Visual Analysis of Brain Networks Using Sparse Regression Models

2018 ◽  
Vol 12 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Lei Shi ◽  
Hanghang Tong ◽  
Madelaine Daianu ◽  
Feng Tian ◽  
Paul M. Thompson
Keyword(s):  
Regression Models ◽  
Visual Analysis ◽  
Brain Networks ◽  
Sparse Regression

scholarly journals Sparse regression models for unraveling group and individual associations in eQTL mapping

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Wei Cheng ◽  
Yu Shi ◽  
Xiang Zhang ◽  
Wei Wang
Keyword(s):  
Regression Models ◽  
Eqtl Mapping ◽  
Sparse Regression

scholarly journals Partial Correlation Estimation by Joint Sparse Regression Models

2009 ◽  
Vol 104 (486) ◽  
pp. 735-746 ◽  
Author(s):  
Jie Peng ◽  
Pei Wang ◽  
Nengfeng Zhou ◽  
Ji Zhu
Keyword(s):  
Regression Models ◽  
Partial Correlation ◽  
Sparse Regression ◽  
Correlation Estimation

Sparse Regression Models of Pain Perception

2010 ◽  
pp. 212-223 ◽  
Author(s):  
Irina Rish ◽  
Guillermo A. Cecchi ◽  
Marwan N. Baliki ◽  
A. Vania Apkarian
Keyword(s):  
Regression Models ◽  
Pain Perception ◽  
Sparse Regression

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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