The potential of electronic organizers as a tool in the cognitive rehabilitation of young people

Abstract

Youths who have traumatic brain injury (TBI) or mental retardation and other developmental disabilities often experience cognitive challenges in using memory and organization for learning, managing daily routines, or conducting social interactions. This article presents the results of a survey of 53 youth-parent-teacher triads probing their views regarding the youth's relationship with technology. Since the sample is small, results should be viewed with caution, yet keeping in mind the study presents some of the only data available on the use of generic technologies with youths who have disabilities. Primary findings indicate: 1) youths use a variety of technologies and are more likely to be exposed to computers than cell phones or personal data assistants respectively; 2) youths with finger, reading, and copying skills use more technologies; 3) youths value many varied features of technology, but rated most highly good technical support, simple learning requirements, capacity to store information, and long battery life. The data also indicated that the most common memory and organization strategy the youths used was "someone does it for me".

Intervention in time‐processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years – A cluster randomised trial

“…Compensatory intervention to support orientation to time includes the use of activity schedules, which is an established method to support children with autism (Koyama & Wang, ). In addition, the use of adapted calendars and other visual aids can promote orientation to time of the day, week or year (Gillette & DePompei, ). There is evidence for the effectiveness of assistive devices that compensate for a lack of time management in adults with developmental disabilities (e.g., IDs) (Arvidsson & Jonsson; Gillespie, Best & O'Neill, ; Granlund, Bond, Lindstöm & Wennberg, ; Wennberg & Kjellberg, ).…”

Practitioner Review: Beyond shaken baby syndrome: what influences the outcomes for infants following traumatic brain injury?

“…External supports such as pagers providing reminders (van't Hooft et al, 2007;Wilson & Moffat, 1992;Wilson, Emslie, Quirk, Evans, & Watson, 2005) and electronic organisers (DePompei et al, 2008;Gillette & DePompei, 2004) may help children to achieve better functional memory. Lower-tech supports are suggested by Rankin and Hood (2005), such as visual timetables and stickers to highlight important environmental elements.…”

Do PDAs enhance the organization and memory skills of students with cognitive disabilities?

“…Little systematic research is available on school-aged individuals with disabilities and the use of generic, handheld technologies. In a 2001 survey of 53 students with disabilities, 7 to 22 years old, only 6 reported ever using an electronic organizer and only 2 reported having used an electronic organizer for keeping track of appointments (Gillette & DePompei, 2004). In the same study, students, parents, and teachers reported their perception of how the student kept track of appointments.…”

“…Children reported exposure to many more types of devices and had increased familiarity with computer operations. However, they were using the devices for enjoyment rather than for completion of daily tasks (Gillette & DePompei, 2004). As a result of these surveys and additional focus groups, the second stage of research moved to in vivo trials of PDAs with these populations.…”