Microswitch and keyboard-emulator technology to facilitate the writing performance of persons with extensive motor disabilities

Effect of diagnosis, body site and experience on text entry rate of individuals with physical disabilities: a systematic review

OBJECTIVE

This study systematically reviewed the research on computer text entry by people with physical disabilities, and conducted a quantitative synthesis of text entry rates associated with individuals' diagnosis, body site used with the interface and their level of experience.

METHOD

We searched 10 databases and included studies in which: typing speed was reported; the access interface was available for public use; and individuals with physical impairments were in the study population. For quantitative synthesis, we used only the text entry rates (TER) reported for individuals with physical impairments; studies also had to report the sample size, and the average and standard deviation for the text entry rates.

RESULTS

Thirty-nine studies involving 248 subjects met the criteria for quantitative synthesis. Cerebral palsy was associated with significantly slower TER, at 5.5 wpm, than muscular dystrophy (12.5 wpm), spina bifida (10.4 wpm), SCI high cervical (10.1 wpm) and SCI low cervical (13.3 wpm). Among the 19 body sites represented, the Fingers bilateral category had the highest average, at 17.72 wpm. Head (2.92 wpm) and Hand (non-typing) (3.95 wpm) were each associated with significantly slower TER than Hands unspecified, Fingers bilateral, Hand with control enhancer, Voice and Mouth. The three levels of experience examined, LowPlus, Medium and High, provided very similar TER.

CONCLUSION

This study contributes external evidence for service providers who provide computer access interventions for individuals with disabilities. The analyzed text entry performances serve as benchmarks to be used as guidelines during interface selection and training. Implications for Rehabilitation The median text entry rate (TER) across the literature for individuals with physical disabilities is 7.0 wpm. TER is affected by a user's diagnosis and the body site used for typing. These TER data can serve as diagnostic norms and benchmarks to be used as guidelines during interface selection and training. We recommend that practitioners measure text entry rate with clients, to place their performance in the context of these results and provide a baseline against which to measure effectiveness of an intervention.

Text entry rate of access interfaces used by people with physical disabilities: A systematic review

This study systematically reviewed the research on assistive technology (AT) access interfaces used for text entry, and conducted a quantitative synthesis of text entry rates (TER) associated with common interfaces. We searched 10 databases and included studies in which: typing speed was reported in words per minute (WPM) or equivalent; the access interface was available for public use; and individuals with physical impairments were in the study population. For quantitative synthesis, we used only the TER reported for individuals with physical impairments. Studies also had to report the sample size, and the average and standard deviation for the TER data. Thirty-nine studies met the criteria for quantitative synthesis. Studies involved seven interface types: standard keyboard typing, on-screen keyboard (OSK) with cursor selection, OSK with scanning selection, automatic speech recognition (ASR), Morse code, brain-computer interface (BCI), and other. ASR, standard keyboard, cursor OSK, and scanning OSK had at least four studies and 30 subjects, with TER averaging 15.4, 12.5, 4.2, and 1.7 WPM, respectively. When combined with measurements of a particular client's text entry performance, the TER from this review can be used within an evidence-based decision-making process for selecting control interfaces.

Increase in physical activities in kindergarten children with cerebral palsy by employing MaKey-MaKey-based task systems

In this study, we employed Flash- and Scratch-based multimedia by using a MaKey-MaKey-based task system to increase the motivation level of children with cerebral palsy to perform physical activities. MaKey MaKey is a circuit board that converts physical touch to a digital signal, which is interpreted by a computer as a keyboard message. In this study, we used conductive materials to control this interaction. This study followed single-case design using ABAB models in which A indicated the baseline and B indicated the intervention. The experiment period comprised 1 month and a half. The experimental results demonstrated that in the case of two kindergarten children with cerebral palsy, their scores were considerably increased during the intervention phrases. The developmental applications of the results are also discussed.

Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: a literature review

OBJECTIVE

Information and communication technology (ICT) has the potential to enhance participation in educational activities for students with physical disabilities. Even though incorporating ICTs into teaching and learning in education has become an important issue, it is unclear what evidence research has provided. The aim of this study was to investigate types of ICT items and how ICT is being used by students with physical disabilities, and describe the benefits of ICT use in school activities.

METHODS

A systematic literature search, covering the period 2000-May 2012, was performed in the databases AMED, CINAHL, Eric, OTseeker, Psych Info, PubMed, and Scopus. Data analysis entailed extracting, editing, grouping, and abstracting findings.

RESULTS

A total of 32 articles were included, 16 of which were intervention studies. More than half of the studies concerned students with motor impairments. Type of ICT used differed among impairment groups, and ICT seemed to be especially beneficial for writing, spelling, and communication.

CONCLUSIONS

Even though the review found heterogeneity across the studies students seemed to benefit from ICT use regardless of the type. For future research it is important to highlight intervention studies, especially for students with visual, hearing, and communication impairments.

Assistive technology for promoting choice behaviors in three children with cerebral palsy and severe communication impairments

A technology-based program to promote independent choice behaviors by three children with cerebral palsy and multiple disabilities was assessed. The program was based on learning principles and assistive technology (i.e., customized input devices/sensors, personal computers, screening of preferred stimuli according to a binomial criterion). The first purpose of the present study was to provide the participants with a new set-up of assistive technology and to allow them to choose among three categories (i.e., food, beverage and leisure), and to request a specific item out of four in each category, adopting a procedure that minimized (according to a conditional probability criterion) unintentional choices. The second aim of the study was to carry out the effects of the program on detectable mood signs (i.e., happiness index). The study was conducted according to an ABAB sequence with a subsequent post intervention check for each participant. The results showed an increase of engagement and of the happiness index during intervention phases. Psychological as well as educational implications were discussed.