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":"32 1","pages":"255-269"},"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":"32 1","pages":"137-148"},"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":"1 1","pages":"1-9"},"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":"32 1","pages":"219-228"},"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}
Maude Beaudoin, O. Atoyebi, W. Mortenson, Claudine Auger, L. Demers, A. Wister, M. Plante, F. Routhier
{"title":"Interviews with family caregivers of older adults: Their experiences of care and the integration of assistive technology in care","authors":"Maude Beaudoin, O. Atoyebi, W. Mortenson, Claudine Auger, L. Demers, A. Wister, M. Plante, F. Routhier","doi":"10.3233/tad-190253","DOIUrl":"https://doi.org/10.3233/tad-190253","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":"16 1","pages":"1-11"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69452093","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}
Ourania Manta, Thelma Androutsou, Athanasios Anastasiou, Y. Koumpouros, G. Matsopoulos, D. Koutsouris
BACKGROUND: A major concern that is being increasingly addressed in modern educational environments is the ability to present equal accessibility opportunities to students with neurodevelopmental conditions and disorders as for typically developing children. OBJECTIVE: The main objective of the paper is to employ innovative technological advancements merged with evidence-based practices in order to teach, improve and generalise social skills for children with neurodevelopmental disorders, specifically children with High Functioning Autism (HFA) as well as children with Attention Deficit Disorder (ADD). METHODS: The development of a personalized solution adapted to the needs of each student is proposed. The platform will be composed of three main modules (Content Management, Emotional Analysis and Personalization). The target group is students of the Primary Years Program and Middle Years Program. EXPECTED RESULTS: Improved communicational and interactional capability of people with disabilities and facilitate social innovation; more affordable technologies and products that support interactions for people with disabilities, and new generation of services that are highly adaptable and personalisable to individual contexts. CONCLUSIONS: In order to achieve the optimum output/result of the system the procedure need to be implemented and reviewed by all involved parties.
{"title":"Innovative technological advancements to improve cognitive and social skills of students with neurodevelopmental disorders","authors":"Ourania Manta, Thelma Androutsou, Athanasios Anastasiou, Y. Koumpouros, G. Matsopoulos, D. Koutsouris","doi":"10.3233/TAD-200288","DOIUrl":"https://doi.org/10.3233/TAD-200288","url":null,"abstract":"BACKGROUND: A major concern that is being increasingly addressed in modern educational environments is the ability to present equal accessibility opportunities to students with neurodevelopmental conditions and disorders as for typically developing children. OBJECTIVE: The main objective of the paper is to employ innovative technological advancements merged with evidence-based practices in order to teach, improve and generalise social skills for children with neurodevelopmental disorders, specifically children with High Functioning Autism (HFA) as well as children with Attention Deficit Disorder (ADD). METHODS: The development of a personalized solution adapted to the needs of each student is proposed. The platform will be composed of three main modules (Content Management, Emotional Analysis and Personalization). The target group is students of the Primary Years Program and Middle Years Program. EXPECTED RESULTS: Improved communicational and interactional capability of people with disabilities and facilitate social innovation; more affordable technologies and products that support interactions for people with disabilities, and new generation of services that are highly adaptable and personalisable to individual contexts. CONCLUSIONS: In order to achieve the optimum output/result of the system the procedure need to be implemented and reviewed by all involved parties.","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":"32 1","pages":"243-253"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/TAD-200288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69485658","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}
Manon M Schladen, Yiannis Koumpouros, Melissa Sandison, Rafael Casas, Peter Lum
Background: Dynamic exoskeleton orthoses provide assistance needed to complete movements that would otherwise be impossible after stroke. Beyond the demonstration of their effectiveness, the subjective experience of dynamic orthoses also needs to be considered.
Objective: To support functional recovery after stroke through the development of Hand-TaPS (Task Practice after Stroke), an instrument to evaluate dynamic hand orthoses in home therapy.
Methods: Dynamic hand orthosis subject matter experts (N = 14), professionals and consumers, considered the items of PYTHEIA, a valid and reliable instrument merging well-tested, assistive technology (AT) assessment items with those tuned to the greater complexity of emerging technologies. Experts reflected on how each item aligned with their personal experience of dynamic orthosis use. Interpretative Phenomenological Analysis guided identification of themes.
Results: Four themes (5/20 items) appraised highly relevant for Hand-TaPS. The remaining eight themes (15/20 items) were deemed in need of modification.
Conclusions: Dynamic hand orthoses constitute a special case of AT; the assistance they provide targets therapy, not ADLs. Our work to develop Hand-TaPS provides a clear example of the theoretical difference between rehabilitative and assistive technology and underscores the importance of consideration of how a device is used in its assessment.
背景:动态外骨骼矫形器提供了完成中风后不可能完成的运动所需的辅助。除了证明其有效性之外，还需要考虑动态矫形器的主观体验。目的:通过开发一种评估动态手部矫形器在家庭治疗中的应用效果的仪器- hand - taps(卒中后任务练习)来支持脑卒中后的功能恢复。方法:动态手部矫形器主题专家(N = 14)，专业人员和消费者考虑PYTHEIA的项目，PYTHEIA是一种有效可靠的仪器，将经过良好测试的辅助技术(AT)评估项目与更复杂的新兴技术相结合。专家们反映了每个项目如何与他们使用动态矫形器的个人经验相一致。解释性现象学分析指导主题的识别。结果:4个主题(5/20项)与Hand-TaPS高度相关。其余8个主题(15/20个项目)认为需要修改。结论:动态手部矫形器是一种特殊的AT病例;他们提供的帮助是针对治疗，而不是ADLs。我们开发Hand-TaPS的工作为康复和辅助技术之间的理论差异提供了一个清晰的例子，并强调了在评估中考虑如何使用设备的重要性。
{"title":"Conceptualization of Hand-TaPS to measure the subjective experience of dynamic hand orthoses in promoting functional recovery at home after stroke.","authors":"Manon M Schladen, Yiannis Koumpouros, Melissa Sandison, Rafael Casas, Peter Lum","doi":"10.3233/tad-200289","DOIUrl":"https://doi.org/10.3233/tad-200289","url":null,"abstract":"<p><strong>Background: </strong>Dynamic exoskeleton orthoses provide assistance needed to complete movements that would otherwise be impossible after stroke. Beyond the demonstration of their effectiveness, the subjective experience of dynamic orthoses also needs to be considered.</p><p><strong>Objective: </strong>To support functional recovery after stroke through the development of Hand-TaPS (Task Practice after Stroke), an instrument to evaluate dynamic hand orthoses in home therapy.</p><p><strong>Methods: </strong>Dynamic hand orthosis subject matter experts (<i>N</i> = 14), professionals and consumers, considered the items of PYTHEIA, a valid and reliable instrument merging well-tested, assistive technology (AT) assessment items with those tuned to the greater complexity of emerging technologies. Experts reflected on how each item aligned with their personal experience of dynamic orthosis use. Interpretative Phenomenological Analysis guided identification of themes.</p><p><strong>Results: </strong>Four themes (5/20 items) appraised highly relevant for Hand-TaPS. The remaining eight themes (15/20 items) were deemed in need of modification.</p><p><strong>Conclusions: </strong>Dynamic hand orthoses constitute a <i>special case</i> of AT; the assistance they provide targets therapy, not ADLs. Our work to develop Hand-TaPS provides a clear example of the theoretical difference between rehabilitative and assistive technology and underscores the importance of consideration of how a device is used in its assessment.</p>","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":"32 4","pages":"285-294"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-200289","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39336207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sean Edwards, Ryan O. Kellems, Gordon S. Gibb, B. Ashbaker, Kaitlyn Osborne, Alex W. Wheatley
BACKGROUND: Research suggests that video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. OBJECTIVE: This study evaluates whether a VP intervention on a functional academic math skill would have similar effects for adolescent students with mild/moderate learning disabilities (LD). METHODS: A single subject multiple probe across subjects design was used. Five high school students (three female and two male) ages 16–17 viewed a video on an iPad to learn to calculate how much money an item would cost if a certain percentage of the price were deducted for a sale. RESULTS: A functional relation was found between use of the intervention and acquisition of the steps necessary to complete the calculation task. Three students maintained the skills, correctly answering most word problems on a post-test a month after completing the intervention. CONCLUSIONS: Results of this study suggest that VP can be effective in teaching mathematic procedures to students with disabilities. Implications for practice and further research are discussed.
{"title":"Using video prompting to teach mathematics to adolescent students with LD","authors":"Sean Edwards, Ryan O. Kellems, Gordon S. Gibb, B. Ashbaker, Kaitlyn Osborne, Alex W. Wheatley","doi":"10.3233/tad-200298","DOIUrl":"https://doi.org/10.3233/tad-200298","url":null,"abstract":"BACKGROUND: Research suggests that video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. OBJECTIVE: This study evaluates whether a VP intervention on a functional academic math skill would have similar effects for adolescent students with mild/moderate learning disabilities (LD). METHODS: A single subject multiple probe across subjects design was used. Five high school students (three female and two male) ages 16–17 viewed a video on an iPad to learn to calculate how much money an item would cost if a certain percentage of the price were deducted for a sale. RESULTS: A functional relation was found between use of the intervention and acquisition of the steps necessary to complete the calculation task. Three students maintained the skills, correctly answering most word problems on a post-test a month after completing the intervention. CONCLUSIONS: Results of this study suggest that VP can be effective in teaching mathematic procedures to students with disabilities. Implications for practice and further research are discussed.","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":"32 1","pages":"229-241"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-200298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69485771","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}
Christina Fazio, Katherine Froehlich-Grobe, S. Sikka, C. Swank
{"title":"The process and outcomes of implementing a Functional Electrical Stimulation leg cycle ergometry (FES-LCE) program in an acute rehabilitation setting following spinal cord injury","authors":"Christina Fazio, Katherine Froehlich-Grobe, S. Sikka, C. Swank","doi":"10.3233/tad-190252","DOIUrl":"https://doi.org/10.3233/tad-190252","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":"32 1","pages":"43-50"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69452024","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":"Mobile health support for motor disability individuals: A review focused on holistic assessment and interventions","authors":"C. Siebra, Elaine Cappellazo Souto","doi":"10.3233/tad-190255","DOIUrl":"https://doi.org/10.3233/tad-190255","url":null,"abstract":"","PeriodicalId":22201,"journal":{"name":"Technology and Disability","volume":"32 1","pages":"51-57"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/tad-190255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69452105","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：