scholarly journals Technology-Aided Spatial Cues, Instructions, and Preferred Stimulation for Supporting People With Intellectual and Visual Disabilities in Their Occupational Engagement and Mobility: Usability Study (Preprint)

2021 ◽  
Author(s):  
Giulio E Lancioni ◽  
Nirbhay N Singh ◽  
Mark F O'Reilly ◽  
Jeff Sigafoos ◽  
Gloria Alberti ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Visual Impairment ◽  
Motion Sensors ◽  
Occupational Engagement ◽  
Verbal Instruction ◽  
Spatial Cues ◽  
Visual Disabilities ◽  
Technology System ◽  
The One ◽  
Supporting Functional

BACKGROUND Persons with severe or profound intellectual disability and visual impairment tend to be passive and sedentary, and technology-aided intervention may be required to improve their condition without excessive demands on staff time. OBJECTIVE This study aims to extend the assessment of technology-aided interventions for supporting functional occupational engagement and mobility in 7 people with intellectual disability and visual impairment and to use a technology system that is simpler and less expensive than those previously used. METHODS The technology system involved a Samsung Galaxy A10, 4 Philips Hue indoor motion sensors, and 4 mini speakers. Within each session, the participants were to collect 18 objects (ie, one at a time) from 3 different areas (stations) located within a large room, bring each of the objects to a central desk, and put away each of those objects there. For each object, the participants received verbal (spatial) cues for guiding them to the area where the object was to be collected, a verbal instruction (ie, request) to take an object, verbal (spatial) cues for guiding them to the central desk, a verbal instruction to put away the object collected, and praise and preferred stimulation. RESULTS During baseline, the frequency of responses completed correctly (objects collected and put away independently) was 0 or near 0. During the intervention phase (ie, with the support of the technology setup), the frequency increased for all participants, reaching a mean of almost 18 (out of 18 response opportunities) for 6 participants and about 13 for the remaining participant. The mean session duration ranged from 12 to 30 minutes. CONCLUSIONS A program, such as the one used in this study, can be useful in promoting occupational engagement and mobility in persons with intellectual disability and visual impairment. CLINICALTRIAL

scholarly journals Technology-Aided Spatial Cues, Instructions, and Preferred Stimulation for Supporting People With Intellectual and Visual Disabilities in Their Occupational Engagement and Mobility: Usability Study

10.2196/33481 ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. e33481
Author(s):  
Giulio E Lancioni ◽  
Nirbhay N Singh ◽  
Mark F O'Reilly ◽  
Jeff Sigafoos ◽  
Gloria Alberti ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Visual Impairment ◽  
Motion Sensors ◽  
Occupational Engagement ◽  
Verbal Instruction ◽  
Spatial Cues ◽  
Visual Disabilities ◽  
Technology System ◽  
The One ◽  
Supporting Functional

Background Persons with severe or profound intellectual disability and visual impairment tend to be passive and sedentary, and technology-aided intervention may be required to improve their condition without excessive demands on staff time. Objective This study aims to extend the assessment of technology-aided interventions for supporting functional occupational engagement and mobility in 7 people with intellectual disability and visual impairment and to use a technology system that is simpler and less expensive than those previously used. Methods The technology system involved a Samsung Galaxy A10, 4 Philips Hue indoor motion sensors, and 4 mini speakers. Within each session, the participants were to collect 18 objects (ie, one at a time) from 3 different areas (stations) located within a large room, bring each of the objects to a central desk, and put away each of those objects there. For each object, the participants received verbal (spatial) cues for guiding them to the area where the object was to be collected, a verbal instruction (ie, request) to take an object, verbal (spatial) cues for guiding them to the central desk, a verbal instruction to put away the object collected, and praise and preferred stimulation. Results During baseline, the frequency of responses completed correctly (objects collected and put away independently) was 0 or near 0. During the intervention phase (ie, with the support of the technology setup), the frequency increased for all participants, reaching a mean of almost 18 (out of 18 response opportunities) for 6 participants and about 13 for the remaining participant. The mean session duration ranged from 12 to 30 minutes. Conclusions A program, such as the one used in this study, can be useful in promoting occupational engagement and mobility in persons with intellectual disability and visual impairment.

Teaching Resilience to People With Visual Disabilities

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Inger Solange Maitta Rosado ◽  
Jenmer Maricela Pinargote Ortega ◽  
Eva Alcivar Medranda ◽  
Elisa Ximena Coello Basurto
Keyword(s):  
Visual Impairment ◽  
Conceptual Understanding ◽  
Conceptual Analysis ◽  
Psychological Support ◽  
Visual Disability ◽  
Visual Disabilities ◽  
The Subject ◽  
Technical University

The objective of the research is to develop resilience in people with visual disabilities at the Technical University of Manabí. The work offers a conceptual analysis on visual disability in students. It deals with what is related to the conceptual understanding of resilience, where several authors who have studied the subject are analyzed. The resilient capacity of students with visual impairment and the importance of psychological support is analyzed. The importance of the intervention in resilience is exposed, where the content of the Manual of Intervention in Resilience of Eugenio Saavedra 2011 is analyzed. The results of the measurement of resilience are shown in the students of the Technical University of Manabí who suffer from a visual disability and the situation that could be verified after applying the work of training in resilience to said personnel. Finally, the conclusions of the work are exposed, where the relevance of the study is demonstrated and a group of recommendations is made based on the importance of the results obtained in the research.

scholarly journals Resiliensi Keluarga yang Memiliki Anak Tunagrahita: Bagaimana Peran Koherensi Keluarga?

2020 ◽  
Vol 8 (1) ◽  
pp. 101-111
Author(s):  
Alifah Nuke Febrianty ◽  
Alabanyo Brebahama ◽  
Melok Roro Kinanthi
Keyword(s):  
Intellectual Disability ◽  
Sense Of Coherence ◽  
Daily Living ◽  
Sampling Method ◽  
Family Resilience ◽  
Purposive Sampling ◽  
Regression Test ◽  
Positive Perspective ◽  
The One

Tunagrahita merupakan salah satu jenis disabilitas yang membuat penyandangnya memiliki inteligensi jauh di bawah rata-rata serta kemampuan bina bantu diri yang terbatas. Hambatan tersebut membuat anak tunagrahita menjadi kurang mandiri sehingga orang tua harus memberikan perhatian serta bantuan yang lebih besar dibandingkan dengan anak pada umumnya. Hal inilah yang dapat menjadi stressor bagi keluarga terutama ibu yang merupakan caregiver utama pada anak karena ibulah yang paling banyak meluangkan waktu untuk pengasuhan sang anak. Oleh karena itu dibutuhkan ketangguhan keluarga dalam menghadapi masalah terkait kehadiran anak tunagrahita. Resiliensi keluarga dianggap sukses bila keluarga dapat bertahan dari kesulitan dan mengambil makna dari kesulitan yang dihadapi. Salah satu cara untuk dapat resilien adalah dengan mengembangkan pandangan positif saat menghadapi masalah yang disebut juga sebagai koherensi keluarga. Penelitian ini bertujuan untuk mengetahui sejauh mana peran koherensi keluarga terhadap resiliensi keluarga yang memiliki anak tunagrahita dari perspektif ibu. Partisipan pada penelitian ini sebanyak 60 orang ibu yang memiliki anak tunagrahita, berdomisili di wilayah Jakarta, Bogor, Depok, Tangerang, dan Bekasi yang dipilih menggunakan metode  purposive sampling ­. Alat ukur yang digunakan yaitu Walsh Family Resilience Questionnaire (WFRQ) untuk mengukur resiliensi keluarga dan Family Sense of Coherence Scale (FSOCS) untuk mengukur family sense of coherence. Berdasarkan hasil uji regresi, didapatkan hasil bahwa family sense of coherence berperan secara signifikan (p 0,05) terhadap resiliensi keluarga (R-square= 0,235). Hal ini berarti koherensi keluarga berperan sebesar 23,5% terhadap resiliensi keluarga dan 76,5% lainnya dipengaruhi oleh faktor lain. Terkait dengan hal ini, upaya meningkatkan resiliensi keluarga dapat dilakukan dengan membantu keluarga mengembangkan perspektif positif dalam melihat situasi yang terjadi, menumbuhkan optimisme, dan mengedukasi keluarga untuk dapat memanfaatkan sumber daya di sekitarnya untuk membantu atasi situasi. Intellectual disability is the one of disability in which the individu has intellectual far below the average, and limitation in activity daily living. This limitation makes the children with intellectual disability have low autonomy cause parents should give care and assitaant more then usual. This condition can be the one of stressor for family, especially for the mother as caregiver who give more time to practice parenting for their children. So, family resillience is very important to face the emergence of intellectual disability children in family. In order to be resillient, a family should have positive perspective when facing the problem, called sense of coherence. The purpose of this research is finding the role of family sense of coherence towards family resillience among family who has intellectual disability children. The participant of this research is 60 mothers who have intellectual disability children and live in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). The participants is selected by using purposive sampling method. This research uesd Family Resilience Questionnaire (WFRQ) to measure family resillience, and Family Sense of Coherence Scale (FSOCS) to measure family sense of corerence. Based on regression test, family sense of corerence has significant role towards family resilience (R Square = 0,235, p 0,05). It meanse that family sense of coherence gives contribution about 23,5 % to family resillience, and 76,5 % influenced by another factors. As the conslusion, family can be more resillient if it develops positive perspective when facing problem, build optimism, and use every resources wisely in order to solve problem. 

scholarly journals SCHOOL-AGE CARE, AN IDEOLOGICAL CONTRADICTION

2012 ◽  
Vol 48 (1) ◽  
pp. 45-51
Author(s):  
Peter Karlsudd
Keyword(s):  
Intellectual Disability ◽  
Positive Impact ◽  
After School ◽  
School Age ◽  
Intellectually Disabled ◽  
School Activities ◽  
After School Activities ◽  
The One ◽  
Compulsory Schools ◽  
Care System

In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering “special solutions” to these children. This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups. On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres. Key words: after-school activities, inclusion, integrated, intellectual disability, school-age care system.

scholarly journals Creating a serious game for people with visual impairment with an emphasis on adopting the smartphone

2020 ◽  
pp. 80
Author(s):  
María D. R. Peralta Calvo ◽  
Yusmar A Flores Alvarado ◽  
Carlos M Santibáñez Camarillo
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Serious Game ◽  
Study Phase ◽  
User Centered Design ◽  
Visual Disabilities ◽  
Screen Readers ◽  
Use Of Technology ◽  
First Contact ◽  
The Impact

A great number of benefits that technology provides are accessed by a smartphone, in order to use it, it is necessary to know how to use the screen readers. However, the use of technology should not be limited by not seeing, not hearing or not being able to touch any technological device. There is currently a gap between people with visual impairment and technology. Despite the existence of a large number of projects that aim to reduce this gap in Mexico, it has not been consistently reduced. This motivates us to develop contributions in this area, so that people with visual disabilities enjoy the same benefits as sighted people. This paper aims to provide a literature review derived from the study phase and an outline of the design phase in the application of the User-Centered Design methodology. This methodology guides the development of a serious game project that will support visually impaired children in their first contact with a smartphone. The bibliographic review that is presented here has allowed us to contextualize and understand the impact of technological contributions and projects for the visually impaired.

The management of dementia

2012 ◽  
pp. 411-419
Author(s):  
John-Paul Taylor ◽  
Simon Fleminger
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Intellectual Disability ◽  
Clinical Syndrome ◽  
Older Age ◽  
Age Group ◽  
Cerebral Damage ◽  
Memory Problems ◽  
The One

The term dementia is used in two different ways. First there are the dementias. These are diseases that cause progressive and diffuse cerebral damage, of which Alzheimer's disease is the most common. Second, dementia can be used to refer to a clinical syndrome. Thus dementia is ‘an acquired global impairment of intellect, memory, and personality, but without impairment of consciousness’. For clinicians this is the preferred usage, and the one adopted in this chapter. It demands that the cause of the dementia is explored, and makes no comment on the likely prognosis. This chapter will focus on the management of dementia regardless of the cause; however given the burden of dementia in older age, the discussion will be invariably, but not exclusively, slanted towards the management of dementia in this age group. Aspects of management specific to individual diseases which produce dementia will be avoided. In addition, a discourse on the management of cognitive and memory problems is excluded as these are described elsewhere (see Chapters 2.5.4 and 6.2.7). Patients who suffer the dementia before 18 years of age will, by and large, not be included; their needs are often best met by services provided for people with intellectual disability.

scholarly journals Research and Application of One-key Sequence Control Technology for Substations

2019 ◽  
Vol 136 ◽  
pp. 01022
Author(s):  
Ge Li-Qing ◽  
Wang Jian-Feng ◽  
Teng Jing-Yu ◽  
Yang Ming
Keyword(s):  
Decision Support ◽  
Background Information ◽  
Control Technology ◽  
Technology System ◽  
Management Efficiency ◽  
Electrical Grids ◽  
Effectiveness And Efficiency ◽  
The One ◽  
Reasonable Use ◽  
Overall Effectiveness

The substations are important parts of modern electrical grids. In this sense, it is necessary to enhance the management efficiency and robustness of the substations. The one-key sequence control technology system could simultaneously control several subsystems and make use of their functions to automatically operate the substations. In this study, three subsystems, i.e., monitoring subsystems, error analysis subsystem, and decision support subsystem are designed in the one-key sequence control technology system. All the background information from the substations is monitored, checked, detected to find the potential threats. The decision support subsystem provides suggestive ways to handle these problems. Therefore, through the reasonable use of the one-key sequence control technology, the overall effectiveness and efficiency of the substations can be enhanced. With the development of artificial intelligence technologies, the one-key sequence control technology system can be further improved with more powerful functions.

Digital Games-Based Learning for Students with Intellectual Disability

2009 ◽  
pp. 304-325 ◽  
Author(s):  
Maria Saridaki ◽  
Dimitris Gouscos ◽  
Michael G. Meimaris
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Educational Games ◽  
Learning Experience ◽  
Digital Games ◽  
Developmental State ◽  
Slow Learners ◽  
Instructional Process ◽  
Games For Learning ◽  
The One

Students with Intellectual Disability (ID) are often described as “slow learners” and cannot easily integrate to the normal curriculum. Still, the needs of a person with ID for accomplishment, enjoyment and perception of high quality multimedia content are augmented. In general education settings digital games for learning seem to work successfully with students, regardless of their developmental state or academic achievements. However, can such an approach work in a suitable and effective way for students with ID? If the answer to this question is positive, under which conditions and limitations can digital games be integrated into the ID instructional process? The purpose of this chapter is to investigate the common grounds between methodologies for Special Education Needs/ Intellectual Disability (SEN/ID) pedagogy on the one hand and Digital Games-Based Learning (DGBL) on the other, as well as to explore the potential of using digital games for SEN/ID students. To this end, the usage of digital games in the learning experience of students with Intellectual Disability is discussed, the ways in which commercial and educational games support various SEN methodologies and theories regarding Intellectual Disability pedagogy are examined and findings from the education literature as well as experimental observations and case studies are presented in order to investigate how and to what extent learning-purposed as well as entertainment-purposed games are able to constitute a powerful educational medium for SEN education and its inclusive objectives.

scholarly journals Prevalence of undiagnosed, preventable visual impairment in children with intellectual disability in special needs schools in Western Saudi Arabia

2021 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
LinaHassan Raffa ◽  
AbdulrahmanZaid Al-Shamrani ◽  
FirasMohamed Madani ◽  
AliSaad AlQarni ◽  
KareemFawzi Allinjawi ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Intellectual Disability ◽  
Visual Impairment ◽  
Special Needs ◽  
Children With Intellectual Disability

Active Validation with Sensory Data for Access Control System

2020 ◽  
Vol 17 (8) ◽  
pp. 3592-3597
Author(s):  
Lalitha Chittaturi ◽  
Sravani N. Venkata Chittabatteni ◽  
B. Bharathi
Keyword(s):  
Cell Phone ◽  
Web Applications ◽  
Low Cost ◽  
Motion Sensors ◽  
Sensory Data ◽  
Main Motive ◽  
Access Control System ◽  
One Time Password ◽  
The One ◽  
Movement Sensors

This paper covers the main motive of using motion sensors and how to protect the information from unauthorized use. It defines the accelerometer motion sensor for obtaining about x, y, and z-axis of a device. It maintains fewer vulnerabilities so that there is no chance of intruder attacks. Using wireless sensors makes the application more efficient and high security with low cost as these sensors are already present in the device and that can be used either in Android and Web applications. It discusses algorithms like Advance Standard Encryption and techniques like data preprocessing, f-vector extraction and f-vector matching. The main objective is (i) It is completely based on the user movement (ii) It generates a one-time-password based on the rotation of the device (iii) It picks one of the one-time-password as its password. It shows that the analysts, cell phone sellers and application engineers would site to focus on movement sensors and uphold to structure convey viable guard systems.

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