TBI-Apps.com: Teaching Caregivers How to Use Mobile Applications as Compensatory Cognitive Aids for Traumatic Brain Injury

Long-term cognitive deficits resulting from traumatic brain injury (TBI) can profoundly impact a person’s role competence and ability to perform daily activities (AOTA, 2014a). Mobile technologies, including smartphones and tablets, have shown potential as effective compensatory aids for memory and executive functioning in individuals with TBI (Waite, 2012). A website was created to provide caregivers tools to independently select, program, and use Apple iOS devices with TBI survivors. The website featured five tutorials for iOS applications, one tutorial for an iOS accessibility feature, and tips for teaching application use to individuals with TBI. It also included general information on the effects of TBI and ways iOS devices might be adapted for TBI survivors. The website was piloted with five people to assess its effectiveness. Piloters completed a quiz on website content and provided feedback and suggestions for expansion. Resources that encourage using everyday technology to improve the match between a person’s abilities, the environment, and occupational demands may help individuals with TBI increase occupational engagement and performance

Knowledge is power: improving outcomes for patients, partners, and professionals in the digital age

Purpose The aim of this research was to develop and evaluate methods to address poor knowledge of hearing aids, hearing loss, and communication in patients, partners, and nonaudiologic health and social care professionals. Method An interactive multimedia educational program (C2Hear) has been co-produced with hearing aid users and audiologists to provide high-quality information and demonstrate complex concepts relating to hearing aids and communication. Results A randomized controlled trial showed numerous benefits for first-time hearing aid users that included better knowledge and skill, and increased hearing aid use and satisfaction. Patients reported that C2Hear was highly useful, enjoyable, and preferable to written information. C2Hear Online is now freely available on YouTube and has global reach, well in excess of 150,000 views. Further developments include a version for communication partners, which showed that joint-working between hearing aid users and their communication partners resulted in joint responsibility for communication that facilitated communication behaviors. In addition, a behavior theory-driven version for use with mobile technologies (m2Hear) has been designed to be tailored to the needs of individual hearing aid users. m2Hear includes more activities/interaction to maximize user engagement and learning. Finally, C2Hear has been used to improve hearing-related knowledge in other health and social care professionals, such as carehome assistants. Conclusion This range of educational programs and tools aims to improve knowledge and skills, leading to better outcomes for patients, partners, and health care professionals

Sixth-Grade Sight-Singing for Low Vision Students: A Course to Enhance Confidence and Music Reading Ability

Students enter the private or public-school system with a wide variety of emotional, mental, and physical impairments that impact their confidence, self-esteem, and overall path to their future. One misunderstood and under-represented population of students are those who are not fully blind but fall under the category of low vision. Since the low vision spectrum is wide, students must advocate for themselves according to their unique visual condition. While some students may be nearsighted, others may experience color blindness, tunnel vision, a wide variety of partial blindness in one or both eyes, and more. If educators are not aware of a student\u27s slight visual impairment and students are not comfortable advocating for themselves, students could be missing out on fully exploring their passion and aptitude for music. This study will examine the existing research on the array of low vision impairments and how to help sixth-grade students understand and overcome their impairments using tailored techniques to successfully meet their goals of sight-singing music. A twelve-week curriculum is provided to guide music educators as they help low vision sixth-grade students meet musical goals despite their visual impairment

Evaluating the Intervention Fidelity of Self-managed Computer Therapy for Aphasia Post-stroke

Introduction: Intervention fidelity refers to whether an intervention is delivered as intended by the designer, which can affect intervention success. This study aimed to evaluate fidelity to the StepByStep approach to aphasia computer therapy delivered in the Big CACTUS trial. Methods: A mixed methods approach was adopted comprising five interrelated studies. Firstly, a narrative literature review explored the methods used in fidelity evaluation in stroke rehabilitation research. Secondly, a qualitative interview study with StepByStep approach experts identified the key components of the intervention delivered in the Big CACTUS trial. Both of these studies informed the data to be collected in the third study, a process evaluation of intervention fidelity in the Big CACTUS trial. The fourth study explored the factors associated with adherence to computer therapy practice through secondary analysis of trial data and qualitative interviews with people with aphasia (PWA) and their carers who had used the computer therapy in the trial. The final study identified ‘essential’ components of the intervention associated with improved word-finding in the Big CACTUS trial. Results: Key informants identified four key components of the StepByStep approach: the StepByStep software, therapy set-up (tailoring and personalising), regular independent practice, and supporting and monitoring use. All components of the intervention were delivered with moderate to high fidelity in the Big CACTUS trial. Factors associated with increased adherence to independent practice included: the PWA having had their stroke longer ago; the PWA’s perceived and actual capability to engage with computer therapy; having the opportunity to carry out practice, which was aided by having the computer therapy for longer; having more input from a speech and language therapist; and a number of motivational factors. Exploratory data analysis indicated that the components of the intervention associated with change in word-finding ability were: rigorous tailoring of the computer therapy exercises and spending more time on naming words in functional sentences exercises. Conclusion: The StepByStep approach was delivered with moderate to high fidelity. This study has informed the interpretation of trial results, recommendations for clinicians delivering the intervention in clinical practice and will inform further intervention refinement

How Can The Orton-Gillingham Approach Be Used As An Effective Tool To Receive A Deeper Understanding Of Syllables And Word Spelling For Students Who Are Hard Of Hearing?

Students who are deaf or hard of hearing come to school with limitations to learning that the average student does not have. Being able to hear words and sounds is an important part of learning to spell those words. This paper will identify some characteristics in the development of learning word syllable recognition and phonics, as well as, strategies to help improve learning for students who are deaf and hard of hearing by using the Orton-Gillingham Approach. The OrtonGillingham Approach uses a multisensory strategy that includes audio, visual, and feeling to help solidify word recognition and spelling. Although the approach was intended for students with dyslexia I feel it can benefit students who are deaf and hard of hearing