Story Segmentation in News Videos Using Visual and Text Cues

A DNN-HMM Approach to Story Segmentation

10.21437/interspeech.2016-873 ◽

2016 ◽

Cited By ~ 5

Author(s):

Jia Yu ◽

Xiong Xiao ◽

Lei Xie ◽

Eng Siong Chng ◽

Haizhou Li

Keyword(s):

Story Segmentation

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News Story Segmentation in Multiple Modalities

2009 Seventh International Workshop on Content-Based Multimedia Indexing ◽

10.1109/cbmi.2009.27 ◽

2009 ◽

Author(s):

Gert-Jan Poulisse ◽

Marie-Francine Moens ◽

Tomas Dekens

Keyword(s):

News Story ◽

Multiple Modalities ◽

Story Segmentation ◽

News Story Segmentation

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Integrating Written Text and Graphic Cues Into Peer-Mediated Interventions: Effects on Reciprocal Social Communication Skills

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig1.20 ◽

2016 ◽

Vol 1 (1) ◽

pp. 20-28

Author(s):

Todd M. Miller ◽

Kathy Thiemann-Bourque

Keyword(s):

Social Skills ◽

Students With Disabilities ◽

Communication Skills ◽

Social Communication ◽

Autism Spectrum ◽

Written Text ◽

Social Skills Instruction ◽

Social Communication Skills ◽

Text Cues ◽

Peer Mediated Intervention

A growing body of evidence has supported the use of peer-mediated interventions to increase the social-communication skills of students with a variety of developmental disabilities, including autism spectrum disorders (ASD). Despite these promising results, however, many practitioners may struggle to effectively implement peer-mediated interventions across the diverse presentation and skill profiles of students with ASD, specifically in accommodating the unique language and communication needs of their students. This article presents an example of integrating written-graphic and text cues into a peer-mediated intervention for three elementary-age students with ASD. Emphasis is placed on describing the teaching procedures used to encourage students with ASD and peers to participate in shared games and activities together, using written-graphic and text cues to support appropriate social communication. Additionally, strategies for selecting and including typically-developing peers to participate in social skills programming are reviewed. Data collected throughout the peer-mediated intervention demonstrates the positive effect of systematic social skills instruction for both students with disabilities and their peers.

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