Assistive technology-based programs to promote communication and leisure activities by three children emerged from a minimal conscious state

Abstract

This study proposed the use of assistive technology (AT) to promote communication and leisure opportunities by three children with traumatic brain injury (TBI). Furthermore, it assessed the effects of such technology on the indices of positive participation and provided a social validation procedure. Three children emerged from a minimal conscious state and presenting extensive motor disabilities were involved. The intervention program allowed the participants to request and to choice preferred items independently and to perform literacy through a keyboard emulator. A multiple probe design across behaviors with post-intervention check was employed. Outcome measures were correct requests, understandable words, intervals with positive participation, and scores of social validation assessment. Request and choice behaviors and literacy improved significantly during intervention phases. During post-intervention check, all participants consolidated their performance. Moreover, indices of positive participation increased during intervention phases. Scores of social validation assessment showed that the combination of both behaviors was preferable to the same considered separately. AT program showed to be suitable for promoting constructive engagement and literacy behaviors by children with TBI. Future research is needed to generalize this data to a larger sample and to develop new technology for people with different levels of disabilities due to TBI.

A microswitch‐based program for promoting initial ambulation responses: An evaluation with two girls with multiple disabilities

“…Although social validation assessments have been conducted in a number of previous studies (e.g., Lancioni, O'Reilly, et al, ), no study on MBP interventions with ambulation responses has included expert ratings of social validity. This procedure of social validation via expert raters is commonly used within the assistive technology approach to corroborate the clinical value of the proposed intervention (Caffò et al, ; Stasolla, Caffò et al, ; Stasolla & De Pace, ).…”

Computer and microswitch-based programs to improve academic activities by six children with cerebral palsy

“…Moreover, support teachers' agreements (i.e. professionals dealing in everyday life with children with severe to profound developmental disabilities and/or extensive motor impairments) may have a significant relevance in using and adopting such technology-based strategy for helping children with cerebral palsy in promoting their independence Lancioni et al, 2006a;Stasolla, Caffò , et al, 2015).…”

The Impact of an Instructional Model with Assistive Technology on Achievement Satisfaction of People with Physical-Motor Impairments

“…3,4 The term "assistive technology" refers to a wide range of tools and technologies (and associated services) that have the goal of helping people with disabilities and special instructional/rehabilitation needs to have better performance on a daily basis, to have an improved quality of life, to increase mobility and motion, to participate and to communicate, and finally to facilitate access to education and curricula. [5][6][7] Proper integration and combinations of technology can help these individuals to have access to the general curriculum. 8 Additionally, academic satisfaction is one of the most important issues and variables in the process of learning and teaching for individuals with special needs.…”