Initial results from using Preference Ranking Organization METHods for Enrichment of Evaluations to help steer a powered wheelchair

Research is presented that uses PROMETHEE II to determine a direction for a powered wheelchair. This is the only time that PROMETHEE II has been employed for this sort of use. A wheelchair driver proposes a preferred speed and direction, and PROMETHEE II recommends a reliable and trustworthy bearing. The two directions are combined so that the wheelchair safely avoids obstacles. Ultrasonic sensors and joysticks provide the inputs and the final direction is a combination of the preferred bearing and a route that safely avoids obstacles. The systematic decision-making process assists the user with steering safely. Sensitivity analysis explores the potential directions and an appropriate direction is chosen. A driver can reject or cancel a decision suggestions by holding their joystick in a fixed place

Comparison of Cliinician-Directed and Student-Self-Directed Physical Therapy Interventions for Youth with Severe and Multiple Developmental Disabilities

I investigated two physical therapy intervention approaches, one clinician-directed (CD) and one participant self-directed (SD) for helping five young adults with severe and multiple developmental disabilities (SMDD) gain, maintain, and generalize mobility skills while using facets of the Self-determined Learning Model of Instruction (SDLMI) in the process. The dependent variables in this small-n study included: (a) number of mobility steps accomplished, (b) frequency and type of supports required, (c) number of self-initiated supports requested by the participants, (d) percent self-evaluation match with therapist, (e) number of adjustment topics offered, and (f) number of mobility steps maintained in the familiar setting and generalized to a new applied setting.All participants gained mobility skills steps regardless of the interventions applied, but the SD intervention proved somewhat more effective than the CD intervention. Participants maintained their mobility skills in their familiar setting, and generalized them in a less familiar applied setting. Results showed that participants learned and applied facets of the SDLMI more during generalization and maintenance, but less during the SD and CD sessions. Participants preferred the SD sessions because they could choose activities and control the course of the session, and they learned to relate the interventions to their mobility goal. Relative costs of the SD and CD sessions were comparable suggesting that implementing the SDLMI into PT sessions is beneficial for promoting self-determination and motor skill development for youth with severe and multiple developmental disabilities