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Ryan SE, Shepherd TA, Renzoni AM, D'Alessandro D, Oh A. Functional impact of augmentative and alternative communication scale: development of an outcome measure for educators of students with complex communication needs. Disabil Rehabil Assist Technol 2023; 18:215-226. [PMID: 33155882 DOI: 10.1080/17483107.2020.1842917] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
PURPOSE The study aim was to develop and assess the measurement properties of the Functional Impact of Augmentative and Alternative Communication - Educator (FIAAC-E) scale - an educator-reported measure designed to detect change in factors associated with communicative participation in students who use augmentative and alternative communication (AAC). METHODS The study had three phases. In phase 1 (content validity), 22 content specialists independently rated the relevancy of 22 dimensions proposed for the new scale. In phase 2 (item generation, face validity), 8 educators independently completed a preliminary version of the FIAAC-E scale and flagged items that were unclear. Next, these educators adjusted the wording of unclear items during consensus-building sessions. In phase 3 (item reduction, reliability, convergent validity), 62 educators completed an online survey that included the revised FIAAC-E scale. Survey data were used to shorten the scale, estimate its reliability, and evaluate support for its convergent validity. RESULTS In phase 1, the 11 dimensions ranked most highly by content specialists were selected for inclusion in the preliminary scale. In phase 2, educators reviewed 113 items and revised 33 to improve clarity. In phase 3, correlational statistics informed the selection of 77 items for the shortened scale. Subsequent data analyses indicated acceptable levels of internal consistency and test-retest reliability and support for convergent validity of the preliminary measure. CONCLUSION The study provides emerging evidence that supports the FIAAC-E scale as a reliable way to evaluate communicative participation in children and youth who use AAC systems at school.Implications for rehabilitationUsing a reliable means to measure the effectiveness of AAC for children and youth at school may reveal important factors that influence successful communicative, academic, and social participation in school.The FIAAC-E scale is a promising educator-reported questionnaire to inform the development of communication goals and monitor progress towards meeting these goals for students with complex communication needs.
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Affiliation(s)
- Stephen E Ryan
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada.,Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada
| | - Tracy A Shepherd
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada
| | - Anne Marie Renzoni
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada
| | - Danielle D'Alessandro
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada.,Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada
| | - Anna Oh
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada
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Maseri M, Mamat M, Yew HT, Chekima A. The Implementation of Application Software to Improve Verbal Communication in Children with Autism Spectrum Disorder: A Review. CHILDREN 2021; 8:children8111001. [PMID: 34828713 PMCID: PMC8620483 DOI: 10.3390/children8111001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 10/20/2021] [Accepted: 10/21/2021] [Indexed: 11/25/2022]
Abstract
Autism-assistive apps offer therapists and caregivers new approaches for educating and assisting individuals with autism spectrum disorder (ASD), mainly in social interaction. Even though these apps are deemed effective, they are not. These autism-assistive apps are not highly customizable, which limits their usefulness. This article examined the application software that was applied to encourage verbal communication in the intervention for children with ASD. The aim was to determine the minimum requirements for a verbal communication intervention app that adequately satisfies children with ASD, caregivers, and therapists. Databases were searched, including Scopus, Springer, PubMed, Education Resources Information Centre, and Google Scholar, with the following free-text terms combining Boolean operators: autism, children, intervention, verbal communication, software, app, and technology. A total of fifteen studies were found relevant, and the following information was collected: participant characteristics, information on the devices and apps, target behaviors, intervention procedures, and intervention outcomes. The findings suggest that the autism-assistive apps effectively improve verbal communication of children with ASD. For that, the apps should be attractive and engaging to the children with ASD, able to identify the child’s capability and suggest appropriate lesson activities, as well as encompass specific learning outcomes with multilevel lesson strategy. The apps should also use systematic evidence-based intervention procedures in the activities, be able to evaluate the child’s learning progress, and allow caregivers or therapists to keep track of application usage and performance. The use of apps in intervention does provide many benefits. However, they should never replace qualified therapists. App-based interventions make home-based treatment more focused, systematic, and economical.
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Larsson Ranada Å, Lidström H. Satisfaction with assistive technology device in relation to the service delivery process-A systematic review. Assist Technol 2017; 31:82-97. [PMID: 28892461 DOI: 10.1080/10400435.2017.1367737] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023] Open
Abstract
The service delivery process (SDP) of assistive technology devices (ATDs) is attracting interest, as the provision of ATDs is critical for the independence and participation in society of individuals with disabilities. The purpose of the current study was to investigate what impact the SDP has on satisfaction with ATDs in individuals with disabilities in relation to everyday activities. A systematic literature review was conducted, which resulted in 53 articles included. The results showed that there are factors in almost all the different steps of the SDP that affect the satisfaction with of the devices, which can lead to underutilization and abandonment of ATDs. Only a few studies have been conducted with a design robust enough to generalize the results; therefore, more research is needed. Therefore, the conclusion is the SDP as a whole contributes to the satisfaction with and usability of ATDs in individuals with disability in relation to achieving the desired goals of participation in everyday activities, for the articles included must be deemed as moderate. A client-centred approach in the process is advocated, and was found to be an important factor for an effective SDP and satisfied users.
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Affiliation(s)
- Åsa Larsson Ranada
- a Department of Social and Welfare Studies , Linköping University , Norrköping , Sweden
| | - Helene Lidström
- a Department of Social and Welfare Studies , Linköping University , Norrköping , Sweden
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Lancioni GE, Singh NN, O'Reilly MF, Sigafoos J, Alberti G, Perilli V, Campodonico F. Promoting Functional Activity Engagement in People with Multiple Disabilities through the Use of Microswitch-Aided Programs. Front Public Health 2017; 5:205. [PMID: 28848730 PMCID: PMC5554124 DOI: 10.3389/fpubh.2017.00205] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2017] [Accepted: 07/26/2017] [Indexed: 11/30/2022] Open
Abstract
Background People with severe/profound multiple (e.g., intellectual, motor, or sensory–motor) disabilities are frequently restricted to a situation of inactivity and dependence, which may be modified by promoting functional activity engagement through assistive technology. Methods This study assessed the possibility of promoting functional activity engagement via microswitch-aided programs with nine participants with multiple disabilities between 10 and 29 years of age. Functional activity consisted of constructive interaction with the immediate environment (e.g., reaching/touching or putting away objects) through the use of response schemes considered practical and beneficial for the participants’ physical exercise and general condition. Microswitch-aided programs were used to monitor the participants’ responses and to automatically provide stimulation opportunities contingent on those responses. Results All participants had a large/significant increase in their activity engagement (i.e., response frequencies) during the microswitch-aided programs, when compared to the baseline periods. These data, which are in line with previous findings in the area, indicate that the programs targeted activity and responses suitable for the participants and ensured contingent stimulation effective to motivate them. Conclusion People with severe/profound multiple disabilities can engage in functional activity with the help of microswitch-aided programs.
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Affiliation(s)
| | - Nirbhay N Singh
- Medical College of Georgia, Augusta University, Augusta, GA, United States
| | | | - Jeff Sigafoos
- Victoria University of Wellington, Wellington, New Zealand
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Desideri L, Stefanelli B, Bitelli C, Roentgen U, Gelderblom GJ, de Witte L. Satisfaction of users with assistive technology service delivery: An exploratory analysis of experiences of parents of children with physical and multiple disabilities. Dev Neurorehabil 2016; 19:255-66. [PMID: 25549293 DOI: 10.3109/17518423.2014.988303] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE To describe experience of assistive technology service delivery (ATSD) by parents of children with physical or multiple disabilities (aged 3-18 years). METHOD Forty-seven of 115 parents participated in a postal survey assessing satisfaction with the ATSD process, employing the QUEST 2.0 and the KWAZO scales. Six of these participated in two focus groups. Descriptive statistics were used for satisfaction scores. The focus group transcripts were coded and combined with survey results by two independent researchers. RESULTS Low satisfaction scores were reported for follow-up, AT delivery, maintenance services, access to services, coordination, and efficiency of ATSD. Several barriers to and facilitators of ATSD were mentioned and solutions to improve ATSD quality were identified. CONCLUSION Evaluation of parents' service experience is central for identifying shortcomings in ATSD. Health professionals are advised to utilize validated instruments and strategies to assess effectiveness of technological interventions and to assure ATSD quality.
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Affiliation(s)
- Lorenzo Desideri
- a Centre for Assistive Technology , Az. USL Bologna, Ausilioteca, AIAS Bologna onlus , Italy
| | - Brunella Stefanelli
- a Centre for Assistive Technology , Az. USL Bologna, Ausilioteca, AIAS Bologna onlus , Italy
| | - Claudio Bitelli
- a Centre for Assistive Technology , Az. USL Bologna, Ausilioteca, AIAS Bologna onlus , Italy
| | - Uta Roentgen
- b Research Centre for Technology in Care, Zuyd University of Applied Sciences , Heerlen , The Netherlands , and
| | - Gert-Jan Gelderblom
- b Research Centre for Technology in Care, Zuyd University of Applied Sciences , Heerlen , The Netherlands , and
| | - Luc de Witte
- b Research Centre for Technology in Care, Zuyd University of Applied Sciences , Heerlen , The Netherlands , and.,c Department of Health Services Research , CAPHRI School for Public Health and Primary Care, Maastricht University , Maastricht , The Netherlands
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Lancioni GE, Singh NN, O'Reilly MF, Sigafoos J, Alberti G, Campodonico F. Case Studies of Technology-aided Interventions to Promote Hand Reaching and Standing or Basic Ambulation in Persons with Multiple Disabilities. Percept Mot Skills 2016; 122:200-19. [PMID: 27420316 DOI: 10.1177/0031512516630017] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Motor impairments such as lack of standing and/or independent ambulation are common among persons with multiple disabilities. These two studies assessed technology-aided programs for persons with those impairments. Specifically, Study I assessed a program to teach two non-ambulatory adults to hand reach a stimulation-linked object by standing up. Study II assessed a program to teach a child and a man to ambulate while holding a rail or following a corridor wall. Standing increased from below 15% to about or over 80% of the session duration in Study I. The participants of Study II managed to complete brief ambulation trials independent of guidance. These performance achievements were discussed in relation to the technology-aided programs employed in the studies and the programs' applicability in daily contexts.
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Desideri L, Bizzarri M, Bitelli C, Roentgen U, Gelderblom GJ, de Witte L. Implementing a routine outcome assessment procedure to evaluate the quality of assistive technology service delivery for children with physical or multiple disabilities: Perceived effectiveness, social cost, and user satisfaction. Assist Technol 2015; 28:30-40. [DOI: 10.1080/10400435.2015.1072592] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
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Mumford L, Chau T. Application of an access technology delivery protocol to two children with cerebral palsy. Disabil Rehabil Assist Technol 2015; 11:166-175. [PMID: 26171580 DOI: 10.3109/17483107.2015.1063017] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
PURPOSE This study further delineates the merits and limitations of the Access Technology Delivery Protocol (ATDP) through its application to two children with severe disabilities. METHOD We conducted mixed methods case studies to demonstrate the ATDP with two children with no reliable means of access to an external device. Evaluations of response efficiency, satisfaction, goal attainment, technology use and participation were made after 8 and 16 weeks of training with custom access technologies. RESULTS After 16 weeks, one child's switch offered improved response efficiency, high teacher satisfaction and increased participation. The other child's switch resulted in improved satisfaction and switch effectiveness but lower overall efficiency. The latter child was no longer using his switch by the end of the study. CONCLUSIONS These contrasting findings indicate that changes to any contextual factors that may impact the user's switch performance should mandate a reassessment of the access pathway. Secondly, it is important to ensure that individuals who will be responsible for switch training be identified at the outset and engaged throughout the ATDP. Finally, the ATDP should continue to be tested with individuals with severe disabilities to build an evidence base for the delivery of response efficient access solutions. Implications for Rehabilitation A data-driven, comprehensive access technology delivery protocol for children with complex communication needs could help to mitigate technology abandonment. Successful adoption of an access technology requires personalized design, training of the technology user, the teaching staff, the caregivers and other communication partners, and integration with functional activities.
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Affiliation(s)
- Leslie Mumford
- a Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital , Toronto , ON , Canada and
| | - Tom Chau
- a Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital , Toronto , ON , Canada and.,b Institute of Biomaterials and Biomedical Engineering, University of Toronto , Toronto , ON , Canada
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