Assisting people with multiple disabilities and minimal motor behavior to improve computer pointing efficiency through a mouse wheel

Technology use to support employment-related outcomes for people with intellectual and developmental disability: an updated meta-analysis

OBJECTIVES

The aim of this study is to update and extend an original meta-analysis which included papers published up to and including 2003 and investigated the impact of technology use on employment-related outcomes for people with intellectual and developmental disability.

METHODS

Following on from the original meta-analysis, this study is a meta-analysis of pertinent single-subject experimental design studies conducted from 2004 to 2016 and employs the same metric methods as the original contribution.

RESULTS

The results are generally consistent with those of the original meta-analysis, namely, applied cognitive technology effectively supports employment-related outcomes for people with intellectual and developmental disability. Nevertheless, significant differences in the intervention effects were found (a) between groups of individuals with varying levels of disability, and (b) between interventions utilizing technology with and without universal design features.

CONCLUSIONS

In line with the original contribution, applied cognitive technology seems to support people with intellectual and developmental disabilities to better achieve employment-related outcomes. More research is needed though to explore the impact of different types of technology on employment-related outcomes.

Kamachiy – Mayistru: adaptive module to support teaching to people with learning difficulties

Purpose

– The purpose of this paper is to propose Kamachiy-Mayistru (KM), an adaptive module to support teaching to people with learning difficulties. In Colombia, learning disabilities and difficulties are frequent in the integration classroom. Proper learning can be achieved as long as teaching strategies and didactic tools are the most adequate to the specific student characteristics and follow the suggestions given by experts for each learning difficulty. This module assists the teacher to prepare a course taking into account the disability profile, the student profile and pedagogical model suggestions. In this way, the student can learn utilizing the format and didactic tools more appropriate to their specific necessities.

Design/methodology/approach

– The design and implementation of the KM comprises the following phases: identify the most important student, teacher, difficulties and course parameters to take into account in the adaptation process; design the data model that supports activity adaptation, based on student characteristics and difficulties; implement the platform; and validate the approach through a case study of teachers and their students with difficulties.

Findings

– The application of KM in the case study indicated the effectiveness of KM to assist teachers in organizing course activities for students with and without disabilities or difficulties.

Research limitations/implications

– KM addresses specific student difficulties: attention, memory and languages. KM does not address severe cognitive disabilities. Regarding the validation, it is recommended to pursue new case studies to further demonstrate the effectiveness of the approach in a broader population.

Practical implications

– The main approach in KM is to suggest activities or pedagogical strategies to teachers to best support learning in students with difficulties or disabilities. The core of KM is an algorithm, called “Adapt Course”, that takes as input student and disability profiles, the course contents and the pedagogical model and creates course structures that are specially tailored to each student.

Social implications

– This model recommends teachers different activities, based on the specific student difficulties, to create personalized courses. It is able to address specific educational issues that are associated with learning difficulties and disabilities, such as educational integration, through content organization and personalized information display, which are based on the inherent characteristics of each student in the classroom.

Originality/value

– It is based on a conceptual model that provides the essential architecture to design and implement virtual learning environments for students with learning difficulties or disabilities.

Assisting people with multiple disabilities to improve computer typing efficiency through a mouse wheel and on-screen keyboard software

The main purpose of this study was to find out whether three students with multiple disabilities could increase their keyboard typing performance by poking the standard mouse scroll wheel with the newly developed Dynamic Typing Assistive Program (DTAP) and the built-in On-Screen Keyboard (OSK) computer software. The DTAP is a software solution that allows users to complete typing tasks with OSK software easily, quickly, and accurately by poking the mouse wheel. This study was performed according to a multiple baseline design across participants, and the experimental data showed that all of the participants significantly increased their typing efficiency in the intervention phase. Moreover, this improved performance was maintained during the maintenance phase. Practical and developmental implications of the findings were discussed.

Pavlich-Mariscal J. Content adaptation for students with learning difficulties: design and case study

Purpose

– This article aims to propose an adaptation algorithm that combines the analytical hierarchy process (AHP), a rule-based system, and a k-means clustering algorithm. Informatic tools are very useful to enhance the learning process in the classroom. The large variety of these tools require advanced decision-making techniques to select parameters, such as student profiles and preferences, to adjust content and information display, according to specific characteristics and necessities of students. They are part of the Kamachiy–Idukay (KI), a platform to offer adaptative educational services to students with learning difficulties or disabilities.

Design and Methodology

– The design and implementation of the adaptation algorithm comprises the following phases: utilization of the AHP to determine the most important student parameters, parameter to take into account in the adaptation process, such as preferences, learning styles, performance in language, attention and memory aspects and disabilities; designing the first part of the adaptation algorithm, based on a rule-based system; designing the second part of the adaptation algorithm, based on k-means clustering; integration of the adaptation algorithm to KI; and validation of the approach in a primary school in Bogotá (Colombia).

Approach

– The main approach is the application of computational techniques, namely, rule-based systems and k-means clustering, plus an AHP prioritization at design time to yield a system to support the teaching–learning process for students with disabilities or learning difficulties.

Findings

– The algorithm found several groups of students with specific learning difficulties that required adapted activities. The algorithm also prioritized activities according to learning style and preferences. The results of the application of this system in a real classroom yielded positive results.

Limitations of the research

– The algorithm performs adaptation for students with mild disabilities or learning difficulties (language, attention and memory). The algorithm does not address severe disabilities that could greatly affect cognitive abilities.

Contributions

– The main contribution of this paper is an adaptation algorithm with the following distinctive characteristics, namely, designed utilizing the AHP, which ensures a proper prioritization of the student characteristics in the adaptation process, and utilizes a rule-based system to identify different adaptation scenarios and k-means clustering to group students with similar adaptation requirements.

Assisting people with disabilities improves their collaborative pointing efficiency through the use of the mouse scroll wheel

This study provided that people with multiple disabilities can have a collaborative working chance in computer operations through an Enhanced Multiple Cursor Dynamic Pointing Assistive Program (EMCDPAP, a new kind of software that replaces the standard mouse driver, changes a mouse wheel into a thumb/finger poke detector, and manages mouse actions). The study used an ABAB design to evaluate whether four people (two pairs) with multiple disabilities, who have very limited voluntary muscle control and cannot use a standard mouse, would be able to improve their collaborative pointing performance using their finger poke ability with a mouse wheel through EMCDPAP software. The data showed that both pairs of participants improved their collaborative pointing efficiency through the use of the EMCDPAP software during the intervention phase. The practical and developmental implications of the findings are discussed.

Using an Extended Dynamic Drag-and-Drop Assistive Program to assist people with multiple disabilities and minimal motor control to improve computer Drag-and-Drop ability through a mouse wheel

Software technology is adopted by the current research to improve the Drag-and-Drop abilities of two people with multiple disabilities and minimal motor control. This goal was realized through a Dynamic Drag-and-Drop Assistive Program (DDnDAP) in which the complex dragging process is replaced by simply poking the mouse wheel and clicking. However, DDnDAP has one limitation--users cannot freely define their desired destinations because the program only allows for the dragging of targets to fixed destinations. This study evaluated whether two children with developmental disabilities and minimal motor control would be able to improve their DnD performance through an Extended Dynamic Drag-and-Drop Assistive Program (EDDnDAP), which improves on the aforementioned limitation of DDnDAP. A multiple probe design across participants was used in this study to assess the effects of using EDDnDAP in enhancing participants' DnD abilities. Participants typically received three 20-min EDDnDAP training sessions per week, for a period of about 6-7 weeks. Both participants significantly improved their DnD efficiency with the help of EDDnDAP, and both remained highly successful through the maintenance phase. The implications of these findings are discussed.

Assisting people with multiple disabilities and minimal motor behavior to improve computer Drag-and-Drop efficiency through a mouse wheel

This study evaluated whether two people with multiple disabilities and minimal motor behavior would be able to improve their Drag-and-Drop (DnD) performance using their finger/thumb poke ability with a mouse scroll wheel through a Dynamic Drag-and-Drop Assistive Program (DDnDAP). A multiple probe design across participants was used in this study to assess the effects of using DDnDAP in enhancing participants' DnD ability. Both participants: (a) improved their DnD efficiency with the use of DDnDAP and (b) remained highly successful through the maintenance phase. The implications of the findings are discussed.

Assisting people with multiple disabilities by actively keeping the head in an upright position with a Nintendo Wii Remote Controller through the control of an environmental stimulation

The latest researches have adopted software technology by applying the Nintendo Wii Remote Controller to the correction of hyperactive limb behavior. This study extended Wii Remote Controller functionality for improper head position (posture) correction (i.e. actively adjusting abnormal head posture) to assess whether two people with multiple disabilities would be able to actively keep the upright head position by controlling their favorite stimulation using a Wii Remote Controller with a newly developed active head position correcting program (AHPCP). The study was performed according to an ABAB design, in which A represented the baseline and B represented intervention phases. Results showed that both participants significantly increased their time duration of maintaining upright head position (TDMUHP) to obtain the desired environmental stimulation during the intervention phases. Practical and developmental implications of the findings were discussed.

Using an Extended Automatic Target Acquisition Program with Dual Cursor technology to assist people with developmental disabilities in improving their pointing efficiency

The latest research adopting software technology to improve pointing performance is through an Automatic Target Acquisition Program (ATAP), where the user can click on the mouse button when a dashed line is aimed at the desired target, instead of moving the cursor to the target. However, ATAP has one limitation--it cannot benefit from Mouseover effects because they only work when the cursor is over the target. This study evaluated whether two children with developmental disabilities would be able to improve their pointing performance through a Dual Cursor Automatic Target Acquisition Program (DCATAP), which solves the limitation of ATAP. At the beginning, both participants had baseline sessions. Then the first participant began his intervention sessions. New intervention occurred with the second participant when the first participant's performance was consolidated. Finally, both participants were exposed to the maintenance phase, in which their pointing performance improved significantly. With the assistance of DCATAP, participants can significantly improve their pointing performance, and can position targets quickly, easily, and accurately.

Assisting people with developmental disabilities to improve computer pointing efficiency through Multiple Mice and Automatic Pointing Assistive Programs

This study combines multi-mice technology (people with disabilities can use standard mice, instead of specialized alternative computer input devices, to achieve complete mouse operation) with an assistive pointing function (i.e. cursor-capturing, which enables the user to move the cursor to the target center automatically), to assess whether two people with developmental disabilities would be able to improve their pointing performance through a Multiple Mice Automatic Pointing Assistive Program (MMAPAP), where driver technology is adopted to enable people with disabilities to export the remaining ability of each limb to complete the mouse operation. At the beginning of the study, both participants received their baseline sessions. Then the first participant started his intervention session. The second participant had her intervention when the first participant's performance was consolidated. In the end, both participants were exposed to the maintenance phase, in which their pointing performance improved significantly. Data showed that both participants improved their pointing efficiency with the use of MMAPAP and remained highly successful through the maintenance phase. Implications of the findings are discussed.

An adaptive dynamic pointing assistance program to help people with multiple disabilities improve their computer pointing efficiency with hand swing through a standard mouse

The latest research adopted software technology to redesign the mouse driver, and turned a mouse into a useful pointing assistive device for people with multiple disabilities who cannot easily or possibly use a standard mouse, to improve their pointing performance through a new operation method, Extended Dynamic Pointing Assistive Program (EDPAP), where the user can swing his hand on the desktop to quickly move the cursor to a target. However, EDPAP has lower pointing efficiency due to the cursor jumping in sequence amongst the targets once there are many targets on the screen. This study evaluated whether two people with multiple disabilities would be able to improve their pointing performance through a new target acquisition technique based on EDPAP, Adaptive Dynamic Pointing Assistive Program (ADPAP), where the cursor movement path is selected adaptively by users' hand swing direction, as opposed to being sequential. This study used multiple probe design across participants. Participants typically received three 30-min ADPAP training sessions per week, for a period of about 6-7 weeks. Initially, both participants had their baseline sessions. Then intervention started with the first participant. When his performance was consolidated, new baseline and intervention occurred with the second participant. Finally, both participants were exposed to the maintenance phase, in which their pointing performance improved significantly. Data indicated that both participants improved their pointing efficiency with the use of ADPAP and remained highly successful through the maintenance phase. Results of this study showed that, with the assistance of ADPAP, participants can acquire targets quickly, easily, and accurately, thus helping the disabled to solve their pointing problems.

Assisting people with multiple disabilities improve their computer pointing efficiency with thumb poke through a standard trackball

This study evaluated whether two people with multiple disabilities who could not easily use a computer through a standard input device (i.e., mouse or trackball) would be able to improve their pointing performance using thumb poke with a standard trackball through a Dynamic Trackball-Pointing Assistive Program (DTPAP) and a newly developed trackball driver (i.e., a new trackball driver replaces the standard trackball driver, and changes a trackball into a precise thumb poke detector, and intercepts trackball action). Initially, both participants were given baseline sessions, then intervention started with the first participant. When his performance was consolidated, new baseline and intervention occurred with the second participant. Finally, both participants were exposed to the maintenance phase. Data indicated that both participants improved their pointing performance significantly with the use of DTPAP and remained highly successful through the maintenance phase. Implications of the findings are discussed.

Assisting people with disabilities improves their collaborative pointing efficiency with a Multiple Cursor Dynamic Pointing Assistive Program

This study evaluated whether four persons (two groups) with multiple disabilities and minimal motor behavior would be able to improve their collaborative pointing performance using finger poke ability with a mouse wheel through a Multiple Cursor Dynamic Pointing Assistive Program (MCDPAP) with a newly developed mouse driver (i.e., a new mouse driver that replaces the standard mouse driver, changes a mouse wheel into a thumb/finger poke detector, and intercepts/simulates mouse action). The study was performed according to an ABAB design, in which A represented the baseline and B represented intervention phases. Data showed that both groups of participants improved their collaborative pointing ability through the use of MCDPAP during the intervention phase. Practical and developmental implications of the findings are discussed.

Evaluation of automatic pointing assistive function effect in cursor-positioning task for people with disabilities

PURPOSE

This study evaluates the cursor-positioning effect with the automatic pointing assistive programme (APAP) and a newly mouse driver for people with disabilities.

METHOD

The APAP is designed to move the cursor to a target instantaneously when the cursor reaches inside this circular activation area. In this study, 20 people with disabilities participated in the experiment. Trial completion time was determined and compared with those in previous studies of cursor-capturing functions (jumping and gravity) and normal condition.

RESULT

Experimental results reveal that the pointing efficiency was improved by 65.29% with the APAP compared to that of the normal condition (p < 0.001) for people with disabilities. Data were subjected to one-way analysis of variance (ANOVA), with the level of significance p ≤ 0.05 and the ANOVA indicates that the capturing functions had a significant effect on the trial completion time (F(2,57) = 199.21; p < 0.001).

CONCLUSIONS

The performance of the APAP is superior to those in previous studies in positioning time for people with disabilities. The APAP function is expected to help aged users and novices in operating a mouse efficiently and easily.

Assisting Two Children with Multiple Disabilities and Minimal Motor Skills Control Environmental Stimuli with Thumb Poke Through a Trackball

Background: Microswitches are the most commonly used input device for people with multiple disabilities to control environmental stimulation. However, little is known about adopting the commercial trackball with a revised trackball driver as a more feasible input device. Aims: To assess whether two children with profound multiple disabilities and minimal motor skills would be able to control environmental stimulation using thumb poke ability through cordless trackballs installed with a newly developed mouse driver (i.e. a new mouse driver replacing a standard mouse driver, turning a trackball mouse into a precise thumb poke detector). Method: An ABAB design and a 2-month post-intervention check were adopted to perform the study. Results: Data showed that the two children improved significantly in their target response (thumb poke) to activate the control system to produce environmental stimuli during the B (intervention) phases. This performance was maintained at the post-intervention check. Conclusions: The use of thumb poke in connection with a trackball allowed the children with multiple disabilities and minimal motor skills to increase their level of response and stimulation control.