An access technology delivery protocol for children with severe and multiple disabilities: A case demonstration

Mumford, Leslie; Lam, Rachel; Wright, Virginia; Chau, Tom

doi:10.3109/17518423.2013.776125

Cited by 15 publications

(16 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Overall increases in both Elton's communication and school functioning were observed. These findings provide initial support for considering high-tech communication technology in combination with a complete delivery protocol Mumford et al (2014) for students with complex needs, in an educational environment.…”

Section: Discussionmentioning

confidence: 75%

“…The access technology delivery protocol implemented here follows that of Mumford et al (2014). This 16 week protocol includes an initial assessment, access technology introduction, and training of the student, teaching staff and family.…”

Section: Access Technology Delivery Protocolmentioning

confidence: 99%

“…The following outcome measures were administered selectively at each assessment point, as described in Mumford et al (2014) to gauge teacher satisfaction with the technology (QUEST), the student's communication goal attainment (GAS), communication skills (Communication matrix) and the student's school function (SFA).…”

Section: Outcome Measuresmentioning

confidence: 99%

See 2 more Smart Citations

Implementing an iPad-based alternative communication device for a student with cerebral palsy and autism in the classroom via an access technology delivery protocol

Desai¹,

Chow²,

Mumford

et al. 2014

Computers & Education

Self Cite

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 75%

Section: Access Technology Delivery Protocolmentioning

confidence: 99%

See 1 more Smart Citation

Implementing an iPad-based alternative communication device for a student with cerebral palsy and autism in the classroom via an access technology delivery protocol

Desai¹,

Chow²,

Mumford

et al. 2014

Computers & Education

Self Cite

View full text Add to dashboard Cite

“…AAC devices have gone through many trials and errors since their early development. It is nearly impossible to develop the perfect AAC solution for each client because of the wide variety and complexity of disability they experience (Mumford, Lam, Wright & Chau, 2013) and the time required to customize a solution. When developing an AAC design, developers may not be trained to design for/with users.…”

Section: Aac Barriers and Abandonmentmentioning

confidence: 99%

“…Currently, there is a lack of standardization in designing assistive devices across the field (Mumford et al, 2013). Once a set of designs are made and widely accepted by the majority of the population, it is less likely to be replaced with a better or more effective solution later on, (e.g., better keyboard layout, more accessible screen grid layout systems, etc.)…”

Section: Aac Barriers and Abandonmentmentioning

confidence: 99%

Improving SensAct’s Usability and Potential to Support Augmentative and Alternative Communication (AAC) Using Human-Centred Design Methods

Tristary¹

View full text Add to dashboard Cite

Individuals living with speech impairments may require an augmentative and alternative communication (AAC) device to be able to speak or interact with other people. The implementation of an AAC device is fundamental to facilitate effective communication, expand social interaction, and to be part of the community. A team of developers at Bruyère-Saint-Vincent Hospital has been developing an AAC device called SensAct to fulfill those needs. Despite extensive advancements, stakeholders at the hospital feel the technology has usability issues preventing it from being implemented and used by a wider target audience. This study aims to investigate factors influencing SensAct's usability, specifically, focusing on SensAct's user interface (UI) and usability issues that arise when configuring the system for healthcare clients. Using qualitative methods from human-centred design, this study identified systemic factors that influence AAC/SensAct implementation, and three key usability issues that may undermine SensAct's ability to reach a broader audience: time constraints, the use of complex technical terms, and complex UI with minimal support. These findings informed the development of design recommendations to develop SensAct's UI. At a broader level, this study provides a basic framework to support further studies on SensAct to accomplish the goals of healthcare workers to better meet the needs of their clients.

show abstract

Implementing a routine outcome assessment procedure to evaluate the quality of assistive technology service delivery for children with physical or multiple disabilities: Perceived effectiveness, social cost, and user satisfaction

Desideri

Bizzarri

Bitelli

et al. 2015

Assistive Technology

View full text Add to dashboard Cite

There is a lack of evidence on the effects and quality of assistive technology service delivery (ATSD). This study presents a quasi-experimental 3-months follow-up using a pre-test/post-test design aimed at evaluating outcomes of assistive technology (AT) interventions targeting children with physical and multiple disabilities. A secondary aim was to evaluate the feasibility of the follow-up assessment adopted in this study with a view to implement the procedure in routine clinical practice. Forty-five children aged 3-17 years were included. Parents were asked to complete the Individual Prioritised Problem Assessment (IPPA) for AT effectiveness; KWAZO (Kwaliteit van Zorg [Quality of Care]) and Quebec User Evaluation of Satisfaction with Assistive Technology (QUEST) 2.0 for satisfaction with ATSD; Siva Cost Analysis Instrument (SCAI) for estimating the social cost of AT interventions. At follow-up, 25 children used the AT recommended. IPPA effect sizes ranged from 1.4 to 0.7, showing a large effect of AT interventions. Overall, parents were satisfied with ATSD, but Maintenance, Professional Services, and AT Delivery were rated not satisfactory. SCAI showed more resources spent for AT intervention compared to human assistance without technological supports. AT may be an effective intervention for children with disabilities. Issues concerning responsiveness and feasibility of the IPPA and the SCAI instruments are discussed with a view to inform routine clinical practice.

show abstract

An access technology delivery protocol for children with severe and multiple disabilities: A case demonstration

Abstract: This case supports further development and testing of the ATDP with additional children with multiple or severe disabilities.

Cited by 15 publications

References 22 publications

Implementing an iPad-based alternative communication device for a student with cerebral palsy and autism in the classroom via an access technology delivery protocol

Implementing an iPad-based alternative communication device for a student with cerebral palsy and autism in the classroom via an access technology delivery protocol

Improving SensAct’s Usability and Potential to Support Augmentative and Alternative Communication (AAC) Using Human-Centred Design Methods

Implementing a routine outcome assessment procedure to evaluate the quality of assistive technology service delivery for children with physical or multiple disabilities: Perceived effectiveness, social cost, and user satisfaction

Contact Info

Product

Resources

About