Learning to Use Assistive Technology for Cognition: A Survivor's Perspective

2013 ◽  
Vol 23 (2) ◽  
pp. 69-73
Author(s):  
Carolyn Saraceno
Keyword(s):  
Assistive Technology ◽  
Brain Injuries ◽  
Sense Of Self ◽  
Acquired Brain Injury ◽  
Family Education ◽  
Rehabilitation Services ◽  
Complex Needs ◽  
Rehabilitation Professionals ◽  
Levels Of Care ◽  
Cognitive Challenges

Rehabilitation professionals serving individuals with acquired brain injuries perform myriad tasks related to the complex needs of this population: assessment, treatment, client and family education, coordination of services across levels of care, etc. One aspect of rehabilitation practice that is often overlooked is adopting the perspective of the client—considering what it feels like to be on the receiving end of rehabilitation services. In this article, an individual with cognitive challenges due to an acquired brain injury shares her views on how it felt to be trained to use assistive technology for cognition (ATC) to compensate for cognitive challenges and the effect of this experience on her sense of self.

Assistive Technology for Cognition Following Brain Injury: Guidelines for Device and App Selection

2013 ◽  
Vol 23 (2) ◽  
pp. 49-58 ◽  
Author(s):  
Michelle Ranae Wild
Keyword(s):  
Brain Injury ◽  
Assistive Technology ◽  
Operating Systems ◽  
Cognitive Disabilities ◽  
Acquired Brain Injury ◽  
Mobile Technologies ◽  
Rehabilitation Professionals ◽  
The Past ◽  
Cognitive Challenges ◽  
Changing World

The widespread use of mobile technologies and applications (apps) among the non-disabled population in the past several years to stay connected, track appointments, stay organized, etc., has had profound implications for those with cognitive disabilities following acquired brain injury. Assistive technology for cognition (ATC) includes the use of these same systems to compensate for common cognitive challenges following ABI. And although the use of mainstream technologies in this population is a potential boon, it can be difficult for rehabilitation professionals to keep up with the changing world of devices, operating systems, and applications (apps). This article provides an overview of devices and apps currently used as ATC and provides guidelines for device and app selection and a framework for facilitating meta-cognition and generalization through the ATC instruction process. (Note: The devices and apps described in this article are not intended to be an endorsement of any particular system.)

Training-the-Trainer on Assistive Technology for Cognition (ATC): Current Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Laurie Ehlhardt Powell ◽  
Tracey Wallace ◽  
Michelle ranae Wild
Keyword(s):  
Brain Injury ◽  
Assistive Technology ◽  
Acquired Brain Injury ◽  
Online Training ◽  
Evidence Based ◽  
Train The Trainer ◽  
Rehabilitation Professionals ◽  
Remote Locations ◽  
Training Package ◽  
And Training

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.

scholarly journals How Did Italian Adolescents with Disability and Parents Deal with the COVID-19 Emergency?

2021 ◽  
Vol 18 (4) ◽  
pp. 1687
Author(s):  
Silvia Faccioli ◽  
Francesco Lombardi ◽  
Pierantonio Bellini ◽  
Stefania Costi ◽  
Silvia Sassi ◽  
...  
Keyword(s):  
Assistive Technology ◽  
Healthcare Professionals ◽  
Family Members ◽  
Anxiety Symptoms ◽  
Rehabilitation Services ◽  
Disabled Children ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Positive Effects ◽  
Italian Adolescents

The COVID-19 emergency has imposed distanced education and has interrupted most rehabilitation services. Adolescents with disabilities have been isolated, and the burden on their families has been exacerbated. A cross-sectional survey was administered to adolescents with disability and to parents of disabled children to describe their experience during lockdown and their concerns or expectations about rehabilitation. A sample of 53 adolescents and 239 parents completed the survey. Adolescents were ages 13–18 years old (45.3% female). Most parents were between 35 and 55 years old (84.9% female). While 53.6% of the parents reported no positive effects of the lockdown, 92.5% of the adolescents expressed favorable consequences. The increased time spent with family members was judged positively by 27.2% of parents and by 64.2% of adolescents. Concern for their child’s disability was expressed by 47.3% of parents, while 73.6% of adolescents expressed concerns regarding the ban on meeting friends. In both groups, anxiety symptoms were correlated with the fear of contracting COVID-19 and with financial problems. Parents would have liked even more remote support from school and healthcare professionals, which was available for most participants. Thus, socioeconomic support, assistive technology and telerehabilitation strategies might help families with disabilities during a lockdown.

The Reform of Home Care Services in Ontario: Opportunity Lost or Lesson Learned?

2007 ◽  
Vol 74 (3) ◽  
pp. 208-216 ◽  
Author(s):  
Glen Randall
Keyword(s):  
Home Care ◽  
Physical Therapists ◽  
Critical Role ◽  
Care Program ◽  
Home Care Services ◽  
Rehabilitation Services ◽  
Hospital Discharges ◽  
Rehabilitation Professionals ◽  
Care Services ◽  
Commission Report

Background. With the release of the Romanow Commission report, Canadian governments are poised to consider the creation of a national home care program. If occupational and physical therapists are to have input in shaping such a program, they will need to learn from lost opportunities of the past. Purpose. This paper provides an overview of recent reforms to home care in Ontario with an emphasis on rehabilitation services. Method. Data were collected from documents and 28 key informant interviews with rehabilitation professionals. Results. Home care in Ontario has evolved in a piecemeal manner without rehabilitation professionals playing a prominent role in program design. Practice Implications. Rehabilitation services play a critical role in facilitating hospital discharges, minimizing readmissions, and improving the quality of peoples' lives. Canadians will benefit if occupational and physical therapists seize the unique opportunity before them to provide meaningful input into creating a national home care program.

Identification with School and Head Trauma: Parental Perceptions on Student’s Experiences

2015 ◽  
Vol 4 (3) ◽  
pp. 112
Author(s):  
BreAnna Jones ◽  
Lindsay Robinson ◽  
Karen H Larwin
Keyword(s):  
Head Injury ◽  
Brain Injuries ◽  
Sense Of Self ◽  
The United States ◽  
Psychosocial Effects ◽  
Psychosocial Experiences ◽  
Loss Of Self ◽  
Self Knowledge ◽  
Identification With School ◽  
Shed Light

In the United States 40% of all traumatic brain injuries (TBI) are in children under the age 14 (Broque  et. al 2012). This means a portion of the school age population is exposed to head injury every year. The effect this injury and experience can have on a child varies, but it is important for educators, counselors, and family to understand the psychosocial experiences that follow after TBI. Research has shown that head injury in childhood can have severe psychosocial effects if the injury is not treated, recognized, and planned for (Broque et. al 2012).This research is intended to shed light on what educators, counselors, and families can do to help children who have experienced a TBI. Previous research shows that a loss of sense of self after TBI in three categories; loss of self-knowledge, loss of self by comparison, and loss of self in the eyes of others (Nochi, 1998). This investigation suggests that identification as “disabled” can impact how students identify with their school.

The Coordination of Rehabilitation Services

1976 ◽  
Vol 7 (1) ◽  
pp. 22-26
Author(s):  
Eleanor Mayo Ross
Keyword(s):  
Disabled Persons ◽  
Rehabilitation Services ◽  
Communication Aids ◽  
Rehabilitation Professionals ◽  
The Disabled ◽  
Cooperative Agreements ◽  
Inadequate Care ◽  
Efficient Program ◽  
Rehabilitation Personnel ◽  
To Receive

As specialization in patient care has increased, so has the danger that fragmented services will cause the disabled to receive inadequate care. The effective coordination of rehabilitation services thus has become an urgent problem which challenges rehabilitation professionals. When this problem has been solved successfully, disabled persons will be rehabilitated both physically and vocationally at unprecedented rates. Communication aids coordination, and there are ways in which communication among rehabilitation agencies and professionals can be improved. The key, however, to efficient program coordination is cooperation. In organizing a program of cooperation among rehabilitation agencies, five things should be considered: (1) agency staffs must understand each other's work; (2) rehabilitation personnel must have frequent, meaningful contact with each other to increase interaction among agencies; (3) agencies must agree on goals and standards; (4) there should be written cooperative agreements among agencies; (5) programs should be reviewed, sometimes revised.

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