Traumatic brain injury in childhood (TBI) is a chronic health condition. As decreased memory, language, and rapid psychomotor impairments are known to accompany pediatric TBI (Babikian et al., 2011), students who have experienced a moderate-to-severe TBI are at particular risk for academic deficits, including writing difficulties. The purpose of this study was to measure the effects of a speech-to-text assistive technology (AT) accommodation that was implemented to bypass the impaired handwriting and spelling (i.e., transcription) skills resulting from TBI. Three African American male students (Grades 4, 8, and 9) who received formal special education services under the category of TBI participated in this study. With the application of the speech-to-text AT accommodation, all participants' total words written (TWW), words spelled correctly (WSC), and correct writing sequences (CWS) significantly increased compared to the handwriting control condition. One hundred percent nonoverlapping data points across participants and dependent variables was achieved. Implications of the findings for the school-based treatment of TBI, study limitations, and future avenues of study are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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语音到文本的辅助技术，用于颅脑外伤学生的书面表达：单例实验研究。

儿童期脑外伤（TBI）是一种慢性健康状况。由于记忆力下降，语言障碍和精神运动障碍迅速伴有儿科TBI（Babikian et al。，2011），经历过中度至重度TBI的学生特别容易出现学术缺陷，包括书写困难。这项研究的目的是测量语音到文本辅助技术（AT）调节的效果，该技术被用来绕过TBI导致的手写和拼写（即转录）技能受损。三名接受TBI类别正规特殊教育服务的非洲裔美国男学生（4、8和9年级）参加了这项研究。借助语音转文字AT调节功能，所有参与者的总书面单词（TWW）与手写控制条件相比，正确拼写的单词（WSC）和正确的书写顺序（CWS）明显增加。达到了参与者和因变量之间100％的不重叠数据点。讨论了研究结果对以学校为基础的TBI治疗，研究局限性和未来研究途径的意义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。