C. Swank, Coulter Galvan, Jake DiPasquale, Librada Callender, S. Sikka, S. Driver
{"title":"Lessons learned from robotic gait training during rehabilitation: Therapeutic and medical severity considerations over 3 years","authors":"C. Swank, Coulter Galvan, Jake DiPasquale, Librada Callender, S. Sikka, S. Driver","doi":"10.3233/tad-190248","DOIUrl":"https://doi.org/10.3233/tad-190248","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69452326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BACKGROUND: Videomodeling is an effective technological tool for intervention and rehabilitation of children with autism spectrum disorders in different contexts. OBJECTIVE: The purpose of this paper is to verify whether a videomodeling intervention is effective for the acquisition of social and emotional behaviour and skills of children with ASD using tablet PC. METHODS: One 6-year-old child with ASD, who does not use verbal communication, was involved in a multiple baseline across behaviours design: the independent variable was the videomodeling intervention, instead the dependent variable was the participant behaviour. Intervention was preceded by a pre-session of Functional Communication training. An intersubject analysis was used to evaluate participant percentage of response through the sessions. RESULTS: The participant showed a marked improvement in his emotional skills. The intersubjective analysis carried out shows the sharp increase in response in many target behaviours from the baseline to the intervention phase. A limitation of the study was the lack of time: there were only two inversion sessions, no follow-up evaluation, no generalization and no double-blind study. CONCLUSIONS: It would be interesting for future research to extend it to everyday life scenarios, to enhance generalization in other contexts, involving a larger number of people with ASD.
{"title":"Development of emotional skills through videomodeling: A case study with a non-verbal participant","authors":"Angelo Rega, Federica Somma, L. Iovino","doi":"10.3233/tad-180222","DOIUrl":"https://doi.org/10.3233/tad-180222","url":null,"abstract":"BACKGROUND: Videomodeling is an effective technological tool for intervention and rehabilitation of children with autism spectrum disorders in different contexts. OBJECTIVE: The purpose of this paper is to verify whether a videomodeling intervention is effective for the acquisition of social and emotional behaviour and skills of children with ASD using tablet PC. METHODS: One 6-year-old child with ASD, who does not use verbal communication, was involved in a multiple baseline across behaviours design: the independent variable was the videomodeling intervention, instead the dependent variable was the participant behaviour. Intervention was preceded by a pre-session of Functional Communication training. An intersubject analysis was used to evaluate participant percentage of response through the sessions. RESULTS: The participant showed a marked improvement in his emotional skills. The intersubjective analysis carried out shows the sharp increase in response in many target behaviours from the baseline to the intervention phase. A limitation of the study was the lack of time: there were only two inversion sessions, no follow-up evaluation, no generalization and no double-blind study. CONCLUSIONS: It would be interesting for future research to extend it to everyday life scenarios, to enhance generalization in other contexts, involving a larger number of people with ASD.","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-180222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69450439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Consideration on the improvement of assistive products’ availability and the awareness of rehabilitation professionals in Bangladesh","authors":"M. Khan, H. Oku, Akio Nakagawa, M. Sano","doi":"10.3233/tad-190250","DOIUrl":"https://doi.org/10.3233/tad-190250","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69452013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Design and development of a low cost and reliable writing aid for visually impaired based on Morse code communication","authors":"Sagar Juneja, Pratyaksh Joshi","doi":"10.3233/tad-190257","DOIUrl":"https://doi.org/10.3233/tad-190257","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190257","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69452151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Lancioni, Nirbhay N. Singh, M. O'Reilly, J. Sigafoos, Giovanna Grillo, L. Desideri, Gloria Alberti, F. Campodonico
{"title":"A new tablet-based program to support leisure and video calls in people with intellectual and motor disabilities","authors":"G. Lancioni, Nirbhay N. Singh, M. O'Reilly, J. Sigafoos, Giovanna Grillo, L. Desideri, Gloria Alberti, F. Campodonico","doi":"10.3233/tad-200268","DOIUrl":"https://doi.org/10.3233/tad-200268","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-200268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69485084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Rocheleau, V. Cobigo, Hajer Chalghoumi, Alhadi M. Jahan, J. Jutai, J. Lake, S. Farrell, Y. Lachapelle
{"title":"Factors affecting information technology use from the perspective of aging persons with cognitive disabilities: A scoping review of qualitative research","authors":"J. Rocheleau, V. Cobigo, Hajer Chalghoumi, Alhadi M. Jahan, J. Jutai, J. Lake, S. Farrell, Y. Lachapelle","doi":"10.3233/tad-190242","DOIUrl":"https://doi.org/10.3233/tad-190242","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190242","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69451330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BACKGROUND: Intelligent Personal Assistants have been booming around the world since 2014, allowing millions of users to interact with different cloud-based software via speech. Unfortunately, the Deaf and Hard of Hearing individuals have been left out without recognizable accessibility to such technologies, although it might be used to make their daily life routine easier. OBJECTIVE: In this research, the researcher studies the interaction and perception of Amazon’s Alexa among the Deaf and Hard of Hearing in the United Arab Emirates in its current set up (Tap-to-Alexa accessibility option) in addition to Sign Language as an input method. The researcher expands on the Technology Acceptance Model to study the acceptance of Alexa as an assistive technology for the Deaf and Hard of Hearing. Additionally, the researcher discusses more suitable input methods and solutions to allow Alexa, and other Intelligent Personal Assistants, be more accessible for the Deaf and Hard of Hearing. METHODS: The mixed method is used in this research in terms of collecting primary data through hands-on experiments, surveys, and interviews with the Deaf and Hard of Hearing participants. RESULTS: The researcher found that the Deaf and Hard of Hearing in the United Arab Emirates perceive that Sign Language combined with a Live interpreter is better than the accessibility option “Tap-to-Alexa”, which is a solution provided by Amazon. The researcher also found that Sign Language combined with a Live interpreter is the most suitable input method to make the device accessible for the Deaf and Hard of Hearing, in addition to translating the “Tap-to-Alexa” to different languages. Finally, the researcher proposes a modification to the Technology Acceptance Model to suit the research study of the Deaf and Hard of Hearing perception of Alexa. CONCLUSIONS: The researcher concludes that the ideal scenario for the Deaf and Hard of Hearing to interact and benefit the most from Amazon’s Alexa, and IPAs in general, is to include Sign Language as an embedded input method in the device and provide live interpreters; this sheds light on the importance of the interpreters’ jobs around the world. Additionally, “Tap-to-Alexa” must be translated into different languages for a better perception of the input method.
{"title":"Deaf and hard of hearing in the United Arab Emirates interacting with Alexa, an intelligent personal assistant","authors":"Nada Shahin, M. Watfa","doi":"10.3233/tad-200286","DOIUrl":"https://doi.org/10.3233/tad-200286","url":null,"abstract":"BACKGROUND: Intelligent Personal Assistants have been booming around the world since 2014, allowing millions of users to interact with different cloud-based software via speech. Unfortunately, the Deaf and Hard of Hearing individuals have been left out without recognizable accessibility to such technologies, although it might be used to make their daily life routine easier. OBJECTIVE: In this research, the researcher studies the interaction and perception of Amazon’s Alexa among the Deaf and Hard of Hearing in the United Arab Emirates in its current set up (Tap-to-Alexa accessibility option) in addition to Sign Language as an input method. The researcher expands on the Technology Acceptance Model to study the acceptance of Alexa as an assistive technology for the Deaf and Hard of Hearing. Additionally, the researcher discusses more suitable input methods and solutions to allow Alexa, and other Intelligent Personal Assistants, be more accessible for the Deaf and Hard of Hearing. METHODS: The mixed method is used in this research in terms of collecting primary data through hands-on experiments, surveys, and interviews with the Deaf and Hard of Hearing participants. RESULTS: The researcher found that the Deaf and Hard of Hearing in the United Arab Emirates perceive that Sign Language combined with a Live interpreter is better than the accessibility option “Tap-to-Alexa”, which is a solution provided by Amazon. The researcher also found that Sign Language combined with a Live interpreter is the most suitable input method to make the device accessible for the Deaf and Hard of Hearing, in addition to translating the “Tap-to-Alexa” to different languages. Finally, the researcher proposes a modification to the Technology Acceptance Model to suit the research study of the Deaf and Hard of Hearing perception of Alexa. CONCLUSIONS: The researcher concludes that the ideal scenario for the Deaf and Hard of Hearing to interact and benefit the most from Amazon’s Alexa, and IPAs in general, is to include Sign Language as an embedded input method in the device and provide live interpreters; this sheds light on the importance of the interpreters’ jobs around the world. Additionally, “Tap-to-Alexa” must be translated into different languages for a better perception of the input method.","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-200286","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69485352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
José Enrique Llamazares De Prado, Ana Rosa Arias Gago
In the following research, we intend to highlight the importance of inclusion in the museum spaces, being the key the educational value, with the use of the new tools (ICTs), as well as the interculturality showing the diversity of the current cities in its cultural aspect, and allowing the access to all type of public, with functional diversity. A systematic review has been carried out with a selection of 490 articles examined up to 56 articles from 2002 to October 2017. The search was conducted using ten databases: Esci, Circ, Miar, Eric, Isoc, Dialnet, Scopus, Google Scholar, Teacher Reference Center and Wos. The purpose is to provide elements to carry out good practices that facilitate inclusive education and avoid cultural exclusion. Within the conclusions obtained, the role of the museum space as a place of reflection and grouping of different intergenerational groups is evident. The incorporation of ICTs that improve interaction and learning should be encouraged, valuing cooperation between museums and schools.
{"title":"Inclusion through technology and education: A commitment to the improvement of museographic cultural spaces","authors":"José Enrique Llamazares De Prado, Ana Rosa Arias Gago","doi":"10.3233/tad-190246","DOIUrl":"https://doi.org/10.3233/tad-190246","url":null,"abstract":"In the following research, we intend to highlight the importance of inclusion in the museum spaces, being the key the educational value, with the use of the new tools (ICTs), as well as the interculturality showing the diversity of the current cities in its cultural aspect, and allowing the access to all type of public, with functional diversity. A systematic review has been carried out with a selection of 490 articles examined up to 56 articles from 2002 to October 2017. The search was conducted using ten databases: Esci, Circ, Miar, Eric, Isoc, Dialnet, Scopus, Google Scholar, Teacher Reference Center and Wos. The purpose is to provide elements to carry out good practices that facilitate inclusive education and avoid cultural exclusion. Within the conclusions obtained, the role of the museum space as a place of reflection and grouping of different intergenerational groups is evident. The incorporation of ICTs that improve interaction and learning should be encouraged, valuing cooperation between museums and schools.","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190246","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69451852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Vasconcelos, E. Lamounier, Fernanda Francielle de Oliveira Malaquias, Luciana Aparecida Oliveira, Alexandre Cardoso
{"title":"A Virtual Reality based serious game to aid in the literacy of students with intellectual disability: Design principles and evaluation","authors":"D. Vasconcelos, E. Lamounier, Fernanda Francielle de Oliveira Malaquias, Luciana Aparecida Oliveira, Alexandre Cardoso","doi":"10.3233/tad-200272","DOIUrl":"https://doi.org/10.3233/tad-200272","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-200272","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69485186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Tsiakas, E. Barakova, Javed-Vassilis Khan, P. Markopoulos
BACKGROUND: There is strong evidence that cognitive skills and executive functions are skills that children need in order to successfully learn in school. Although executive function disorders are not considered a learning disability, weaknesses in executive functioning are often observed in students with learning disabilities or ADHD. Cognitive games are a type of educational games which focus on enhancing cognitive functioning in children with different profiles of cognitive development, including students with neurocognitive and/or learning disabilities. Self-regulation and metacognitive skills also play an important role in academic performance. OBJECTIVE: In this work, we highlight the need of monitoring and supporting metacognitive skills (self-regulation) in the context of a cognitive training game. We propose a system for self-regulated cognitive training for children which supports metacognitive strategies allowing the child to reflect on their own progress, weaknesses and strengths, self-arrange the training content, and thus to promote their self-regulated learning skills. METHODS: We provide a narrative review of research in cognitive training, self-regulated learning and explainable recommendation systems for children in educational settings. RESULTS AND CONCLUSIONS: Based on the review, an experimental testbed is proposed to explore how transparency, explainability and persuasive strategies can be used to promote self-regulated learning skills in children, considering individual differences on learning abilities, preferences, and needs.
{"title":"BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children","authors":"K. Tsiakas, E. Barakova, Javed-Vassilis Khan, P. Markopoulos","doi":"10.3233/tad-200294","DOIUrl":"https://doi.org/10.3233/tad-200294","url":null,"abstract":"BACKGROUND: There is strong evidence that cognitive skills and executive functions are skills that children need in order to successfully learn in school. Although executive function disorders are not considered a learning disability, weaknesses in executive functioning are often observed in students with learning disabilities or ADHD. Cognitive games are a type of educational games which focus on enhancing cognitive functioning in children with different profiles of cognitive development, including students with neurocognitive and/or learning disabilities. Self-regulation and metacognitive skills also play an important role in academic performance. OBJECTIVE: In this work, we highlight the need of monitoring and supporting metacognitive skills (self-regulation) in the context of a cognitive training game. We propose a system for self-regulated cognitive training for children which supports metacognitive strategies allowing the child to reflect on their own progress, weaknesses and strengths, self-arrange the training content, and thus to promote their self-regulated learning skills. METHODS: We provide a narrative review of research in cognitive training, self-regulated learning and explainable recommendation systems for children in educational settings. RESULTS AND CONCLUSIONS: Based on the review, an experimental testbed is proposed to explore how transparency, explainability and persuasive strategies can be used to promote self-regulated learning skills in children, considering individual differences on learning abilities, preferences, and needs.","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-200294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69485763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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