication ability corresponding to each key step in the key step assessment table, the confirmed communication needs, and the response results of the obstacle assessment questionnaire. Figure 12 The lesson plan (course design) on the left. The lesson plan includes the activities for each stage of the activity, suggested timeframes, instructions for using communication aids, and required vocabulary.

[0054] It is worth mentioning that before generating the at least one communication strategy and the lesson plan, the processing unit 14 can first generate an assessment summary report based on the response results of the obstacle assessment questionnaire, and then display the assessment summary report on the display unit 11. The assessment summary report includes communication symbols, communication aids and communication techniques applicable to the case.

[0055] Additionally, in step S4 above, when the processing unit 14 determines that the user's answer to the question regarding opportunity obstacles (also known as environmental obstacles) (e.g., question 1) in the needs assessment questionnaire 7 is affirmative (YES), the processing unit 14 will cause the detailed assessment questionnaire to also include assessment questions related to opportunity obstacles for the user to answer, in order to identify the various environmental (opportunity) obstacles currently suffered by the case (e.g., unfriendly environment, lack of appropriate communication aids, lack of AAC knowledge, skills and attitudes of the helper, etc.), among which assessment questions related to opportunity obstacles include, for example Figure 13 As shown on the Opportunity Hinder Assessment page 104, AAC is an abbreviation for Augmentative and Alternative Communication, which refers to communication tools used to replace or support natural spoken language, also known as Assistive Communication Systems (AAC). The processing unit 14 also applies an online generative artificial intelligence model (e.g., but not limited to GPT-4o) to generate an opportunity hindrance coping strategy based on a fourth cue word and a response to an assessment question related to opportunity hindrance in the Opportunity Hinder Assessment page 104. The display unit 11 then displays this opportunity hindrance coping strategy, which includes the opportunity hindrance currently encountered by the individual and its corresponding coping strategy. This strategy can be used as a reference by the individual's support or counselor (e.g., special education personnel) to help the individual overcome these obstacles imposed on them by the environment and improve their participation in activities.

[0056] Specifically, the fourth prompt contains three structures: "role setting, task description, and output template." The role setting is: an expert in the field of AAC (Aided Communication and Acquisition) communication; the task description is: please provide feasible solutions to the various obstacles imposed on the case by the environment; and the output template is: 1.xxxxx 2.xxxxx 3.xxxxx... This fourth prompt is used to guide the generative artificial intelligence model to respond to the opportunity obstacle assessment questions on page 104 based on the aforementioned three structures: "role setting, task description, and output template" (e.g., opportunity obstacle assessment page 104). Figure 13 The question that answers "no" generates an opportunity that hinders the response strategy.

[0057] For example, regarding opportunity obstacles such as "the individual cannot take communication aids home for use; if the individual needs communication aids, I am unable to assist them in obtaining them; in emergency situations, the individual cannot effectively use AAC (Aided Communication Assistance) to communicate with service personnel or emergency medical personnel," the strategies for addressing these opportunity obstacles could be: 1. Communicate with relevant organizations: Collaborate with relevant institutions (such as hospitals and social work units) to assist the individual in obtaining the necessary communication aids and understand the individual's specific needs in emergency situations. 2. Provide training: Provide training to the individual and their family or caregivers on communication aids, enabling them to effectively use the aids and communicate effectively with service personnel or medical personnel in emergency situations. 3. Develop contingency plans: Discuss and develop contingency plans with the individual to ensure effective communication in emergency situations. This includes preparing emergency contact information and communication methods in advance to ensure rapid and effective communication when needed.

[0058] It is worth mentioning that, in the above embodiments, for privacy protection, when the data to be provided to the generative artificial intelligence model contains a case name, the processing unit 14 will first use a conversion program to convert the case name in the data into a specific name, such as Zhang Zhimin, and then use the conversion program to convert the specific name (Zhang Zhimin) in the data generated and output by the generative artificial intelligence model back into the case name.

[0059] In summary, the above embodiments integrate cross-disciplinary empirical theory and practical experience to design a user interface that allows users to easily and quickly input the activities, venues, and goals of the activities they wish to participate in. A generative artificial intelligence model is then applied to generate a key-step assessment form based on a first prompt and the activities, venues, and goals. Users input information on the individual's communication independence at each key step of the activity. The generative artificial intelligence model then generates several communication needs based on a second prompt for user confirmation, followed by an obstacle assessment questionnaire. Finally, the generative artificial intelligence model is applied again based on a third prompt and the corresponding key-step assessment form. The key steps involve analyzing the degree of independence of each communication ability, the confirmed communication needs, and the results of the obstacle assessment questionnaire to generate effective communication strategies and corresponding teaching plans. These are provided for users to reference and apply to assist individual communication in achieving the aforementioned activity goals. In addition to helping users (relevant professionals) more easily collect data to assess individual communication obstacles, the system automatically generates corresponding strategies and develops teaching plans tailored to individual needs based on activity goals and assessment results. This addresses current issues such as a lack of awareness and understanding of communication needs, insufficient training resources for professionals, high turnover rates, and poor training outcomes. Furthermore, it improves the efficiency of teaching plan production, effectively achieving the efficacy and purpose of this invention.

Claims

1. A method for assessing communication skills and generating communication strategies, characterized in that: The methods for assessing communication skills and generating communication strategies include: A computer device displays an input page for inputting an activity, an activity location, and an activity objective related to a case; The computer device generates and displays a key steps evaluation table based on the activity, the activity location, and the activity objective entered into the input page. This key steps evaluation table lists several key steps required to achieve the activity objective. Each key step has a corresponding field for confirming the degree of independence of communication ability, and each field is used to input information on the degree of independence of communication ability related to the case. The computer device generates and displays several communication requirements for confirmation based on the degree of independence of communication capabilities for each key step in the key step assessment table. The computer device displays an obstacle assessment questionnaire for completion; and The computer device generates and displays at least one communication strategy and a lesson plan corresponding to the at least one communication strategy based on the information on the degree of independence of communication ability for each key step in the key step assessment table, the confirmed communication needs, and a response result of the obstacle assessment questionnaire.

2. The method for assessing communication skills and generating communication strategies according to claim 1, characterized in that: Before generating the critical step evaluation form, the computer device first generates and displays several critical steps for confirmation based on the activity, the activity location, and the activity objective entered into the input page. Then, it generates the critical step evaluation form based on the confirmed critical steps among the critical steps.

3. The method for assessing communication skills and generating communication strategies according to claim 1, characterized in that: Each communication ability independence confirmation field includes a completely independent option, a set assistance option, a verbal prompting option, and a physical assistance option, and one of these options can be selected.

4. The method for assessing communication skills and generating communication strategies according to claim 1, characterized in that: Once the communication need is confirmed, the computer device will first display a detailed assessment option and a quick assessment option for selection. When the computer device determines that the detailed assessment option is selected, it will make the obstacle assessment questionnaire include a needs assessment questionnaire and a detailed assessment questionnaire for answering, and will determine the questions in the detailed assessment questionnaire based on the answer to the needs assessment questionnaire. When the computer device determines that the quick assessment option is selected, it will make the obstacle assessment questionnaire include all the necessary questions for quick assessment and rapid decision-making.

5. The method for assessing communication skills and generating communication strategies according to claim 4, characterized in that: When the computer device determines that the answer to the question related to opportunity obstacles in the needs assessment questionnaire is affirmative, the computer device causes the detailed assessment questionnaire to also include assessment questions related to opportunity obstacles, and the computer device also generates and displays an opportunity obstacle response strategy based on the answer to an assessment question related to opportunity obstacles included in the detailed assessment questionnaire. The opportunity obstacle response strategy includes the opportunity obstacles currently encountered by the case and the corresponding response strategy.

6. The method for assessing communication skills and generating communication strategies according to claim 1, characterized in that: The obstacle assessment questionnaire also includes assistive devices for selecting preferences, and before the computer device generates the at least one communication strategy and the lesson plan, it generates and displays an assessment summary report based on the results of the responses to the obstacle assessment questionnaire. The assessment summary report includes communication symbols, communication assistive devices and communication techniques applicable to the case.

7. The method for assessing communication skills and generating communication strategies according to claim 2, characterized in that: The computer device uses a generative artificial intelligence model to generate the key steps based on a first prompt word, the activity, the activity location, and the activity goal. It also uses a generative artificial intelligence model to generate the communication needs based on a second prompt word, the activity, the activity location, the activity goal entered on the input page, and the degree of independence of communication ability for each key step in the key step evaluation table. Furthermore, it uses a generative artificial intelligence model to generate at least one communication strategy and the lesson plan based on a third prompt word, the degree of independence of communication ability for each key step in the key step evaluation table, the confirmed communication needs, and the response results of the obstacle assessment questionnaire. The at least one communication strategy is a language demonstration strategy and a communication layout organization strategy generated based on language demonstration and communication layout organization.

8. The method for assessing communication skills and generating communication strategies according to claim 5, characterized in that: The computer device uses a generative artificial intelligence model to generate the opportunity obstacle response strategy based on the responses to a fourth cue word and assessment questions related to opportunity obstacles included in the detailed assessment questionnaire.

9. A communication skills assessment and communication strategy generation device, characterized in that: The communication skills assessment and communication strategy generation device includes: One display unit; One input unit; and A processing unit electrically connected to the display unit and the input unit; wherein The processing unit instructs the display unit to display an input page for inputting an activity, an activity location, and an activity objective related to a case through the input unit. The processing unit generates a key step evaluation table based on the activity, the activity location, and the activity objective entered into the input page, and causes the display unit to display the key step evaluation table. The key step evaluation table lists several key steps required to achieve the activity objective and a communication ability independence confirmation field corresponding to each key step. Each communication ability independence confirmation field allows the input unit to input communication ability independence information related to the case. The processing unit generates several communication requirements based on the degree of independence of communication capabilities for each key step in the key step evaluation table, and instructs the display unit to display the communication requirements for confirmation through the input unit. The processing unit instructs the display unit to display an obstacle assessment questionnaire for the user to answer through the input unit; The processing unit generates at least one communication strategy and a lesson plan corresponding to the at least one communication strategy based on the information on the degree of independence of communication ability for each key step in the key step assessment table, the confirmed communication needs, and a response result of the obstacle assessment questionnaire, and causes the display unit to display the at least one communication strategy and the lesson plan.

10. The communication skills assessment and communication strategy generation apparatus according to claim 9, characterized in that: Before generating the critical step evaluation table, the processing unit first generates several critical steps based on the activity, the activity location, and the activity objective entered into the input page, and then displays the critical steps for confirmation by the display unit. Finally, it generates the critical step evaluation table based on the confirmed critical steps among the critical steps.

11. The communication skills assessment and communication strategy generation apparatus according to claim 9, characterized in that: Each communication ability independence confirmation field includes a completely independent option, a set assistance option, a verbal prompting option, and a physical assistance option, and one of these options can be selected.

12. The communication skills assessment and communication strategy generation apparatus according to claim 9, characterized in that: Once the communication need is confirmed, the processing unit will instruct the display unit to first display a detailed assessment option and a quick assessment option for selection. When the processing unit determines that the detailed assessment option is selected, the processing unit will instruct the obstacle assessment questionnaire to include a needs assessment questionnaire and a detailed assessment questionnaire for answering, and will determine the questions of the detailed assessment questionnaire based on the answer to the needs assessment questionnaire. When the processing unit determines that the quick assessment option is selected, the processing unit will instruct the obstacle assessment questionnaire to include all the necessary questions for quick assessment and rapid decision-making.

13. The communication skills assessment and communication strategy generation apparatus according to claim 12, characterized in that: When the processing unit determines that the answer to the question related to opportunity obstacles in the needs assessment questionnaire is affirmative, the processing unit causes the detailed assessment questionnaire to also include assessment questions related to opportunity obstacles. The processing unit also generates an opportunity obstacle response strategy based on the answer to the assessment questions related to opportunity obstacles included in the detailed assessment questionnaire, and causes the display unit to display the opportunity obstacle response strategy. The opportunity obstacle response strategy includes the opportunity obstacles currently encountered by the case and the corresponding response strategy.

14. The communication skills assessment and communication strategy generation apparatus according to claim 9, characterized in that: The obstacle assessment questionnaire also includes assistive devices for selecting preferences. Before the processing unit generates the at least one communication strategy and the lesson plan, it first generates an assessment summary report based on the response results of the obstacle assessment questionnaire and causes the display unit to display the assessment summary report. The assessment summary report includes communication symbols, communication assistive devices and communication techniques applicable to the case.

15. The communication skills assessment and communication strategy generation apparatus according to claim 10, characterized in that: The processing unit uses a generative artificial intelligence model to generate the key steps based on a first prompt word, the activity, the activity location, and the activity goal. It also uses a generative artificial intelligence model to generate the communication needs based on a second prompt word, the activity, the activity location, the activity goal entered on the input page, and the information on the degree of independence of communication ability for each key step in the key step evaluation table. Furthermore, it uses a generative artificial intelligence model to generate at least one communication strategy and the lesson plan based on a third prompt word, the information on the degree of independence of communication ability for each key step in the key step evaluation table, the confirmed communication needs, and the response results of the obstacle assessment questionnaire. The at least one communication strategy is a language demonstration strategy and a communication layout organization strategy generated based on language demonstration and communication layout organization.

16. The communication skills assessment and communication strategy generation apparatus according to claim 13, characterized in that: The processing unit uses a generative artificial intelligence model to generate the opportunity obstacle response strategy based on the responses to a fourth cue word and assessment questions related to opportunity obstacles included in the detailed assessment questionnaire.

17. A storage medium storing a software program that, when loaded and executed by a computer device, enables the computer device to perform the communication competence assessment and communication strategy generation method as described in any one of claims 1 to 8.

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