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Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Social Emotional Development
Session 4
p4.30 The Impact of Perinatal Maternal Mental Health on Early Social-Emotional Development in Children from Vulnerable Families, and the Mediation Role of Parent-Infant Bonding Presenting Author: Keith Liang Wei Han (Spingapore) Affiliation: KK Women's and Children's Hospital Co-Authors: Chan Qing Rong, Winnie Goh Hwee Suat, Kevin Liang Wei Hao Perinatal maternal mental health challenges can adversely impact social-emotional development. Kids Integrated Development Service (KIDS0-3) is a home visitation program in KK Women’s and Children’s Hospital in Singapore that optimizes child development in low-income families. 211 mother-child dyads were analyzed using multiple regression mediation analysis to examine whether the 4 domains of the Parent Bonding Questionnaire (PBQ) (impaired bonding, rejection/pathological anger, infant- focused anxiety, and incipient abuse) at 6 months postpartum mediated the relationship between maternal mental health measured by Edinburgh Postnatal Depression Scale (EPDS) and Generalized Anxiety Disorder-7 (GAD-7) at 6 weeks and 6 months postpartum, and children’s social-emotional development assessed by Ages and Stages Questionnaire: Social-Emotional (ASQ-SE) at 12 months. The mediation model significantly predicted children’s social-emotional development at 12 months (F(4,202)=6.55, p<.001, adjusted R2=.137). Maternal depression and anxiety were partially mediated through rejection/pathological anger and infant-focused anxiety, accounting for 10.8% additional variance beyond the 4.4% explained by direct effects. ECI INTERVENTION DOMAINS Topic - Technology p4.31 AI-Enabled Solutions in Early Intervention: Bridging Research, Teaching, and Practice Presenting Author: John B. Nash (USA) Affiliation: University of Kentucky Co-Authors: Rena Hallam, Beth Rous Artificial Intelligence (AI) offers transformative potential for early intervention research, teaching, and practice. This interactive poster explores how AI tools can enhance efficiency, accuracy, and innovation across these areas, providing practical insights for early intervention professionals. In research, AI can support design and analysis across research approaches, including single case, qualitative, quantitative, and mixed methods designs. In teaching, AI-powered learning platforms offer adaptive training and personalized feedback to support professional development. For practice, AI applications can support creating and identifying evidence-based practices that can be implemented to achieve children’s and families’ goals. Through embedded QR codes, attendees will instantly access curated resources including ready-to-use AI prompts, tool demonstrations, and implementation guides. The poster provides concrete examples of AI tools, illustrating their benefits and limitations. Attendees will leave with immediately actionable strategies for integrating AI to improve outcomes for children and families. p4.32 Artificial Intelligence in Early Education: Advancing Personalized and Inclusive Learning Artificial Intelligence (AI) is transforming education by offering innovative tools for teaching and learning. Its ability to personalize education enables the adaptation of content to the needs, interests, and abilities of each student, optimizing teaching processes and enhancing engagement and effectiveness. AI-powered adaptive systems design tailored learning paths, facilitate early detection of educational challenges, and enable timely interventions to improve academic performance. Additionally, AI enriches content with interactive resources, increasing student participation. It also streamlines administrative and assessment tasks, allowing educators to focus on personalized feedback. From gamified platforms in primary education to advanced tools in higher education, AI analyzes behavioral patterns and adjusts educational recommendations. This presentation explores the benefits, challenges, and implications of AI in advancing personalized and inclusive learning across diverse educational contexts. p4.33 Bridging Communication Gaps in Special Education: Development and Usability Testing of the 'My Buddy' Conversational System Presenting Author: Pei-Ju Lin (Taiwan) Students with intellectual disabilities often face challenges in expressing their opinions due to cognitive and verbal limitations. This study developed the "My Buddy" conversational system to enhance their learning motivation, and verbal expression skills. The system integrates ChatGPT, automatic speech recognition (ASR), and text-to-speech (TTS) technologies, covering topics such as daily needs, interactive communication, emotional expression, and learning support. Usability testing involved 10 special education teachers from elementary schools in Taiwan. Results indicated high teacher satisfaction, with usability evaluation scores ranging from 62.5 to 92.5 and an average score of 75. Students also demonstrated strong focus and high satisfaction with the interactions. While improvements in speech recognition accuracy and interface design are still needed, the system shows significant potential in promoting communication and learning outcomes. Future work will focus on optimizing the system and conducting further testing. Affiliation: Dept. of Special Education, National Taitung University, Taiwan Co-Authors: Ya-Tzu Liao, Kai-Chih Pai, Hui-Ching Su, Chao-Tung Yang Presenting Author: Cristina Sánchez Romero, Pilar Gutiez Cuevas (Spain) Affiliation: National Distance Education University (UNED) y AMPAT Co-Authors: Paloma Antón Ares, Pilar Gutiez Cuevas, Cristina Sánchez Romero
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