We present a novel integration of a brain-computer interface (BCI) with a music step sequencer. Previous BCIs that utilize EEG data to form music provide users little control over the final composition or do not provide enough feedback. Our interface allows a user to create and modify a melody in real time and provides continuous aural and visual feedback to the user, thus affording a controllable means to achieve creative expression.

We present a novel integration of a brain-computer interface (BCI) with a music step sequencer composition program. Previous BCIs that utilize EEG data to form music provide users little control over the final composition or do not provide enough feedback. Our interface allows a user to create and modify a melody in real time and provides continuous aural and visual feedback to the user, thus affording them a controllable means to achieve creative expression. A brain-computer interface (BCI) is a tool that allows its user to communicate to an interface using only his or her brain signals. Research into this area has yielded a variety of applications that range from spelling via

Students who are visually impaired make up a population with unique needs for learning. Some tools have been developed to support these needs in the classroom. One such tool, the Graph and Number line Input and Exploration software (GNIE), was developed by the Georgia Institute of Technology Sonification Lab. GNIE was deployed for use in a middle school math classroom at the Georgia Academy for the Blind (GAB) for 2 years starting in fall 2012. We interviewed the middle school math teacher throughout the deployment to learn about the challenges faced when teaching: lesson planning, execution, and review. We also observed how these changed when using GNIE compared to traditional teaching materials. During these 2 years, we conducted interviews and focus groups with students to learn about their attitudes toward tactile graphs compared to auditory graphs. With these in mind, we present lessons learned from the use of GNIE in a real-world classroom and implications for design of software to aid graphical learning for students with vision impairments.

Bone-conduction headphones were deployed along with audio splitters for use with an auditory graphing software program in a classroom for the visually impaired. In this paper, we give an overview of the impact of introducing this technology into the classroom. We discuss our observations on the bonephone and audio splitter usage, and present data gathered from focus group discussions with the students and teacher relating to the introduction and reception of this technology. A majority of students and the teacher prefer using bone-conduction headphones over air-conduction headphones. Further, providing audio splitters changes how quickly the teacher can assess problems a student is having with lessons given on a computer, and the frequency in which students are paired together to work on a problem.

BACKGROUND Remote patient monitoring has shown promise in helping management of population health by facilitating care management between providers and patients by providing real-time accurate data of relevant readings for chronic conditions from outside a medical facility. Kaiser Permanente offers remote patient monitoring as part of a holistic care management program for its members. OBJECTIVE The purpose of this study was to examine qualitative and quantitative measures of patient and provider feedback of Kaiser Permanente’s remote patient monitoring program for diabetes, patient perspectives on ability to manage diabetic care, patient health outcomes and program adherence, and utilization of Kaiser Permanente services under the program. METHODS In this study, patients who were enrolled in the RPM program in Southern California from 2017 onwards as well as care providers who had enrolled at least one patient in the program were studied. For qualitative data, online surveys were deployed. For quantitative analysis, clinical and demographic data drawn from existing data systems, which included Kaiser Permanente membership records, encounter records, electronic medical records, and administrative data repositories were used. RESULTS Providers (N=160) and patients (N=1,106) responded to the survey and reported many qualitative benefits from participating in the study, including improved coordination of clinical care and increased accountability. Patients who were enrolled in the program experienced a mean decrease of 1.25 in HbA1c results and an increase in encounters over 90 days which gradually come back to pre-enrollment encounter levels around 6 months. Those who actively upload glucose readings met the program upload goals within the first month a majority (92%) of the time. CONCLUSIONS There are many qualitative benefits for patients and providers incorporating Kaiser Permanente’s remote patient monitoring program as part of diabetic care. The quantitative descriptions of health outcomes, service utilization, and program adherence speak to the feasibility and value of deploying remote monitoring tools at scale within healthcare organizations.