Searching for just a few words should be enough to get started. If you need to make more complex queries, use the tips below to guide you.
Issue title: Assistive Technologies for Cognition/Cognitive Support Technologies
Guest editors: Marcia J. Scherer and Stefano Federici
Article type: Research Article
Authors: Powell, Laurie E.a; * | Glang, Anna | Pinkelman, Sarahb | Albin, Richardc | Harwick, Robind | Ettel, Deborahc | Wild, Michelle R.e
Affiliations: [a] Center on Brain Injury Research & Training, Eugene, OR, USA | [b] George Mason University, Fairfax, VA, USA | [c] College of Education, University of Oregon, Eugene, OR, USA | [d] Seattle University, Seattle, WA, USA | [e] Acquired Brain Injury Program, Coastline Community College, Newport Beach, CA, USA
Correspondence: [*] Address for correspondence: Laurie Powell, Center on Brain Injury Research & Training, 6222 University of Oregon, Eugene, OR 97403-6222, USA. Tel.: +1 541 346 0572; E-mail: lpowell@uoregon.edu.
Abstract: BACKGROUND:Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. OBJECTIVE:This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. METHODS:The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. RESULTS:Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). CONCLUSIONS:Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI.
Keywords: Employment, vocational rehabilitation, brain injury, assistive technology, cognitive support technology, cognition, generalization, transfer of learning, systematic instruction, errorless learning
DOI: 10.3233/NRE-151272
Journal: NeuroRehabilitation, vol. 37, no. 3, pp. 437-447, 2015
IOS Press, Inc.
6751 Tepper Drive
Clifton, VA 20124
USA
Tel: +1 703 830 6300
Fax: +1 703 830 2300
sales@iospress.com
For editorial issues, like the status of your submitted paper or proposals, write to editorial@iospress.nl
IOS Press
Nieuwe Hemweg 6B
1013 BG Amsterdam
The Netherlands
Tel: +31 20 688 3355
Fax: +31 20 687 0091
info@iospress.nl
For editorial issues, permissions, book requests, submissions and proceedings, contact the Amsterdam office info@iospress.nl
Inspirees International (China Office)
Ciyunsi Beili 207(CapitaLand), Bld 1, 7-901
100025, Beijing
China
Free service line: 400 661 8717
Fax: +86 10 8446 7947
china@iospress.cn
For editorial issues, like the status of your submitted paper or proposals, write to editorial@iospress.nl
如果您在出版方面需要帮助或有任何建, 件至: editorial@iospress.nl