Feasibility of an eye-gaze technology intervention for students with severe motor and communication difficulties in Taiwan

Hsieh, Yu-Hsin; Granlund, Mats; Hwang, Ai-Wen; Hemmingsson, Helena

doi:10.1080/07434618.2023.2288837

Cited by 1 publication

(2 citation statements)

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“…There remains a need for a deeper understanding of interventions aimed at elevating involvement during attendance ( 22 ). Set goals tend to be transient, confined to specific timeframes, contexts, and tasks; for instance, increasing the frequency of attending after-school football/soccer training ( 23 , 24 ). Is it feasible to establish enduring individual participation goals for interventions?…”

Section: Part 1 Defining the Concepts And Conceptual Overlapsmentioning

confidence: 99%

“…These transactional effects necessitate changes in both the child and the people within the environment over time as a result of the intervention. Hsieh et al ( 23 , 24 ) have detailed the transactional effects observed when introducing eye gaze technology to children with severe multiple impairments through a series of single subject designs aimed at enhancing participation. After the introduction of eye gaze devices for communication, children displayed greater initiative in learning activities and play.…”

Section: Part 2: Participation As a Means: Enhancing Involvement In P...mentioning

confidence: 99%

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Participation as a means-implications for intervention reasoning

Granlund,

Imms

2024

Front. Rehabil. Sci.

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IntroductionThe increased focus among researchers and professionals on participation as an explicit intervention outcome has prompted a paradigm shift in both thought and practice. However, much research centers on altering participation outcomes in specific life situations and stages. This discussion paper considers “participation as a means” in pediatric rehabilitation and special education interventions, emphasizing its role in achieving lasting outcomes.MethodThis paper uses a Venn diagram approach to consider relations between three core concepts—participation, intervention, and outcomes—and their intersection. The paper's central theme revolves around the intersection of these concepts, wherein participation serves as a means to achieve enduring participation outcomes within the realms of rehabilitation and special education. The discussion is supported by contemporary empirical work and from literature identified in two recent scoping reviews focusing on the intervention process.ResultsAchieving enduring participation outcomes through participation in the intervention process necessitates creating a learning experience, with children and families actively participating in every step: identifying participation issues, seeking explanations, prioritizing intervention goals, selecting methods, implementing interventions, and evaluating the process and outcomes.DiscussionThis structured approach supports professionals and researchers to foster the skills and capacity required for lasting participation outcomes for children with impairments.

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Section: Part 1 Defining the Concepts And Conceptual Overlapsmentioning

confidence: 99%

Section: Part 2: Participation As a Means: Enhancing Involvement In P...mentioning

confidence: 99%