Single-Switch Computer Access for Infants and Toddlers

Swinth, Yvonne; Anson, Denis; Deitz, Jean

doi:10.5014/ajot.47.11.1031

Cited by 29 publications

(17 citation statements)

References 11 publications

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“…AT has been reported to extend the play repertoires and play interactivity of some infants and toddlers with disabilities (Behrmann, 1984;Brinker & Lewis, 1982;Daniels et al, 1995;Swinth, Anson, & Deitz, 1993;Wright & Nomura, 1985). Kinsley and Langone (1995) stated that "adapted toys can be powerful motivators for children who have disabilities" (p. 319).…”

Section: Low-techmentioning

confidence: 94%

Play and Assistive Technology Issues for Infants and Young Children with Disabilities

Lane

Mistrett

1996

Focus Autism Other Dev Disabl

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Play forms an important foundation for the development of skills in all children. Unfortunately, for infants and children with disabilities, real play may be absent or diminished, replaced by therapies and/or special instruction. Infants and young children with disabilities experience barriers to play that are created by the nature of their disability. Parents of these children may feel they do not have time to play, given the demands of intervention and education. Alternatively, they may not know how to facilitate play with a child with a disability. Assistive technology has the potential to open up play options to children with disabilities and their parents, if our "definition" of assistive technology is broadened. This article examiness "low-tech" assistive technology options addressing positioning, communication, learning, mobility, and self-care barriers. A discussion of the combination of low-tech assistive technology with high-tech assistive technology is presented with a case example. Finally, policy issues that interfere with the ability to include low-and high-tech assistive technology in early intervention are addressed, and recommendations for overcoming these barriers are considered.

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Section: Low-techmentioning

confidence: 94%

Play and Assistive Technology Issues for Infants and Young Children with Disabilities

Lane

Mistrett

1996

Focus Autism Other Dev Disabl

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“…A contingency controlling system can alter environmental interactions by allowing simple gross body movements to serve as controlling actions. More recently, Swinth, Anson, and Deitz [35] have demonstrated that normal children as "young as six months of age could control a computer-based, cause-and-effect program using a single-switch access system" [35, p. 10311. They concluded that "professionals who work with children with disabilities may consider introducing computers to children at this age or to children who are functioning near this cognitive developmental level" [35, p. 10311.…”

Section: ) Cause-effect Relationships: For Children Switch Controlmentioning

confidence: 99%

Applications of robotic/mechatronic systems in special education, rehabilitation therapy, and vocational training: a paradigm shift

Erlandson

1995

IEEE Trans. Rehab. Eng.

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This paper presents and discusses a variety of robotic and mechatronic system applications that deviate from traditional rehabilitation uses, augmenting or replacing lost functional abilities, to applications which use these systems as therapeutic tools serving as part of the rehabilitation, vocational therapy, and educational process. These applications will include those systems designed and developed by the Enabling Technologies Laboratory at Wayne State University, as well as other organizations. Themes are emerging from the experiences gained through these diverse applications. Robotidmechatronic systems promote active participation by the client. They are finding applications where consistent, repeatable manipulative operations are required for extended periods of time. The roles played by therapists, teachers, and service providers change as the role of the technology changes. Service providers are freed from mundane nontherapeutic or noneducational activities, and consequently are able to focus more fully on the client and the therapeutic or educational tasks. The systems have characteristics that improve their cost/effectiveness. For example, therapists or service providers can often leverage their time and attention by accomplishing multiple objectives and/or serving multiple clients with a given therapeutic or educational task. The systems typically perform multiple functions. Therapeutic activity is generally billable, and therefore the technology represents a revenue source. Since the technology is used by a number of clients, its cost can be amortized over this client base. Lastly, clients tend to enjoy working with the technology. Each application is different, but in general, the systems are providing clients the positive effects of competent participation in a task or activity. These applications present system uses that go beyond augmentation and replacement of lost functional abilities and, as such, are expanding the popular model, or paradigm, regarding robotic and mechatronic system applications.

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“…Caregivers reported that AT was beneficial for children with cerebral palsy to increase their play and mobility skills (Østensjø, Carlberg, & Vøllestad, 2005). For some infants and toddlers, AT has been shown to lengthen play repertoires and play interactivity (Behrmann, 1984;Brinker & Lewis, 1982;Daniels, et al, 1995;Swinth, Anson, & Deitz, 1993;Wright & Nomura, 1985). Research demonstrates AT is an effective tool for supporting children with disabilities during a variety of activities/routines; however, it is not always introduced as an option during provider and family discussions (Lahm & Sizemore, 2002).…”

mentioning

confidence: 95%

Caregiver Perspectives About Assistive Technology Use With Their Young Children With Autism Spectrum Disorders

Cardon

Wilcox²,

Campbell

2011

Infants &Amp; Young Children

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The purpose was to examine how caregivers of infants and toddlers with autism spectrum disorder view their daily activities/routines and in what way, if any, assistive technology (AT) acts as a support. A total of 134 families who reported their child's disability as autism spectrum disorder/pervasive developmental disorder completed a survey designed to gain information about activities/routines (eg, bath time, mealtime, etc) and potential use of AT to support a child's participation in the routine. Frequency counts were utilized to determine the percentage of caregiver responses in each activity/routine category. Responses to open-ended questions were examined and coded to supplement the information gained through the forced-choice questions. Results indicated that caregivers reported difficulties with all sampled activities/routine. The problem reported most frequently (39.9%) was a child's inability to participate in the routine. Less than half of the caregivers reported being able to find solutions that incorporated the use of AT. Although some caregivers reported using AT, actual use of AT was minimal. In addition, caregivers reported limited support and training on the use of AT. Assistive technology has been established as an effective means of providing intervention during daily activities/routines. Research indicates caregivers have large misconceptions about what AT is and receive minimal support from their early intervention providers in understanding AT.

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Single-Switch Computer Access for Infants and Toddlers

Cited by 29 publications

References 11 publications

Play and Assistive Technology Issues for Infants and Young Children with Disabilities

Play and Assistive Technology Issues for Infants and Young Children with Disabilities

Applications of robotic/mechatronic systems in special education, rehabilitation therapy, and vocational training: a paradigm shift

Caregiver Perspectives About Assistive Technology Use With Their Young Children With Autism Spectrum Disorders

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