scholarly journals Evaluating a Low-Cost Technology to Enable People with Intellectual Disability or Psychiatric Disorders to Initiate and Perform Functional Daily Activities

2021 ◽  
Vol 18 (18) ◽  
pp. 9659
Author(s):  
Emanuela Resta ◽  
Lucia Brunone ◽  
Fiora D’Amico ◽  
Lorenzo Desideri
Keyword(s):  
Intellectual Disability ◽  
Psychiatric Disorders ◽  
Low Cost ◽  
Daily Activities ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Cognitive Dysfunctions ◽  
Cost System ◽  
Audio Files ◽  
Levels Of Functioning

People with intellectual disability or psychiatric disorders and cognitive dysfunctions may need assistive technology to maintain and improve their levels of functioning and independence. This study assessed a smartphone-based system to remind the user to initiate functional daily activities (e.g., setting a table for lunch) and perform them without the support of a caregiver. The system was evaluated through a non-concurrent multiple baseline design across two groups of participants. During the intervention sessions, the participants were provided with a system involving a Samsung Galaxy A3 smartphone fitted with the Easy Alarm YouTube application and audio files. The alarm served to remind the participant to carry out a planned activity. Following the reminder, the smartphone presented each of the step instructions preset for the activity. The data showed a statistically significant increase in the number of activities initiated independently from baseline to intervention for all participants. All participants also showed a significant increase in the number of activity steps correctly performed when supported by the smartphone. These results suggest that a low-cost system (i.e., smartphone) can be used to improve independence of people with intellectual disability or psychiatric disorders with cognitive dysfunctions.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

Wearable ECG Monitoring and Alerting System Associated With Smartphone

2018 ◽  
pp. 900-916
Author(s):  
Hyuma Watanabe ◽  
Masatoshi Kawarasaki ◽  
Akira Sato ◽  
Kentaro Yoshida
Keyword(s):  
Quality Of Life ◽  
Low Cost ◽  
Daily Activities ◽  
Ecg Monitoring ◽  
Radio Communication ◽  
Analysis Algorithm ◽  
Cost System ◽  
Alerting System ◽  
Clinical Experiment

Heart disease has the second high mortality rate behind cancer in Japan, and requires quick treatment. To take a part in emerging mHealth, the authors developed a wearable electrocardiographic (ECG) monitoring and alerting system “iHeart”. iHeart continuously monitors patient's ECG in his/her daily activities and issues an alert to the patient as well as surrounding people if it detects abnormal heart behaviour. iHeart consists of a wireless ECG sensor and a smartphone to achieve light-weighted, low-cost system that does not degrade the patient's Quality of Life. In parallel, the authors developed ECG analysis algorithm to detect R-wave as well as arrhythmia, and implemented these algorithms in wireless ECG sensor rather than in smartphone to save power consumption of ECG sensor caused by radio communication. The authors proof the practicality and usefulness of our system in clinical experiment. This paper describes the implementation of iHeart, evaluation experiment, and future requirements of the system.

Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability

2015 ◽  
Vol 46 (3) ◽  
pp. 194-206 ◽  
Author(s):  
S. Christy Hicks ◽  
Christopher J. Rivera ◽  
Charles L. Wood
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Explicit Instruction ◽  
Language Skills ◽  
Multiple Baseline ◽  
Language Delays ◽  
School Students ◽  
Baseline Design

Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

Using Self-generated Feedback for Generalising and Maintaining Staff Performance in a Rehabilitation Program

2002 ◽  
Vol 19 (2) ◽  
pp. 75-89 ◽  
Author(s):  
Lucius Arco
Keyword(s):  
Communication Skills ◽  
Low Cost ◽  
Head Injuries ◽  
Rehabilitation Program ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Closed Head Injuries ◽  
Staff Members ◽  
Staff Performance ◽  
Closed Head

AbstractThe aim of this study was to examine whether a low cost self-generated feedback procedure was sufficient for generalising and maintaining staff performance. Two staff members were trained to implement a communication skills program with a client with severe closed head injuries. Staff were first trained to perform competently via written instructions, videotaped models, discussion, and on-the-job supervisory feedback. Posttraining conditions consisted of staff continuing with recording and graphing gains in client skills, or rating their own performance (i.e., they continued with self-generated feedback). A multiple baseline design across client skills and staff was used to observe generalised effects on staff performance (prompts and positive consequences) and client skills. Results show that after staff attained competency, and without further supervisory feedback, their performance generalised to topographically similar performance, and the staff member who consistently participated in the study maintained her performance for 16 weeks.

A technology-aided program for helping persons with Alzheimer’s disease perform daily activities

2017 ◽  
Vol 11 (3) ◽  
pp. 85-91 ◽  
Author(s):  
Giulio Lancioni ◽  
Nirbhay Singh ◽  
Mark O’Reilly ◽  
Jeff Sigafoos ◽  
Fiora D’Amico ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Design Methodology ◽  
Daily Activities ◽  
Multiple Baseline ◽  
Social Image ◽  
Content Type ◽  
Baseline Design ◽  
Verbal Instructions ◽  
Disease Experience

Purpose Persons with mild and moderate Alzheimer’s disease experience increasing activity engagement failures, with consequent cognitive, social, and physical drawbacks. The purpose of this paper is to assess a technology-aided program to help these persons to independently start and carry out daily activities at the appropriate times. Design/methodology/approach The program was implemented with eight participants according to an adapted non-concurrent multiple baseline design across participants. The program provided each participant with: timely reminders about the activities to carry out, verbal instructions about the activity steps, and brief encouragements and praise. Findings All participants showed improvement during the program, that is, they managed to independently start the activities at the scheduled times and perform those activities with satisfactory levels of accuracy (i.e. with mean percentages of correct steps nearing or exceeding 90). Originality/value A technology-aided program, such as that used in this study, may help persons with mild and moderate Alzheimer disease engage in daily activities, with possible benefits for their cognitive functioning, social image, and physical condition.

Wearable ECG Monitoring and Alerting System Associated with Smartphone

2013 ◽  
Vol 4 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Hyuma Watanabe ◽  
Masatoshi Kawarasaki ◽  
Akira Sato ◽  
Kentaro Yoshida
Keyword(s):  
Quality Of Life ◽  
Low Cost ◽  
Daily Activities ◽  
Ecg Monitoring ◽  
Radio Communication ◽  
Analysis Algorithm ◽  
Cost System ◽  
Alerting System ◽  
Clinical Experiment

Heart disease has the second high mortality rate behind cancer in Japan, and requires quick treatment. To take a part in emerging mHealth, the authors developed a wearable electrocardiographic (ECG) monitoring and alerting system “iHeart”. iHeart continuously monitors patient's ECG in his/her daily activities and issues an alert to the patient as well as surrounding people if it detects abnormal heart behaviour. iHeart consists of a wireless ECG sensor and a smartphone to achieve light-weighted, low-cost system that does not degrade the patient's Quality of Life. In parallel, the authors developed ECG analysis algorithm to detect R-wave as well as arrhythmia, and implemented these algorithms in wireless ECG sensor rather than in smartphone to save power consumption of ECG sensor caused by radio communication. The authors proof the practicality and usefulness of our system in clinical experiment. This paper describes the implementation of iHeart, evaluation experiment, and future requirements of the system.

scholarly journals Effects of an Intervention Program on Interaction and Bodily Emotional Traces in Adults with Congenital Deafblindness and an Intellectual Disability

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Kitty A. Bloeming-Wolbrink ◽  
Marleen J. Janssen ◽  
Wied A.J.J.M. Ruijssenaars ◽  
J. Marianne Riksen-Walraven
Keyword(s):  
Intellectual Disability ◽  
Intervention Program ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Two Phase ◽  
Baseline Design ◽  
Affective Involvement

Interaction with people with congenital deafblindness (CDB) and an intellectual disability (ID), and recognition of their often unconventional expressions, is complex. In this study, the effects of a two-phase intervention program intended to foster harmonious interaction and the use and recognition of expressions based on a bodily emotional trace (BET) were examined. Five adults with CDB and an ID, and ten of their caregivers participated in the study. A multiple-baseline design was used. Target behaviours were attention by caregiver, attention by participant, confirmation by caregiver, mutual affective involvement, quality of interaction, participant expressions based on a BET, and participant expressions based on a BET recognised by the caregiver. Overall, the results tend to be positive. However, some of the changes were minimal and the results varied considerably among participants. The results of this study suggest that it is possible to foster harmonious interaction and the use and recognition of expressions based on a BET in adults with CDB and an ID.  https://doi.org/10.21827/jdbsc.4.31376 

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Sign in / Sign up

Export Citation Format

Share Document