Using a motion‐controlled game to teach four elementary school children with intellectual disabilities to improve hand hygiene

Comparison of Menstrual Care Skills Training Programs Provided to Girls with Intellectual Disabilities By a Healthcare Professional and Caregivers: A Randomized Controlled Trial

Objective: To compare the effectiveness of the training provided by the professional and caregivers in developing menstrual care skills of girls with intellectual disabilities. Methods: A randomized controlled trial was conducted with 22 moderate girls with intellectual disabilities randomly assigned to G-I and G-II. Both groups received training program using chaining technique and modeling on a doll and on itself for 8 weeks. Assessments were made on the 1, 15, 30 and 60 days. Results: The girls' median age was 15 (14-18) years. Scores skill of menstrual care were significantly increased in both groups (p < .05; effect size = 0.61). G-I's a pad placement and changing dirty pad skill scores were higher than G-II (p = 0.05; effect size = 0.44). Conclusion: The training process performing by caregivers can be affected by the complexity of the menstrual self-care skills. School-parents cooperation-based reproductive health programs may be facilitated the teaching of complex menstrual care skills of girls with intellectual disabilities.

Motion Capture Technologies for Ergonomics: A Systematic Literature Review

Muscular skeletal disorder is a difficult challenge faced by the working population. Motion capture (MoCap) is used for recording the movement of people for clinical, ergonomic and rehabilitation solutions. However, knowledge barriers about these MoCap systems have made them difficult to use for many people. Despite this, no state-of-the-art literature review on MoCap systems for human clinical, rehabilitation and ergonomic analysis has been conducted. A medical diagnosis using AI applies machine learning algorithms and motion capture technologies to analyze patient data, enhancing diagnostic accuracy, enabling early disease detection and facilitating personalized treatment plans. It revolutionizes healthcare by harnessing the power of data-driven insights for improved patient outcomes and efficient clinical decision-making. The current review aimed to investigate: (i) the most used MoCap systems for clinical use, ergonomics and rehabilitation, (ii) their application and (iii) the target population. We used preferred reporting items for systematic reviews and meta-analysis guidelines for the review. Google Scholar, PubMed, Scopus and Web of Science were used to search for relevant published articles. The articles obtained were scrutinized by reading the abstracts and titles to determine their inclusion eligibility. Accordingly, articles with insufficient or irrelevant information were excluded from the screening. The search included studies published between 2013 and 2023 (including additional criteria). A total of 40 articles were eligible for review. The selected articles were further categorized in terms of the types of MoCap used, their application and the domain of the experiments. This review will serve as a guide for researchers and organizational management.

Use of augmented reality in mental health-related conditions: A systematic review

Objective

Augmented reality (AR) is a relatively new technology that merges virtual and physical environments, augmenting one's perception of reality. AR creates a computer-generated environment that evokes a unique perception of reality, where real and virtual objects are registered with one another, which operates interactively and in real time. Recently, the medical application of AR technology has dramatically increased with other assisted technologies, from training to clinical practice. The ability to manipulate the real environment extensively has given AR interventions an advantage over traditional approaches. In this study, we aim to conduct a systematic review of the use of AR to have a better understanding of how the use of AR may affect patients with mental health-related conditions when combined with gamification.

Method

This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by searching Pubmed and Web of Science databases.

Results and Conclusion

We identified 48 relevant studies that fulfill the criteria. The studies were grouped into four categories: Neurodevelopmental disorders, anxiety and phobia, psychoeducation & well-being, and procedural & pain management. Our results revealed the effectiveness of AR in mental health-related conditions. However, the heterogeneity and small sample sizes demonstrate the need for further research with larger sample sizes and high-quality study designs.

Assessment of the Functional Level of Independence in Individuals with Mental Disabilities as Part of Special Education Diagnostics: Case Studies

In this study we focus on the application of standardized tests aimed at evaluating the functional degree of independence in children (client 1, WeeFIM test; and client 2, FIM test) in special education diagnostics. The target group consisted of two clients with a diagnosis of mental functional diversity (n = 2; client 1: mild mental retardation, according to ICD-10: F70, aged 6.5 years; and client 2: moderate mental retardation, according to ICD-10: F71, aged 13.4 years). Special pedagogical intervention was primarily applied to the clients, focusing on identified deficits in the areas of cognitive, motor, and social skills. The presented results demonstrate the importance of the application of these tests in special pedagogy. An improvement in the observed indicators of the given tests was demonstrated for both probands after the intervention. The aim of this article was to draw attention to the suitability of using functional independence tests in special pedagogical practices. The authors discuss the further implications of this application for future practice.

Research on the Design of Interactive Children's Vocal Enlightenment Toys Based on Audiovisual Association Experience

This paper examines the characteristics and current situation of children's vocal enlightenment toy design, studies how to design children's verbal enlightenment toys based on audiovisual associative experience, and develops appropriate optimization strategies and approaches. This paper analyzes the theoretical basis involved in design practice, summarizes the generation and concept of audiovisual association and the significance of associative experience for children's vocal enlightenment, explores the application and characteristics of interaction design in children's toys, and summarizes the creation of interactive toys. The triggered form of associative experience is determined according to the physical and mental development characteristics, interaction behavior, and experimental research of children at this stage. By summarizing the typical design elements of existing children's interactive toys with good sales and reputation and designing a questionnaire, the Kano model was used to obtain the design element priorities to guide design practice. We used audiovisual association as an entry point to writing a sound and picture interactive program through processing and the Arduino platform to develop the interactive toys. "Sound fun" is an interactive toy that extracts the characteristics of children's voices to correspond to the changes of picture elements and can provide real-time feedback of dynamic pictures through the user's voice to achieve the purpose of triggering a synesthetic experience. Interaction design applied to toy design is a new direction in terms of traditional toy design, which enhances the interactivity of toys and enhances the user's sense of experience and participation in the use of toys; it can improve the affinity and fun of toys.

The effect of motion games on improving the psychomotor and intellectual performance of children with autism spectrum disorder and intellectual disabilities

Introduction. Depressive states and anxiety are common symptoms of children with autism spectrum disorder (ASD). The persons with intellectual disabilities show problems related to the development of basic motor skills, having learning problems compared to normal ones, imbalances between the processes of arousal and inhibition, limited motor ability, difficult understanding of language and motor tasks, difficult concentration, mechanical assimilation etc. Objectives. The study analyzes the effectiveness of structures and motion games, applied in specific activities for children with intellectual disabilities (ID) and autism spectrum disorders (ASD). Material and Methods. The research involved an experimental group of 5 children with one of these disabilities or their combination (age 10-11 years), included in a training process at the Ion Teodorescu Special Vocational School in Slobozia / Ialomița / Romania and comparing their results with a control group (6 normal children, with an average age of 10 years), between 20.09.2020-10.03.2021. The assessment of the level of psychomotor and intellectual development was made by the Cutout Test, the Cohs Cube Test (light task configurations) and an Attention Flexibility Test (movement to the corners of the room/field depending on the assigned color, counting successful attempts and mistakes). Results and discussion. The obtained results confirm the working hypothesis, so the use of the structures and games proposed in the program contributes to a significant improvement of the psychomotor and intellectual performances of students with intellectual disabilities and autism spectrum. Conclusion. espite all these improvements, they cannot approach or equal the reference values of children without problems, falling into the same age category. Keywords: psychomotor skills, adapted physical activities, recovery, children, learning disabilities,

Self-reported handwashing and surface disinfection behaviors by U.S. adults with disabilities to prevent COVID-19, Spring 2020

BACKGROUND

Handwashing and surface cleaning and disinfection are two hygiene behaviors promoted to prevent the spread of COVID-19. Persons with disabilities may be at increased risk for severe COVID-19 illness due to underlying medical conditions that have been associated with COVID-19.

OBJECTIVE

This study aims to describe self-reported hygiene behaviors among U.S. adults with disabilities to prevent transmission of COVID-19.

METHODS

Data were obtained from the March 2020 Porter Novelli ConsumerStyles survey. This study includes 6463 U.S. adults (≥18 years) who participated in the survey (58.2% response rate). Participants were asked about frequent handwashing and surface disinfection. Participants were also asked six questions to assess disability status and disability type. Prevalence estimates with 95% confidence intervals were calculated; chi-square tests were conducted.

RESULTS

A total of 1295 (20.3%) of survey participants reported at least one disability and their hygiene-related behavior. Overall, 91.3% of respondents with disabilities reported frequent handwashing; only 72% reported frequent surface disinfection. Those with hearing, vision, cognition, mobility, self-care, and independent living disabilities (range: 77.9%-90.6%) were significantly less likely than those without any disability (94.0%) to report frequent handwashing. People with vision (62.2%) and independent living (66.8%) disabilities were less likely to report frequent surface disinfection than those without any disability (74.6%).

CONCLUSIONS

Practices such as handwashing and disinfecting surfaces are effective for reducing and preventing the spread of COVID-19. Promotion of hygiene-related practices among people with disabilities is essential. Tailored communications and implementation of evidence-based strategies are needed to address hygiene-related behaviors among the subgroups of people with disabilities most affected.

Using a kinect-based game to teach oral hygiene in four elementary students with intellectual disabilities

BACKGROUND

Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent oral hygiene is an essential life skill for people with ID.

MATERIALS AND METHODS

Four children with intellectual disabilities (two males and two females, ages 7-11) participated in the experiment. We employed the Kinect^TM V2 sensor to gamify oral hygiene skill training. Specifically, a non-concurrent multiple baseline design was adopted to demonstrate the relation between game-based intervention and independent oral hygiene skills.

RESULTS

All students learned how to brush their teeth independently and maintained the skill 4 weeks later with the introduction of the game-based training. Social validity results showed the teachers and parents considered the video game was useful.

CONCLUSIONS

The proposed Kinect-based video game might be used for effective training of elementary students with ID to improve oral hygiene independently.

Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use

BACKGROUND

Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent automated teller machine (ATM) skills are an essential life skill for people with intellectual disabilities.

MATERIALS AND METHODS

Three junior high school students in a special education class participated in the experiment. We employed the augmented reality (AR) technology to gamify ATM skill training. Specifically, a multiple baseline design was adopted to demonstrate the relation between game-based intervention and using an ATM independently.

RESULTS

Data showed that the percentage of correct task steps increased among all three participants. Social validity results showed the teachers considered the AR game was very useful and it had helped their students learn the ATM skills effectively.

CONCLUSIONS

The proposed AR game can be used for effective training of students with intellectual disabilities using an ATM independently.