Assistive technology for cognitive disability

Evaluating intervention using time aids in children with disabilities

“…This indicates that education might play an important role in timeprocessing intervention. It underlines the recommendation to include education when prescribing assistive devices (5,15,16). It is also in line with increasing evidence that parent training may have an effect not only on parental stress but also on the child's behaviourbut a lesser effect on cognitive functions (41) in the form used thus far.…”

“…In school, assistive devices need to be integrated into educational practice, and support should help the child to experience immediate benefits from the device and to remove or minimize barriers to social participation (14). Positive attitudes and a desire to provide increased control and independence should always accompany the prescription of assistive devices (5,15). Negative attitudes towards the use of cognitive assistive devices from the person or the social context are related to non-use and participation restrictions (16).…”

Participation when using cognitive assistive devices – from the perspective of people with intellectual disabilities

“…One of the important factors for successful usage of assistive devices is the support that the person receives from others (Reimer‐Reiss and Wacker, 2000). The need for a supportive and positive attitude, a desire to give increased independence and control and an interest in new techniques are confirmed by studies (Arvidsson and Jonsson, 2006; Granlund et al, 1995; Hammel et al, 2002; Scherer, 2005).…”

Everyday technology use among people with mental retardation: relevance, perceived difficulty, and influencing factors

“…The result of the one-way ANOVA and post hoc tests (Tukey HSD) demonstrated a significant main effect between groups (F = 75.28; p < 0.001). The analysis of perceived difficulty in ET use showed that participants with mild mental retardation had significantly higher mean measures of perceived difficulty in ET than participants with moderate (p < 0.001) and severe mental (17) Clinical thermometer 21 (17) Answering machinemanaging on one's own 19 (15) Electric grass shears 16 (13) Video camera 16 (13) Electric grinding tool 14 (12) Booking public laundry, electric system 10 (8) Electric saw 9 (7) Burglar alarm 4 (3) retardation (p < 0.001). There was also a significant difference between participants with moderate and severe mental retardation in mean measures of perceived difficulty in ET use (p < 0.001).…”

“…People with mental retardation also use technologies in their performance of everyday life activities (8)(9)(10)(11), and, despite the fact that they should also be viewed as users of ET (12), our understanding of the interaction between people with mental retardation and everyday technologies is still limited. Many cognitive skills that are important for the use of technology, such as memory, learning, reading, and processing information skills, may also present challenges to this group of people (12,13). As an example, the use of cash dispensers requires memory functions to enter the correct code, and reading skills to check the receipt.…”