The design of Assistive Technology (AT) products that are highly functional as well satisfactory is presents many challenges. Various types of input are used in design of AT products to help overcome them. A study was conducted to gather data on the impact that different types of input (from simulation tools, a professional therapist, and end users) during the design of an AT product has on the effectiveness, efficiency and satisfaction of the final design. The results show that input from stakeholders (end users or a therapist) can be very effective. However, effectiveness of the input is influenced by many factors and its impact on the design can be highly variable. Input from simulation tools was also found to be equally effective. Implications of these findings for the process of designing AT products are discussed.

Writing is an important skill that is necessary throughout school and life. Many students with physical disabilities, however, have difficulty with writing skills due to disability-specific factors, such as motor coordination problems. Due to the difficulties these individuals have with writing, assistive technology is often utilized. One piece of assistive technology, speech recognition software, may help remove the motor demand of writing and help students become more fluent writers. Past research on the use of speech recognition software, however, reveals little information regarding its impact on individuals with physical disabilities. Therefore, this study involved students of high school age with physical disabilities that affected hand use. Using an alternating treatments design to compare the use of word processing with the use of speech recognition software, this study analyzed first-draft writing samples in the areas of fluency, accuracy, type of word errors, recall of intended meaning, and length. Data on fluency, calculated in words correct per minute (wcpm) indicated that all participants wrote much faster with speech recognition compared to word processing. However, accuracy, calculated as percent correct, was much lower when participants used speech recognition compared to word processing. Word errors and recall of intended meaning were coded based on type and varied across participants. In terms of length, all participants wrote longer drafts when using speech recognition software, primarily because their fluency was higher, and they were able, therefore, to write more words. Although the results of this study indicated that participants wrote more fluently with speech recognition, because their accuracy was low, it is difficult to determine whether or not speech recognition is a viable solution for all individuals with physical disabilities. Therefore, additional research is needed that takes into consideration the editing and error correction time when using speech recognition software.

Writing is a multifaceted, complex task that involves interaction between physical and cognitive skills. Individuals with physical disabilities vary in terms of both their physical and cognitive abilities. Often they must overcome one or more significant barriers in order to engage in the task of writing. Minimizing or eliminating barriers is important because opportunities are greater for individuals who can effectively communicate their ideas via writing. Assistive technology (AT) is an increasingly effective solution to increase typing fluency. The purpose of this study is to examine if word prediction software, a commonly used software program used with individuals with learning disabilities, will be effective for those with physical impairments to increase typing rate and reduce spelling errors (fluency). Data will be collected for words correct per minute (WCPM) and errors (e.g., spelling). Four middle- or high school-aged participants with diverse physical disabilities will be recruited in this single subject, alternating treatment design. Participants will type for three-minute timed sessions using either a standard word processor or Co:Writer 4000, a word prediction software program. Specific research questions are: (a) to what extent will students with physical and health disabilities produce greater WCPM when writing a draft paper on a common topic using word prediction rather than word processing, (b) to what extent will the use of word prediction software result in the production of different types of errors compared to errors produced using word processing, (c) to what extent will the use of word prediction software increase accuracy by decreasing spelling errors, (d) to what extent will more text be produced using word prediction software than with word processing, and (e) to what extent will word prediction increase motivation or willingness to write? Data will be graphed and analyzed for bifurcation. Bifurcation will be determined by examination of the means, level of performance, and trend. Finally, examination of errors will be used to verify spelling accuracy.

Assistive technologies (AT) are the products provided to elderly and disabled people to enable them to live more independently. Despite their ability to help maintain independence and prevent injury, the literature discussed within this thesis indicates that assistive technologies are not meeting the needs of the end-user. In response, research has been undertaken with the following objectives: 1. To identify how and why assistive technology products are failing to satisfy the customer. 2. To establish if a design tool can be created that overcomes the issues identified in the inductive research and which enables companies to design customer-satisfying assistive technology products. In progressing these objectives, two phases of research were planned. The first comprised four parallel studies (focus groups, case studies, questionnaires and a literature study), which together examined the state of AT products and the product-development activities of AT manufacturers. The second phase of research examined four customer-focused product design methods for their suitability for utilisation by small companies within the AT sector. On finding that no method in its entirety was suitable, a customer-focused design tool for small AT companies was developed. The resulting tool comprises eight elements for application in the initial stages of the product development process. The tool was tested in four separate studies, which examined its usability and acceptability to AT companies and which gave further insights into the AT sector. The research both finds that AT products are failing the customer in five areas and that manufacturers are contributing to this failure through a lack of customer-focus in their design processes. In addition to identifying the market research and product development activities of small AT companies, a key contribution to knowledge resulting from the research is the concept of sectoral readiness for methods of design. In its conclusion the thesis finds that the two research objectives have been met.

This study expands on the current literature base that investigates the use of voice recognition software (VRS) as a compensatory strategy for written language difficulties often experienced by postsecondary education students receiving services under the category of learning disabled. The current literature base is limited to one study (Higgins & Raskind, 1995) which found that subjects' writing samples, completed with VRS, had higher holistic scores than the samples completed with a transcriber, and without assistance. While these findings are positive many questions remain unanswered. The research conducted in this dissertation investigated three such questions. The questions and corresponding findings follow. 1. After being trained on VRS will persons, in postsecondary education, receiving services under the category of learning disabled, continue to use it to complete their academic course work? Will they further use the software for purposes other than academic study? Two individuals continued to use the software. One of these two used the software for multiple purposes. 2. Does the ongoing use of VRS, by postsecondary education students receiving services under the category of learning disabled, improve their written performance when assessed with Fry's Readability Graph? Two subjects each submitted three writing samples: one completed without the use of VRS and two completed using VRS. One subject's grade level equivalency went from 4.5 (sample completed without using VRS) to 6.5 (samples completed using VRS). There was no change in the grade level equivalency of the writing samples for the second subject. 3. What are the contributing variables that influence the continued use, or non-use, of VRS by postsecondary education students receiving services under the category of learning disabled? Numerous variables emerged from the data including: time, access to a personal computer, ease of use, personal issues, use of standard English, the specific limitations associated with a persons disability, whether or not the subjects had other compensatory strategies in place, and the acquisition of the skills necessary to use the software. The findings contribute to the field by providing a framework from which to assess who mayor may not benefit from the use of VRS.

Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3323039."

Submitted by ANA CARLA BRACCIALLI null (anabracci@hotmail.com) on 2018-01-15T17:02:56Z No. of bitstreams: 1 Braccialli_AC.pdf: 1755135 bytes, checksum: d58535c6b3660b2e70533883d7dd116c (MD5) / Rejected by Telma Jaqueline Dias Silveira null (telmasbl@marilia.unesp.br), reason: Faltou a ficha catalográfica. Anexar a ficha catalográfica na sequência da página de rosto (na versão impressa é no verso). O trabalho deve ser enviado completo em um arquivo apenas. on 2018-01-16T19:14:38Z (GMT) / Submitted by ANA CARLA BRACCIALLI null (anabracci@hotmail.com) on 2018-01-16T20:53:23Z No. of bitstreams: 1 Braccialli_AC.pdf: 1772445 bytes, checksum: 0a9885a81ed0897bfbd44e955872e2d4 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-01-17T15:08:17Z (GMT) No. of bitstreams: 1 braccialli_ac_me_mar.pdf: 1772445 bytes, checksum: 0a9885a81ed0897bfbd44e955872e2d4 (MD5) / Made available in DSpace on 2018-01-17T15:08:17Z (GMT). No. of bitstreams: 1 braccialli_ac_me_mar.pdf: 1772445 bytes, checksum: 0a9885a81ed0897bfbd44e955872e2d4 (MD5) Previous issue date: 2017-12-01 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O uso de tecnologia assistiva proporciona às pessoas com deficiência um maior grau de independência e autonomia, o que irá trazer benefícios, à medida que possibilita ao usuário fazer escolhas sobre como e quando ele quer participar de atividades, em sua vida. Apesar da importância da tecnologia assistiva, estudos têm apontado uma taxa de abandono de 30% dos dispositivos prescritos e adquiridos, no primeiro ano de uso. A partir dessas constatações, é importante disponibilizar instrumentos padronizados para indicação de tecnologia assistiva para os diferentes ambientes. O objetivo do estudo foi traduzir e adaptar culturalmente a versão para o português do Brasil do instrumento Educational Technology Device Predisposition Assessment - ET PA. Trata-se de estudo de natureza metodológica, com foco nas etapas previstas para a elaboração de versão adaptada de instrumentos de avaliação. Adotou-se a seguinte sistemática operacional: 1) tradução inicial e conciliada para o português do Brasil; 2) retrotradução e adequação do instrumento; 3) análise de equivalência dos itens do instrumento; 4) pré-teste e adequação cultural. Cada etapa tinha um objetivo, participantes, procedimentos e resultados específicos. Participaram do estudo dois professores de inglês, os quais tinham como língua nativa o português do Brasil; um tradutor nativo da língua inglesa e fluente em português do Brasil; dois pesquisadores com experiência em tradução e adaptação de instrumento, cinco juízes com doutorado em Educação ou Educação Física; cinco professores que atuavam no Atendimento Educacional Especializado e cinco alunos com deficiência. Na primeira etapa, foi realizada a tradução inicial e a conciliada. A análise efetuada pelos pesquisadores indicou frequência de 30% de concordância entre os tradutores e pesquisadores; 41% de concordância com o tradutor 1; 7% de concordância com o tradutor 2 e 22% recomendaram ser necessária a realização de uma nova tradução para a versão do aluno. Em relação à versão do professor, houve uma frequência de 26% de concordância entre os tradutores e pesquisadores; 31,5% de concordância com o tradutor 1; 31,5% de concordância com o tradutor 2 e 11% consideraram necessária a realização de uma nova tradução. No final dessa etapa, foi elaborada a versão 1 do instrumento, que foi retrotraduzida e encaminhada para a apreciação da autora. A análise da autora indicou a necessidade de modificação de quatro itens, sendo três itens do instrumento do aluno e um item da versão do professor. Foram feitas as modificações sugeridas pela autora, obtendo-se a versão 2 dos instrumentos. Na etapa 3, foi promovida a análise de equivalência de itens dos instrumentos por cinco juízes. Após a análise pelos juízes, apenas a equivalência semântica teve itens com indice de concordância inferior a 66%, os quais necessitaram de ajustes. Ao final dessa etapa, foi elaborada a versão 3 dos instrumentos. Na última etapa, foi realizado um pré-teste com cinco professores e cinco alunos com deficiência. Os resultados dessa etapa revelaram a necessidade de revisão e modificação de sete itens do instrumento do aluno e nenhum item do instrumento do professor. Após as adequações, obteve-se a versão final do instrumento ET PA - Br. / The use of assistive technology gives people with disabilities a greater degree of independence and autonomy, which will bring benefits, as it enables the user to make choices about how and when they want to participate in activities in their life. Despite the importance of assistive technology, studies have indicated a dropout rate of 30% of devices prescribed and purchased in the first year of use. From these findings it is important to provide standardized instruments to indicate assistive technology for the different environments. The purpose of the study was to elaborate the culturally adapted version for the Brazilian Portuguese of the instrument Educational Technology Device Predisposition Assessment - ET PA. Methodological study, focusing on the steps planned for the elaboration of an adapted version of evaluation instruments. The following operational system was adopted: 1) initial and reconciled translation into Brazilian Portuguese; 2) back-translation and adequacy of the instrument; 3); Analysis of equivalence of the items of the instrument; 4) Pre-test and cultural adequacy. Each step had a specific goal, participants, procedures and results. Two English teachers who had native Portuguese as the Brazilian language participated in the study; a translator native of the English language and fluent in Brazilian Portuguese; two researchers with experience in translation and adaptation of instrument; five judges with doctorate in Education or Physical Education; five teachers who worked in the Specialized Educational Service and five students with disabilities. In the stage the initial and reconciled translation was performed. The analysis performed by the researchers indicated frequency: 30% agreement between translators and researchers; 41% agreement with translator 1; 7% according to translator 2 and 22% it was necessary to carry out a new translation for the student version. In relation to the version of the teacher there was a frequency of 26% of agreement between the translators and researchers; 31.5% agreement with translator 1; 31.5% according to translator 2 and 11%, a new translation was required. At the end of this stage, version 1 of the instrument was elaborated, which was back-translated and sent to the author's appreciation. The analysis of the author indicated the need to modify four items, three items of the student's instrument and one item of the teacher's version. The modifications suggested by the author were made obtaining version two of the instruments. In step 3, the analysis of equivalence of items of the instruments by five judges was carried out. After the analysis by the judges only the semantic equivalence had items with agreement index less than 66% that needed adjustment. At the end of this stage, version 3 of the instruments was prepared. In the last stage a pre-test was carried out with five teachers and five students with disabilities. The results of this stage indicated the need for revision and modification of seven items of the student instrument and no item of the teacher's instrument. After adjustments, the final version of the instrument was obtained ET PA - Br. / 132914/2016-6

Made available in DSpace on 2016-06-02T20:44:09Z (GMT). No. of bitstreams: 1 4205.pdf: 2917510 bytes, checksum: 30e8e739dde49940612d89d245920d56 (MD5) Previous issue date: 2012-02-29 / Abstract: The expressive elderly population growth in Brazil, due to multiple factors, has created needs in several social dimensions. The challenge is to live longer with an increasing quality of life. The limitations commonly imposed by the advanced age affects the environment where the elderly people is inserted, specially their house, which must be accessible, favoring the functionality and to preventing accidents. The objective of this study was to assess the residence spatial conditions of elderly people aged between 60 and 69 years, in order to verify which conditions are favorable and which are unfavorable for residence accessibility and elderly people s satisfaction in relation to the home environment. A total of 20 active and independent individuals participated in the research, and they were selected by Functional Independence Measure (FIM). The data were collected in the individuals residence, through an interview about the house and an environmental assessment inspection, developed from Standard 9050 (Brazilian Association of Technical Standards ABNT). The research revealed a circulation area narrower than 60 cm in 80% of the visited residences; floor irregularities (10%); unevenness on the ground, particularly in the backyard (75%); obstacles in general, such as carpets (100%) and vases (40%). The existence of facilitators was noted, such as supporting bars for bathrooms (25%), lamp close to bed (35%), and others. There is a history of fall in the current residence in 45% of the cases, mostly by causes related to environmental factors. The home environment, as any other, has elements that work as obstacles and others that work as facilitators. The elderly people of this research showed knowledge in relation to the theme and showed acknowledge about the environment risks and the benefits of some adaptations. It was possible to affirm that assistive technology must be implemented not only as a compensatory element of some functions, but to assure the maintenance of independence, with security, in a preventive perspective. / Resumo: O expressivo crescimento da população idosa no Brasil, decorrente de diversos fatores, tem gerado necessidades em várias dimensões sociais. O desafio é conseguir uma sobrevida maior com uma qualidade de vida cada vez melhor. As limitações comumente impostas pelo avanço da idade trazem reflexos na manipulação do ambiente em que o idoso está inserido, especialmente o domicílio, que precisa ser acessível, favorecendo a funcionalidade e prevenindo acidentes. O objetivo deste trabalho foi avaliar as condições espaciais da residência de idosos entre 60 e 69 anos, a fim de verificar quais são as condições favoráveis e desfavoráveis para a acessibilidade no lar e a satisfação do idoso em relação ao ambiente domiciliar. Participaram da pesquisa 20 sujeitos ativos e independentes, selecionados por meio da Medida de Independência Funcional (MIF). Os dados foram coletados na residência dos sujeitos, através de uma entrevista sobre o domicílio e de um roteiro de avaliação ambiental, construído a partir da Norma 9050 (ABNT). Foram encontrados estreitamentos menores do que 60cm na área de circulação, em 80% das residências visitadas; irregularidades no piso (10%); desníveis, especialmente no quintal (75%); obstáculos em geral, como tapetes (100%) e vasos (40%). Também foi constatada a existência de facilitadores, como barras de apoio no banheiro (25%), luminária perto da cama (35%), entre outros. Em 45% dos casos houve história de queda na residência atual, a maioria delas por causas relacionadas a fatores ambientais. O ambiente domiciliar, como qualquer outro, apresenta características que funcionam como barreiras e, por outro lado, elementos que se apresentam como facilitadores. Os idosos desta pesquisa mostraram conhecimento em relação ao tema e apresentaram reconhecimento dos riscos do ambiente e das vantagens de algumas adequações. Foi possível afirmar que a tecnologia assistiva deve ser implementada não apenas como um elemento compensatório de algumas funções, mas para garantir a manutenção da independência, com segurança, em uma perspectiva preventiva.

Ungdomar med ADHD kämpar inte bara med tonårsproblem utan har också kognitiva nedsättningar som kan påverka utförandet av vardagliga aktiviteter. Syftet med denna studie var att beskriva svenska arbetsterapeuters erfarenheter av kognitiva hjälpmedel som intervention för ungdomar med ADHD i åldern 13–18 år. Den metod som användes var av kvalitativ design där semistrukturerade intervjuer genomfördes med tio arbetsterapeuter verksamma i norra Sverige. Kvalitativ innehållsanalys användes för att analysera, koda och kategorisera insamlad data. I resultatet av analysen framkom vikten av ungdomens motivation och engagemang samt att stöd och samarbete med nätverket runt om var centralt för att interventioner med kognitiva hjälpmedel skulle lyckas. Arbetsterapeuten behövde skapa sig en bild av ungdomens situation och utveckla ett gott samarbetsklimat för att sedan genom små förändringar nå en fungerande vardag. Genom att använda kognitiva hjälpmedel i samband med strategier och rutiner kunde ungdomen få en ökad självständighet och delaktighet i dagliga aktiviteter. Slutsatser som kunde dras utifrån resultatet var att arbetsterapeuters arbete med ungdomar med ADHD är komplext och påverkas av flera olika komponenter. Enbart kognitiva hjälpmedel löser inte de utmaningar ungdomarna har i vardagen utan det behövs även inlärning av nya strategier och rutiner. / Adolescents with ADHD do not only struggle with teenage problems but they also have cognitive impairments which can affect the performance of daily activities. The aim of this study was to describe occupational therapists experiences of cognitive assistive technology as intervention for adolescents with ADHD between ages 13-18 years. As method a qualitative study with semi- structured interviews were conducted with ten occupational therapists working in northern Sweden. A qualitative content analysis was used to analyze, code and categorize collected data. The result of the analysis showed that the motivation and engagement of the adolescents, together with the support and teamwork within the surrounding network, were important and central aspects for interventions with cognitive assistive technology to be successful. The occupational therapist needed to create a picture of the adolescents situation and develop a cooperation to be able to with small changes reach a functioning everyday life. Through the use of cognitive assistive technology together with strategies and routines the adolescent was able to reach an increased independence and participation in daily activities. Conclusions that could be made from the result showed that occupational therapy work with adolescents with ADHD is complex and affected by multiple components. Cognitive assistive technology alone does not solve the everyday-challenges these adolescents meet as there is also need for learning of new strategies and routines.

O objetivo deste trabalho é criar diretrizes que auxiliem no desenvolvimento de projetos para parques infantis acessíveis às crianças com deficiência. As leis, decretos e normas nacionais, tais como: a lei nº 7.853/1989; o decreto nº 5.296/2004; e as normas ABNT NBR 9050/2004 e NBR 16071/2012, apenas apontam recomendações abrangentes a serem aplicadas nos ambientes de lazer, limitando-se a informar sobre a necessidade de criar-se espaços acessíveis, sem indicar o como e a forma. Sendo assim, a fim de se estabelecer e delimitar as lacunas existentes, este estudo apresenta uma ampla correlação dos dados obtidos em revisão documental de leis nacionais e internacionais, conceitos de ergonomia, acessibilidade, tecnologia assistiva, princípios do design universal e levantamento de campo em escolas da rede pública. Pela amplitude do problema, a pesquisa se restringiu a investigação voltada apenas à acessibilidade dos usuários de cadeiras de rodas, seguindo as etapas da Metodologia Ergonômica para Ambiente Construído – MEAC. Os resultados são diretrizes específicas que servem tanto para o pátio como para os brinquedos do parque infantil. / The aim of this paper is to create guidelines which help in the development of projects for accessible infant playgrounds to handicapped children. The national laws, decrees and rules such as: a law nº 7.853/1989; the decree nº 5.296/2004; and the rules ABNT NBR 9050/2004 and NBR 16071/2012, just aim broad recommendations to be applied in leisure environments, just informing about the necessity of creating accessible places without indicating how and its form. Therefore, with the objective of establishing and delimitating the existing blanks, this study presents a wide correlation from the obtained data in documentary review of national and international laws, ergonomy concepts, accessibility, assistive technology, universal design principles and field survey at public schools. By its problem extent, the research limited the investigation just to accessibility of wheelchair users, following the steps of Ergonomic Methodology for Built Environment – MEAC. The results are specific guidelines which serve for the courtyard as well as for the infant playground toys.