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

Stasolla, Fabrizio; Damiani, Rita; Perilli, Viviana; D’Amico, Fiora; Caffò, Alessandro O.; Stella, Anna; Albano, Vincenza; Damato, Concetta; Leone, Antonia Di

doi:10.1016/j.ridd.2015.07.005

Cited by 38 publications

(14 citation statements)

References 57 publications

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“…The devices themselves are meant to apply to specific populations, and therefore must be tested rigorously within that population. Thus, user feasibility studies and evaluations have been performed to evaluate assistive technology for multiple populations including cerebral palsy 15,16 dementia, 17 aging-in-place, 18 and spinal cord injury. 19 Motor learning for individuals with mobility impairments has been studied for rehabilitation purposes.…”

Section: Introductionmentioning

confidence: 99%

Evaluating touchless capacitive gesture recognition as an assistive device for upper extremity mobility impairment

Nelson

Waller

Robucci

et al. 2018

Journal of Rehabilitation and Assistive Technologies Engineerin

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Introduction: This paper explores the feasibility of using touchless textile sensors as an input to environmental control for individuals with upper-extremity mobility impairments. These sensors are capacitive textile sensors embedded into clothing and act as proximity sensors. Methods: We present results from five individuals with spinal cord injury as they perform gestures that mimic an alphanumeric gesture set. The gestures are used for controlling appliances in a home setting. Our setup included a custom visualization that provides feedback to the individual on how the system is tracking the movement and the type of gesture being recognized. Our study included a two-stage session at a medical school with five subjects with upper extremity mobility impairment. Results: The experimenting sessions derived binary gesture classification accuracies greater than 90% on average. The sessions also revealed intricate details in participant's motions, from which we draw two key insights on the design of the wearable sensor system. Conclusion: First, we provide evidence that personalization is a critical ingredient to the success of wearable sensing in this population group. The sensor hardware, the gesture set, and the underlying gesture recognition algorithm must be personalized to the individual's need and injury level. Secondly, we show that explicit feedback to the user is useful when the user is being trained on the system. Moreover, being able to see the end goal of controlling appliances using the system is a key motivation to properly learn gestures.

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Section: Introductionmentioning

confidence: 99%

Evaluating touchless capacitive gesture recognition as an assistive device for upper extremity mobility impairment

Nelson

Waller

Robucci

et al. 2018

Journal of Rehabilitation and Assistive Technologies Engineerin

View full text Add to dashboard Cite

show abstract

“…Limited opportunities to participate in reading instruction have been identified as a barrier for students with disabilities (Peeters et al, 2011). Stasolla et al (2015) supports AT use to improve "option opportunities" for participation, a primary outcome identified by the WHO ICF. Participation was not measured as an outcome, but was discussed, in five additional studies.…”

Section: Discussionmentioning

confidence: 96%

Assistive Technology for Literacy in Students With Physical Disabilities: A Systematic Review

Stauter

Prehn

Peters

et al. 2019

J Spec Educ Technol

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The purpose of this study was to systematically review literature on assistive technology (AT) used to develop literacy skills in students with physical disabilities. Primary databases were searched using search terms AT, disability, and literacy. Eight studies were eligible for inclusion. Six studies reported positive change to literacy components with AT support, and two reported a statistically significant change. Evidence offers support for AT in developing reading skills in this population. Future research could include reliable outcome measures, a classification system for participants’ disabilities, increased rigor of research design, and statistical data analysis.

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“…ATs can help carers understand and interpret the preferences of PIDD and help PD communicate those preferences [c.f. ( 24 , 25 )]. As such, they are useful, but they also risk misrepresenting an individual's subjective experiences, or constructing preferences (by framing responses to certain things or directing their attention in specific ways) that are in fact in the interests of the developer.…”

Section: Discussionmentioning

confidence: 99%

Autonomy Benefits and Risks of Assistive Technologies for Persons With Intellectual and Developmental Disabilities

O’Brolcháin

2018

Front. Public Health

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This paper explores the ways in which assistive technologies (ATs) can both promote and undermine the autonomy of Persons with Intellectual and Developmental Disabilities (PIDD). Following an initial discussion of ATs for PIDD, I examine the specific issues of autonomy for PIDD. I outline the ways in which ATs can boost autonomy, of PIDD, focusing on knowledge, authenticity, and liberty. Following that I suggest that ATs are not necessarily beneficial in terms of autonomy and examine ways that they might be used to undermine the autonomy of PIDD, specifically the categories of knowledge, authenticity, and liberty. I conclude by suggesting that the development of ATs requires ethical oversight.

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

Cited by 38 publications

References 57 publications

Evaluating touchless capacitive gesture recognition as an assistive device for upper extremity mobility impairment

Evaluating touchless capacitive gesture recognition as an assistive device for upper extremity mobility impairment

Assistive Technology for Literacy in Students With Physical Disabilities: A Systematic Review

Autonomy Benefits and Risks of Assistive Technologies for Persons With Intellectual and Developmental Disabilities

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