Automatic Speech Recognition: A Shifted Role in Early Speech Intervention
Foad Hamidi, Melanie Baljko · Maryland Shared Open Access Repository (USMAI Consortium) · 2013
Although automatic speech recognition (ASR) has been used in several systems that support speech training for children, this particular design domain poses on-going challenges: an input domain of non-standard speech and a user population for which meaningful, consistent, and well designed automatically-derived feedback is imperative. In this design analysis, we focus on and analyze the differences between the tasks of speech recognition and speech assessment, and identify the latter as a central issue for work in the speech-training domain. Our analysis is based on empirical results from fieldwork with Speech-Language Pathologists concerning the design requirements analysis for tangible toys intended for speech intervention with primaryschool aged children. This analysis leads us to advocate for the use of only rudimentary ASR feedback.