2020
Desideri, Lorenzo; Cesario, Lisa; Gherardini, Arianna; Fiordelmondo, Valentina; Morganti, Andrea; Malavasi, Massimiliano; Hoogerwerf, Evert-Jan
Using a Humanoid Robot to Promote Inclusion of Children with Autism Spectrum Disorders in Mainstream Classrooms: An Overview of the RoBò Service Delivery Approach Journal Article
In: SOCIAL ROBOTS AND AUTISM, 2020.
Abstract | BibTeX | Tag: Assistive technology, autism spectrum disorders, social robotics, special educational needs
@article{Desideri2020,
title = {Using a Humanoid Robot to Promote Inclusion of Children with Autism Spectrum Disorders in Mainstream Classrooms: An Overview of the RoBò Service Delivery Approach},
author = {Lorenzo Desideri and Lisa Cesario and Arianna Gherardini and Valentina Fiordelmondo and Andrea Morganti and Massimiliano Malavasi and Evert-Jan Hoogerwerf},
year = {2020},
date = {2020-09-15},
journal = {SOCIAL ROBOTS AND AUTISM},
abstract = {In this contribution we present RoBò, a multidisciplinary service delivery approach developed to support teachers in the use of social robots to promote inclusion of children with autism spectrum disorders (ASD) in school settings. RoBò is composed of four steps which are briefly illustrated by reporting on the case of Alice, a six-year-old girl with a diagnosis of ASD without intellectual disability. Although RoBò is in its experimental stage, preliminary results are encouraging and show that it may be helpful in increasing opportunities for social interaction and inclusion of children with ASD in non-controlled environments. Research is underway to prove its effectiveness in supporting teaching practices targeting children with special educational needs.
},
keywords = {Assistive technology, autism spectrum disorders, social robotics, special educational needs},
pubstate = {published},
tppubtype = {article}
}
In this contribution we present RoBò, a multidisciplinary service delivery approach developed to support teachers in the use of social robots to promote inclusion of children with autism spectrum disorders (ASD) in school settings. RoBò is composed of four steps which are briefly illustrated by reporting on the case of Alice, a six-year-old girl with a diagnosis of ASD without intellectual disability. Although RoBò is in its experimental stage, preliminary results are encouraging and show that it may be helpful in increasing opportunities for social interaction and inclusion of children with ASD in non-controlled environments. Research is underway to prove its effectiveness in supporting teaching practices targeting children with special educational needs.
Traina, Ivan; Boyle, Bryan; Mackeogh, Trish; Yakkundi, Anita; Owuor, John; Clinton, Lisa Marie; Power, Alan D.; Desideri, Lorenzo; Cesario, Lisa; Gherardini, Arianna; Rouame, Aziz
The choice and use of enabling technologies in educational environments: Research findings and case report Book Chapter
In: The Role of Assistive Technology in Fostering Inclusive Education, Strategies and Tools to Support Change, Chapter 3, pp. 75-105, Routledge, 2020.
Abstract | BibTeX | Tag: Assistive technology, Inclusion, Learning Programs
@inbook{Traina2020,
title = {The choice and use of enabling technologies in educational environments: Research findings and case report},
author = {Ivan Traina and Bryan Boyle and Trish Mackeogh and Anita Yakkundi and John Owuor and Lisa Marie Clinton and Alan D. Power and Lorenzo Desideri and Lisa Cesario and Arianna Gherardini and Aziz Rouame},
year = {2020},
date = {2020-09-14},
booktitle = {The Role of Assistive Technology in Fostering Inclusive Education, Strategies and Tools to Support Change},
pages = {75-105},
publisher = {Routledge},
chapter = {3},
abstract = {This chapter is informed by the work of researchers that report research outcomes and case studies regarding the adoption of assistive technology solutions in educational environments. The aim is to provide school staff and other professionals in the field of education with an insight into the state-of-the-art research and related practice innovation, including different examples of technologies for the empowerment of learners with disabilities. Any glimpse of emerging research in technology-enhanced learning points to the potential offered by a new generation of immersive, virtual environments is to provide children with Intellectual Disabilities with authentic, realistic, technology-enhanced alternatives to traditional classroom-based learning. A key factor in moving beyond a problem-oriented model of research or enquiry would be to frame the technology solution and its application in a new pedagogical or treatment framework.},
keywords = {Assistive technology, Inclusion, Learning Programs},
pubstate = {published},
tppubtype = {inbook}
}
This chapter is informed by the work of researchers that report research outcomes and case studies regarding the adoption of assistive technology solutions in educational environments. The aim is to provide school staff and other professionals in the field of education with an insight into the state-of-the-art research and related practice innovation, including different examples of technologies for the empowerment of learners with disabilities. Any glimpse of emerging research in technology-enhanced learning points to the potential offered by a new generation of immersive, virtual environments is to provide children with Intellectual Disabilities with authentic, realistic, technology-enhanced alternatives to traditional classroom-based learning. A key factor in moving beyond a problem-oriented model of research or enquiry would be to frame the technology solution and its application in a new pedagogical or treatment framework.
Hoogerwerf, Evert-Jan; Mavrou, Katerina; Traina, Ivan
2020, ISBN: 9781138370081.
Abstract | Links | BibTeX | Tag: ICT-based Assistive Technology, Inclusive education
@book{Hoogerwerf2020,
title = {The Role of Assistive Technology in Fostering Inclusive Education: Strategies and Tools to Support Change},
author = {Evert-Jan Hoogerwerf and Katerina Mavrou and Ivan Traina},
editor = {Routledge},
url = {https://www.amazon.it/Assistive-Technology-Fostering-Inclusive-Education/dp/1138370088
https://www.routledge.com/The-Role-of-Assistive-Technology-in-Fostering-Inclusive-Education-Strategies/Hoogerwerf-Mavrou-Traina/p/book/9781138370081},
isbn = { 9781138370081},
year = {2020},
date = {2020-09-14},
booktitle = {The Role of Assistive Technology in Fostering Inclusive Education: Strategies and Tools to Support Change},
abstract = {The Role of Assistive Technology in Fostering Inclusive Education uses evidence-based research to explore issues related to implementation of ICT-based Assistive Technology (ICT-AT) in education. It focuses on programmes and activities that aim at the empowerment of the learners with disabilities, as well as the empowerment of the entire educational ecosystem.
The book provides a synthesis of political and theoretical discussions as well as practical experiences on the implementation of ICT-AT in education. Analysing international policy frameworks in relation to inclusive education and technology, it discusses examples of school self-assessment and action plan methodologies for digital inclusive education, as well as case studies of innovative ICT and AT solutions in educational environments. The authors elaborate on digital empowerment as a wider societal challenge through reflection on the barriers that people with disabilities meet in education and beyond.
This book will be of great interest for academics, researchers, and postgraduate students in the fields of inclusive education and assistive technology, as well as those interested in education research and policy development.},
keywords = {ICT-based Assistive Technology, Inclusive education},
pubstate = {published},
tppubtype = {book}
}
The Role of Assistive Technology in Fostering Inclusive Education uses evidence-based research to explore issues related to implementation of ICT-based Assistive Technology (ICT-AT) in education. It focuses on programmes and activities that aim at the empowerment of the learners with disabilities, as well as the empowerment of the entire educational ecosystem.
The book provides a synthesis of political and theoretical discussions as well as practical experiences on the implementation of ICT-AT in education. Analysing international policy frameworks in relation to inclusive education and technology, it discusses examples of school self-assessment and action plan methodologies for digital inclusive education, as well as case studies of innovative ICT and AT solutions in educational environments. The authors elaborate on digital empowerment as a wider societal challenge through reflection on the barriers that people with disabilities meet in education and beyond.
This book will be of great interest for academics, researchers, and postgraduate students in the fields of inclusive education and assistive technology, as well as those interested in education research and policy development.
The book provides a synthesis of political and theoretical discussions as well as practical experiences on the implementation of ICT-AT in education. Analysing international policy frameworks in relation to inclusive education and technology, it discusses examples of school self-assessment and action plan methodologies for digital inclusive education, as well as case studies of innovative ICT and AT solutions in educational environments. The authors elaborate on digital empowerment as a wider societal challenge through reflection on the barriers that people with disabilities meet in education and beyond.
This book will be of great interest for academics, researchers, and postgraduate students in the fields of inclusive education and assistive technology, as well as those interested in education research and policy development.
Desideri, Lorenzo; Santantonio, Anna Di; Varrucciu, Niccolò; Bonsi, Ingrid; Sarro, Rita Di
Assistive Technology for Cognition to Support Executive Functions in Autism: a Scoping Review Journal Article
In: Advances in Neurodevelopmental Disorders, 2020.
Abstract | Links | BibTeX | Tag: Assistive technology, autism spectrum disorders, Cognition, Executive functions
@article{Desideri2020c,
title = {Assistive Technology for Cognition to Support Executive Functions in Autism: a Scoping Review},
author = {Lorenzo Desideri and Anna Di Santantonio and Niccolò Varrucciu and Ingrid Bonsi and Rita Di Sarro },
doi = {https://doi.org/10.1007/s41252-020-00163-w},
year = {2020},
date = {2020-06-08},
journal = {Advances in Neurodevelopmental Disorders},
abstract = {Objectives
Atypical executive functions (EF) have long been observed in individuals with autism spectrum disorders (ASD) of any age. To compensate for EF-related difficulties and to cope with the demands of daily life, assistive technology for cognition may represent a valid solution, but at present, no information is available on the range of accessible solutions nor on their effectiveness in ASD. This paper reports on a review conducted to identify assistive technologies that may compensate for EF-related difficulties in ASD.
Methods
A systematic search was conducted following the PRISMA Extension for Scoping Reviews (PRISMA-ScR) reporting guideline recommendations.
Results
Fifteen studies met inclusion criteria, with most studies following a single-subject research design (n = 11). The assistive technologies identified were grouped into two categories (context-aware, mobile) addressing four EF-related cognitive processes classified according to the taxonomy proposed by the International Classification of Functioning (i.e., organization and planning, time management, cognitive flexibility, and insight). Insight (e.g., self-monitoring) resulted as the only intervention that may be considered evidence-based.
Conclusions
This review highlights that assistive technology may be effective in compensating for specific EF-related difficulties in ASD, but more rigorous research involving (a) a wider range of EF-related skills, (b) older participants, and (c) diverse settings (e.g., workplaces) is necessary.
},
keywords = {Assistive technology, autism spectrum disorders, Cognition, Executive functions},
pubstate = {published},
tppubtype = {article}
}
Objectives
Atypical executive functions (EF) have long been observed in individuals with autism spectrum disorders (ASD) of any age. To compensate for EF-related difficulties and to cope with the demands of daily life, assistive technology for cognition may represent a valid solution, but at present, no information is available on the range of accessible solutions nor on their effectiveness in ASD. This paper reports on a review conducted to identify assistive technologies that may compensate for EF-related difficulties in ASD.
Methods
A systematic search was conducted following the PRISMA Extension for Scoping Reviews (PRISMA-ScR) reporting guideline recommendations.
Results
Fifteen studies met inclusion criteria, with most studies following a single-subject research design (n = 11). The assistive technologies identified were grouped into two categories (context-aware, mobile) addressing four EF-related cognitive processes classified according to the taxonomy proposed by the International Classification of Functioning (i.e., organization and planning, time management, cognitive flexibility, and insight). Insight (e.g., self-monitoring) resulted as the only intervention that may be considered evidence-based.
Conclusions
This review highlights that assistive technology may be effective in compensating for specific EF-related difficulties in ASD, but more rigorous research involving (a) a wider range of EF-related skills, (b) older participants, and (c) diverse settings (e.g., workplaces) is necessary.
Atypical executive functions (EF) have long been observed in individuals with autism spectrum disorders (ASD) of any age. To compensate for EF-related difficulties and to cope with the demands of daily life, assistive technology for cognition may represent a valid solution, but at present, no information is available on the range of accessible solutions nor on their effectiveness in ASD. This paper reports on a review conducted to identify assistive technologies that may compensate for EF-related difficulties in ASD.
Methods
A systematic search was conducted following the PRISMA Extension for Scoping Reviews (PRISMA-ScR) reporting guideline recommendations.
Results
Fifteen studies met inclusion criteria, with most studies following a single-subject research design (n = 11). The assistive technologies identified were grouped into two categories (context-aware, mobile) addressing four EF-related cognitive processes classified according to the taxonomy proposed by the International Classification of Functioning (i.e., organization and planning, time management, cognitive flexibility, and insight). Insight (e.g., self-monitoring) resulted as the only intervention that may be considered evidence-based.
Conclusions
This review highlights that assistive technology may be effective in compensating for specific EF-related difficulties in ASD, but more rigorous research involving (a) a wider range of EF-related skills, (b) older participants, and (c) diverse settings (e.g., workplaces) is necessary.
Desideri, Lorenzo; Bonifacci, Paola; Croati, Giulia; Dalena, Angelica; Gesualdo, Maria; Molinario, Gianfelice; Gherardini, Arianna; Cesario, Lisa; Ottaviani, Cristina
The Mind in the Machine: Mind Perception Modulates Gaze Aversion During Child–Robot Interaction Journal Article
In: International Journal of Social Robotics , 2020.
Abstract | Links | BibTeX | Tag: Child–robot interaction, Gaze aversion, Mind perception, ntentional stance model, Social processes
@article{Desideri2020b,
title = {The Mind in the Machine: Mind Perception Modulates Gaze Aversion During Child–Robot Interaction},
author = {Lorenzo Desideri and Paola Bonifacci and Giulia Croati and Angelica Dalena and Maria Gesualdo and Gianfelice Molinario and Arianna Gherardini and Lisa Cesario and Cristina Ottaviani },
doi = {DOI: 10.1007/s12369-020-00656-7},
year = {2020},
date = {2020-05-17},
journal = {International Journal of Social Robotics },
abstract = {This study examined whether interacting with a humanoid robot influences children’s gaze aversion, an effortless strategy that people commonly use to facilitate thinking when asked challenging questions. Following the intentional stance model, we hypothesized that interacting with agents perceived as having a mind would modulate the social relevance assigned by the children to their interlocutor. Accordingly, we expected to observe an increase in children’s gaze aversion rates when questioned by an interaction partner believed to have a mind, compared to interaction conditions in which the questioner was believed to be a machine. To test this hypothesis, we involved 94 children in two experiments. In Experiment 1, the children interacted either with a humanoid robot (Human–Robot; n = 22) or with a human (Human–Human; n = 22) questioner. In Experiment 2, all the children interacted with a humanoid robot: one group was told the robot was controlled by a human (Avatar; n = 25), while the other group was told the robot was controlled by a computer algorithm (Machine; n = 25). Our results show that: (1) adopting an intentional stance (Human–Human; Avatar) increases gaze aversion rates; (2) gaze aversion increases and (3) response accuracy decreases as a function of question difficulty; (4) accuracy does not differ between interaction conditions. Based on these findings, we propose that gaze aversion rates might be considered an objective behavioural indicator of mind perception. Implications for robot-mediated education are also discussed.
},
keywords = {Child–robot interaction, Gaze aversion, Mind perception, ntentional stance model, Social processes},
pubstate = {published},
tppubtype = {article}
}
This study examined whether interacting with a humanoid robot influences children’s gaze aversion, an effortless strategy that people commonly use to facilitate thinking when asked challenging questions. Following the intentional stance model, we hypothesized that interacting with agents perceived as having a mind would modulate the social relevance assigned by the children to their interlocutor. Accordingly, we expected to observe an increase in children’s gaze aversion rates when questioned by an interaction partner believed to have a mind, compared to interaction conditions in which the questioner was believed to be a machine. To test this hypothesis, we involved 94 children in two experiments. In Experiment 1, the children interacted either with a humanoid robot (Human–Robot; n = 22) or with a human (Human–Human; n = 22) questioner. In Experiment 2, all the children interacted with a humanoid robot: one group was told the robot was controlled by a human (Avatar; n = 25), while the other group was told the robot was controlled by a computer algorithm (Machine; n = 25). Our results show that: (1) adopting an intentional stance (Human–Human; Avatar) increases gaze aversion rates; (2) gaze aversion increases and (3) response accuracy decreases as a function of question difficulty; (4) accuracy does not differ between interaction conditions. Based on these findings, we propose that gaze aversion rates might be considered an objective behavioural indicator of mind perception. Implications for robot-mediated education are also discussed.
Layton, Natasha; Bell, Diane; Buning, Mary Ellen; Chen, Shih-Ching; Contepomi, Silvana; Ramos, Vinicius Delgado; Hoogerwerf, Evert-Jan; Inoue, Takenobu; Moon, Inhyuk; Seymour, Nicky; Smith, Roger O.; de Witte, Luc
Opening the GATE: systems thinking from the global assistive technology alliance Journal Article
In: Disability and Rehabilitation: Assistive Technology, vol. 15, no. 5, pp. 484-490, 2020.
Abstract | Links | BibTeX | Tag: assistive technology; innovation, Collaboration, sustainability, systems
@article{Layton2020,
title = {Opening the GATE: systems thinking from the global assistive technology alliance},
author = {Natasha Layton and Diane Bell and Mary Ellen Buning and Shih-Ching Chen and Silvana Contepomi and Vinicius Delgado Ramos and Evert-Jan Hoogerwerf and Takenobu Inoue and Inhyuk Moon and Nicky Seymour and Roger O. Smith and Luc de Witte},
doi = {10.1080/17483107.2020.1738565},
year = {2020},
date = {2020-04-16},
journal = { Disability and Rehabilitation: Assistive Technology},
volume = {15},
number = {5},
pages = {484-490},
abstract = {Purpose: This paper describes international actions to collaborate in the assistive technology (AT) arena and provides an update of programmes supporting AT globally. Methods: The World Health Organisation (WHO) identifies the severe global uneven distribution of resources, expertise and extensive unmet need for AT, as well the optimistic substantial capability for innovations and developments in appropriate and sustainable AT design, development and delivery. Systems thinking and market shaping are identified as means to address these challenges and leverage the ingenuity and expertise of AT stakeholders. Results: This paper is a 'call to action', showcasing emerging AT networks as exemplars of a distributed, but integrated mechanism for addressing AT needs globally, and describing the Global Alliance of Assistive Technology Organisations (GAATO) as a vehicle to facilitate this global networking. Conclusion: Partners in this Global Alliance aim to advance the field of assistive technology by promoting shared research, policy advocacy, educating people and organisations within and outside the field, teaching, training and knowledge transfer by pulling together broad-based membership organisations.Implications for RehabilitationCollegial, cross discipline and multi-stakeholder collaborations support assistive technology research and practice.Knowledge exchange within and across countries and regions is mutually beneficial.Self-organising assistive technology communities are emerging and supported by global movements such as WHO GATE and GAATO.},
keywords = {assistive technology; innovation, Collaboration, sustainability, systems},
pubstate = {published},
tppubtype = {article}
}
Purpose: This paper describes international actions to collaborate in the assistive technology (AT) arena and provides an update of programmes supporting AT globally. Methods: The World Health Organisation (WHO) identifies the severe global uneven distribution of resources, expertise and extensive unmet need for AT, as well the optimistic substantial capability for innovations and developments in appropriate and sustainable AT design, development and delivery. Systems thinking and market shaping are identified as means to address these challenges and leverage the ingenuity and expertise of AT stakeholders. Results: This paper is a 'call to action', showcasing emerging AT networks as exemplars of a distributed, but integrated mechanism for addressing AT needs globally, and describing the Global Alliance of Assistive Technology Organisations (GAATO) as a vehicle to facilitate this global networking. Conclusion: Partners in this Global Alliance aim to advance the field of assistive technology by promoting shared research, policy advocacy, educating people and organisations within and outside the field, teaching, training and knowledge transfer by pulling together broad-based membership organisations.Implications for RehabilitationCollegial, cross discipline and multi-stakeholder collaborations support assistive technology research and practice.Knowledge exchange within and across countries and regions is mutually beneficial.Self-organising assistive technology communities are emerging and supported by global movements such as WHO GATE and GAATO.
J., Carloni; R., Magni; Veglio, E.; S.E., Ryan; Gherardini, Arianna; Desideri, Lorenzo
In: Technology and Disability , vol. 32, no. 2, 2020.
Abstract | Links | BibTeX | Tag: AAC, Assistive technology
@article{Carloni2020,
title = {Translation and preliminary validation of the Italian version of the Family Impact of Assistive Technology Scale for Augmentative and Alternative communication (FIATS-AAC.it)},
author = {Carloni J. and Magni R. and Veglio, E. and Ryan S.E. and Arianna Gherardini and Lorenzo Desideri},
url = {https://www.researchgate.net/publication/340999901_Translation_and_preliminary_validation_of_the_Italian_version_of_the_Family_Impact_of_Assistive_Technology_Scale_for_Augmentative_and_Alternative_communication_FIATS-AACit},
doi = {10.3233/TAD-200261},
year = {2020},
date = {2020-04-15},
journal = {Technology and Disability },
volume = {32},
number = {2},
abstract = {BACKGROUND: The Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication (FIATS-AAC) is an emerging parent-reported outcome measure designed to detect the functional impact of augmentative and alternative communication (AAC) interventions on family systems. OBJECTIVE: The present contribution reports on the adaptation of the FIATS-AAC into the Italian language. METHOD: The original FIATS-AAC was first translated in Italian by following a standard linguistic validation protocol that employed a translation-back-translation technique. To assess its preliminary measurement properties empirically, the initial Italian FIATS-AAC was then administered by either phone or face-to-face encounters to 30 parents or primary caregivers of children with AAC needs who were aged four to 18 years. Parents completed the scale twice with a one-week interval. During the first administration, parents also completed the standardized Impact on Family Scale as a comparative measure to assess convergent validity. RESULTS: Overall, the interpretation of results from internal consistency, test-retest reliability, and convergent validity suggest that the Italian FIATS-AAC is a promising tool to assess child and family functioning in areas that may be impacted by the introduction of AAC interventions. CONCLUSIONS: Recommendations for further study include confirmation of its responsiveness to detect meaningful functional change following the introduction of AAC interventions and the utility of a shortened version.},
keywords = {AAC, Assistive technology},
pubstate = {published},
tppubtype = {article}
}
BACKGROUND: The Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication (FIATS-AAC) is an emerging parent-reported outcome measure designed to detect the functional impact of augmentative and alternative communication (AAC) interventions on family systems. OBJECTIVE: The present contribution reports on the adaptation of the FIATS-AAC into the Italian language. METHOD: The original FIATS-AAC was first translated in Italian by following a standard linguistic validation protocol that employed a translation-back-translation technique. To assess its preliminary measurement properties empirically, the initial Italian FIATS-AAC was then administered by either phone or face-to-face encounters to 30 parents or primary caregivers of children with AAC needs who were aged four to 18 years. Parents completed the scale twice with a one-week interval. During the first administration, parents also completed the standardized Impact on Family Scale as a comparative measure to assess convergent validity. RESULTS: Overall, the interpretation of results from internal consistency, test-retest reliability, and convergent validity suggest that the Italian FIATS-AAC is a promising tool to assess child and family functioning in areas that may be impacted by the introduction of AAC interventions. CONCLUSIONS: Recommendations for further study include confirmation of its responsiveness to detect meaningful functional change following the introduction of AAC interventions and the utility of a shortened version.
Bonifacci, P.; Tobia, V.; Marra, V.; Desideri, L.; Baiocco, R.; Ottaviani, C.
Rumination and Emotional Profile in Children with Specific Learning Disorders and Their Parents Journal Article
In: International Journal of Environmental Research & Public Health, , vol. 17, no. 2, 2020.
Abstract | Links | BibTeX | Tag: emotional profile, family, rumination, specific learning disorders
@article{Bonifacci2020,
title = {Rumination and Emotional Profile in Children with Specific Learning Disorders and Their Parents},
author = {Bonifacci, P. and Tobia, V. and Marra, V. and Desideri, L. and Baiocco, R. and Ottaviani, C.},
url = {https://www.mdpi.com/1660-4601/17/2/389},
doi = { https://doi.org/10.3390/ijerph17020389},
year = {2020},
date = {2020-01-07},
journal = {International Journal of Environmental Research & Public Health, },
volume = {17},
number = {2},
abstract = {Rumination, namely a cognitive process characterized by a repetitive thinking focused on negative feelings and thoughts, is a significant predictor for the onset of internalizing symptoms and has also been found to run in families. Rumination has never been studied in children with specific learning disorders (SLD), a population that, due to its condition, might encounter more difficulties in daily life and is at risk of increased psychological distress, compared to typically developing (TD) peers. The present study covers this gap by examining whether children with SLD, and their parents, tend to use rumination more than TD peers and their parents. The study also explores associations between rumination and both children’s and parents’ emotional profile. Results on 25 children with SLD and 25 TD peers and their parents (n = 150), showed higher levels of rumination in children with SLD when referring to a negative social situation, as well as higher levels of rumination in both mothers and fathers of children with SLD. Modest correlations between parents’ and children’s rumination traits were also found. This study offers evidence on rumination as a possible risk factor for children with SLD, particularly considering when they deal with social contexts},
keywords = {emotional profile, family, rumination, specific learning disorders},
pubstate = {published},
tppubtype = {article}
}
Rumination, namely a cognitive process characterized by a repetitive thinking focused on negative feelings and thoughts, is a significant predictor for the onset of internalizing symptoms and has also been found to run in families. Rumination has never been studied in children with specific learning disorders (SLD), a population that, due to its condition, might encounter more difficulties in daily life and is at risk of increased psychological distress, compared to typically developing (TD) peers. The present study covers this gap by examining whether children with SLD, and their parents, tend to use rumination more than TD peers and their parents. The study also explores associations between rumination and both children’s and parents’ emotional profile. Results on 25 children with SLD and 25 TD peers and their parents (n = 150), showed higher levels of rumination in children with SLD when referring to a negative social situation, as well as higher levels of rumination in both mothers and fathers of children with SLD. Modest correlations between parents’ and children’s rumination traits were also found. This study offers evidence on rumination as a possible risk factor for children with SLD, particularly considering when they deal with social contexts
2019
Malavasi, Massimiliano; Hoogerwerf, Evert Jan; Fiordelmondo, Valentina; Montanari, Carlo; Cesario, Lisa; Desideri, Lorenzo
Italian Forum of Ambient Assisted Living, vol. ForItAAL 2018: Ambient Assisted Living, 2019.
Abstract | Links | BibTeX | Tag: Active Assisted Living, integrated care, Transferability study
@conference{Malavasi2019,
title = {Designing and Implementing a Transferability Testing Methodology for AAL Systems Dedicated to Integrated Care Services},
author = {Massimiliano Malavasi and Evert Jan Hoogerwerf and Valentina Fiordelmondo and Carlo Montanari and Lisa Cesario and Lorenzo Desideri},
doi = {https://link.springer.com/chapter/10.1007/978-3-030-05921-7_11},
year = {2019},
date = {2019-09-03},
booktitle = {Italian Forum of Ambient Assisted Living},
volume = {ForItAAL 2018: Ambient Assisted Living},
pages = {135-145},
abstract = {Implementing a multi domain ICT system for integrated care is a complex process, dependent from many different factors. The purpose of this paper is to describe the design and implementation plan for testing the transferability of an ICT based solution for Integrated Care (the ProACT system). The transfer Trial of the system will be held in Italy, while Main Trial in Ireland and Belgium. This paper outlines the details of the implementation plan, including the aims and objectives of the trial, the study methodology and design, the recruitment procedures and data collection and analysis. The target participants will be older persons with multimorbidity (PwMs), informal carers (ICs), formal carers (FCs) and healthcare professionals (HCPs). This paper also outlines the practicalities needed in preparing for the trial, such as the deployment of technology to participants, a key factor to ensure that this complex multi domain trial can run smoothly over all the one-year duration.},
keywords = {Active Assisted Living, integrated care, Transferability study},
pubstate = {published},
tppubtype = {conference}
}
Implementing a multi domain ICT system for integrated care is a complex process, dependent from many different factors. The purpose of this paper is to describe the design and implementation plan for testing the transferability of an ICT based solution for Integrated Care (the ProACT system). The transfer Trial of the system will be held in Italy, while Main Trial in Ireland and Belgium. This paper outlines the details of the implementation plan, including the aims and objectives of the trial, the study methodology and design, the recruitment procedures and data collection and analysis. The target participants will be older persons with multimorbidity (PwMs), informal carers (ICs), formal carers (FCs) and healthcare professionals (HCPs). This paper also outlines the practicalities needed in preparing for the trial, such as the deployment of technology to participants, a key factor to ensure that this complex multi domain trial can run smoothly over all the one-year duration.
Desideri, Lorenzo; de Witte, Lui; R, Chattat; Hoogerwerf, E. J.
Global Chellenges in Assistive Technology: Research, Policy and Practice. Proceedings of the XV Conference of the Association for the Advancements of Assistive Technology in Europe Proceeding
2019.
BibTeX | Tag: AAATE, Assistive technology
@proceedings{Desideri2019c,
title = {Global Chellenges in Assistive Technology: Research, Policy and Practice. Proceedings of the XV Conference of the Association for the Advancements of Assistive Technology in Europe},
author = {Lorenzo Desideri and Lui de Witte and Chattat R and E.J. Hoogerwerf},
year = {2019},
date = {2019-08-26},
keywords = {AAATE, Assistive technology},
pubstate = {published},
tppubtype = {proceedings}
}
Desideri, Lorenzo
Good practices in assistive technology service delivery for children: a commentary on van Niekerk et al. study Journal Article
In: Disability & Rehabilitation: Assistive Technology, pp. 760-761, 2019.
Links | BibTeX | Tag: Assistive technology
@article{Desideri2019,
title = {Good practices in assistive technology service delivery for children: a commentary on van Niekerk et al. study},
author = {Lorenzo Desideri},
url = {https://www.tandfonline.com/doi/full/10.1080/17483107.2019.1649476},
doi = {https://doi.org/10.1080/17483107.2019.1649476},
year = {2019},
date = {2019-08-06},
journal = {Disability & Rehabilitation: Assistive Technology},
pages = {760-761},
keywords = {Assistive technology},
pubstate = {published},
tppubtype = {article}
}
Desideri, Lorenzo; Ottaviani, Cristina; Malavasi, Massimiliano; di Marzio, Roberto; Bonifacci, Paola
Emotional processes in human-robot interaction during brief cognitive testing Journal Article
In: Computers in Human Behavior, vol. 90, pp. 331-342, 2019.
Abstract | Links | BibTeX | Tag: Cognitive assessment, emotion, human-robot interaction, non-verbal behavior, social robotics
@article{Desideri2019b,
title = {Emotional processes in human-robot interaction during brief cognitive testing},
author = {Lorenzo Desideri and Cristina Ottaviani and Massimiliano Malavasi and Roberto di Marzio and Paola Bonifacci},
doi = {10.1016/j.chb.2018.08.013},
year = {2019},
date = {2019-01-01},
journal = {Computers in Human Behavior},
volume = {90},
pages = {331-342},
abstract = {With the rapid rise in robot presence in a variety of life domains, understanding how robots influence people's emotions during human-robot interactions is important for ensuring their acceptance in society. Mental health care, in particular, is considered the field in which robotics technology will bring the most dramatic changes in the near future. In this context, the present study sought to determine whether a brief cognitive assessment conducted by a robot elicited different interaction-related emotional processes than a traditional assessment conducted by an expert clinician. A non-clinical sample of 29 young adults (17 females; M = 24.5, SD = 2.3 years) were asked to complete two cognitive tasks twice, in counterbalanced order, once administered by an expert clinician and once by an autonomous humanoid robot. Self-reported measures of affective states and assessment of physiological arousal did not reveal any difference in emotional processes between human-human and human-robot interactions. Similarly, cognitive performances and workload did not differ across conditions. Analysis of non-verbal behaviour, however, showed that participants spent more time looking at the robot (d = 1.3) and made fewer gaze aversions (d = 1.3) in interacting with the robot than with the human examiner. We argue that, far from being a trivial ‘cosmetic change’, using a social robot in place of traditional testing could be a potential way to open up the development of a new generation of tests for brief cognitive assessment.},
keywords = {Cognitive assessment, emotion, human-robot interaction, non-verbal behavior, social robotics},
pubstate = {published},
tppubtype = {article}
}
With the rapid rise in robot presence in a variety of life domains, understanding how robots influence people's emotions during human-robot interactions is important for ensuring their acceptance in society. Mental health care, in particular, is considered the field in which robotics technology will bring the most dramatic changes in the near future. In this context, the present study sought to determine whether a brief cognitive assessment conducted by a robot elicited different interaction-related emotional processes than a traditional assessment conducted by an expert clinician. A non-clinical sample of 29 young adults (17 females; M = 24.5, SD = 2.3 years) were asked to complete two cognitive tasks twice, in counterbalanced order, once administered by an expert clinician and once by an autonomous humanoid robot. Self-reported measures of affective states and assessment of physiological arousal did not reveal any difference in emotional processes between human-human and human-robot interactions. Similarly, cognitive performances and workload did not differ across conditions. Analysis of non-verbal behaviour, however, showed that participants spent more time looking at the robot (d = 1.3) and made fewer gaze aversions (d = 1.3) in interacting with the robot than with the human examiner. We argue that, far from being a trivial ‘cosmetic change’, using a social robot in place of traditional testing could be a potential way to open up the development of a new generation of tests for brief cognitive assessment.
2018
Hughes‐Roberts, Thomas; Brown, David; Standen, Penny; Desideri, Lorenzo; Negrini, Marco; Rouame, Aziz; Malavasi, Massimiliano; Wager, George; Hasson, Conor
Examining engagement and achievement in learners with individual needs through robotic‐based teaching sessions Journal Article
In: British Journal of Educational Technology, vol. 50, no. 5, pp. 2736-2750, 2018.
Abstract | Links | BibTeX | Tag: human-robot interaction
@article{Hughes‐Roberts2018,
title = {Examining engagement and achievement in learners with individual needs through robotic‐based teaching sessions},
author = {Thomas Hughes‐Roberts and David Brown and Penny Standen and Lorenzo Desideri and Marco Negrini and Aziz Rouame and Massimiliano Malavasi and George Wager and Conor Hasson},
url = {https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12722},
doi = {https://doi.org/10.1111/bjet.12722},
year = {2018},
date = {2018-12-18},
journal = {British Journal of Educational Technology},
volume = {50},
number = {5},
pages = {2736-2750},
abstract = {Research suggests that robotics can provide an engaging learning experience for learners with special educational needs. However, further work is required to explore the impact of robots within the classroom, particularly for learners with intellectual disabilities (ID). This paper seeks to further explore the potential effects of robots on such learners through examining engagement and goal achievement within teaching sessions. Eleven participants with ID were recruited from two countries to take part in the study using an ABAB design where the participants acted as their own controls. An appropriate learning goal for each participant was selected by the teacher and equivalent control sessions designed seeking to achieve the same learning goal but without the robot. Engagement, using eye‐gaze, learning goal achievement with and without help and goals not achieved provided the outcome measures from the sessions. This study found no significant difference between the robot and the control sessions for any of the outcome measures utilized suggesting robots are as effective as teaching tools as traditional methods. Through an increased sample size and a rigorously applied experimental protocol, this study provides new data and methodological considerations for further work based on the techniques applied in this study.},
keywords = {human-robot interaction},
pubstate = {published},
tppubtype = {article}
}
Research suggests that robotics can provide an engaging learning experience for learners with special educational needs. However, further work is required to explore the impact of robots within the classroom, particularly for learners with intellectual disabilities (ID). This paper seeks to further explore the potential effects of robots on such learners through examining engagement and goal achievement within teaching sessions. Eleven participants with ID were recruited from two countries to take part in the study using an ABAB design where the participants acted as their own controls. An appropriate learning goal for each participant was selected by the teacher and equivalent control sessions designed seeking to achieve the same learning goal but without the robot. Engagement, using eye‐gaze, learning goal achievement with and without help and goals not achieved provided the outcome measures from the sessions. This study found no significant difference between the robot and the control sessions for any of the outcome measures utilized suggesting robots are as effective as teaching tools as traditional methods. Through an increased sample size and a rigorously applied experimental protocol, this study provides new data and methodological considerations for further work based on the techniques applied in this study.
Desideri, Lorenzo; Ottaviani, Cristina; Cecchetto, Carla; Bonifacci, Paola
Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills Journal Article
In: British Journal of Educational Psychology, vol. 82, no. 2, pp. 307-323, 2018.
Abstract | Links | BibTeX | Tag: academic self-concept, anxiety, mind wandering, reading comprehension, self-efficacy, self-regulated learning
@article{Desideri2018,
title = {Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills},
author = {Lorenzo Desideri and Cristina Ottaviani and Carla Cecchetto and Paola Bonifacci },
doi = {10.1111/bjep.12240},
year = {2018},
date = {2018-07-24},
journal = {British Journal of Educational Psychology},
volume = {82},
number = {2},
pages = {307-323},
abstract = {Background: Mind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored.
Aim: We aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role of sex, age, test anxiety, self-efficacy, and self-regulation strategies.
Sample: Late adolescents (N = 272, 133 females; 17.23 ± 1.10 years) recruited from 15 classes in public high schools.
Methods: Students were examined in their classroom during regular teaching activities and first performed a reading comprehension test. Then, they underwent a battery assessing literacy skills, academic self-concept, the dispositional tendency to mind wander, and aspects related to self-regulated learning.
Results: Reading comprehension and literacy skills (decoding, orthographic awareness, spelling skills, and phonological abilities) were not associated with the tendency to mind wander. Instead, MW, test anxiety, and self-efficacy - but not self-regulatory strategies - were independent predictors of academic self-concept.
Conclusions: This study highlights the importance of evaluating the effects of MW on academic self-concept, taking into account a complex pattern of motivational and emotional variables.
Keywords: academic self-concept; anxiety; mind wandering; reading comprehension; self-efficacy; self-regulated learning.},
keywords = {academic self-concept, anxiety, mind wandering, reading comprehension, self-efficacy, self-regulated learning},
pubstate = {published},
tppubtype = {article}
}
Background: Mind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored.
Aim: We aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role of sex, age, test anxiety, self-efficacy, and self-regulation strategies.
Sample: Late adolescents (N = 272, 133 females; 17.23 ± 1.10 years) recruited from 15 classes in public high schools.
Methods: Students were examined in their classroom during regular teaching activities and first performed a reading comprehension test. Then, they underwent a battery assessing literacy skills, academic self-concept, the dispositional tendency to mind wander, and aspects related to self-regulated learning.
Results: Reading comprehension and literacy skills (decoding, orthographic awareness, spelling skills, and phonological abilities) were not associated with the tendency to mind wander. Instead, MW, test anxiety, and self-efficacy - but not self-regulatory strategies - were independent predictors of academic self-concept.
Conclusions: This study highlights the importance of evaluating the effects of MW on academic self-concept, taking into account a complex pattern of motivational and emotional variables.
Keywords: academic self-concept; anxiety; mind wandering; reading comprehension; self-efficacy; self-regulated learning.
Aim: We aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role of sex, age, test anxiety, self-efficacy, and self-regulation strategies.
Sample: Late adolescents (N = 272, 133 females; 17.23 ± 1.10 years) recruited from 15 classes in public high schools.
Methods: Students were examined in their classroom during regular teaching activities and first performed a reading comprehension test. Then, they underwent a battery assessing literacy skills, academic self-concept, the dispositional tendency to mind wander, and aspects related to self-regulated learning.
Results: Reading comprehension and literacy skills (decoding, orthographic awareness, spelling skills, and phonological abilities) were not associated with the tendency to mind wander. Instead, MW, test anxiety, and self-efficacy - but not self-regulatory strategies - were independent predictors of academic self-concept.
Conclusions: This study highlights the importance of evaluating the effects of MW on academic self-concept, taking into account a complex pattern of motivational and emotional variables.
Keywords: academic self-concept; anxiety; mind wandering; reading comprehension; self-efficacy; self-regulated learning.
Hoogerwerf, Evert-Jan; Traina, Ivan
In: Psychology and Behavioral Sciences, vol. 7, no. 2, pp. 29-37, 2018.
Abstract | Links | BibTeX | Tag: Educational Environments, ICT-AT, Inclusion, Learning Programs, People with Intellectual Disabilities
@article{Hoogerwerf2018,
title = { A Possible Framework for the Design of Learning Programs in Assistive Technology for People with Intellectual Disabilities in Inclusive Educational Environments},
author = {Evert-Jan Hoogerwerf and Ivan Traina},
url = {https://www.researchgate.net/publication/327816243_A_Possible_Framework_for_the_Design_of_Learning_Programs_in_Assistive_Technology_for_People_with_Intellectual_Disabilities_in_Inclusive_Educational_Environments},
doi = {10.11648/j.pbs.20180702.11},
year = {2018},
date = {2018-07-23},
journal = {Psychology and Behavioral Sciences},
volume = {7},
number = {2},
pages = {29-37},
abstract = {In an inclusive society, people with Intellectual Disabilities (ID) are socially connected and fully participate in all realms of life, including education and employment. In a digital society being able to use technology for learning and working is a condition for participation and not remaining behind. For that reason, efforts should be made to assure that all citizens have access to technology and are helped, if needed, to develop their digital skills. The objective of this paper is to provide a framework for designing learning programs addressed to people with ID. The aims of these programs would be to support the development of digital skills and enable the use of Assistive Technologies (AT) or the combination of Information Communication Technology and AT (ICT-AT). The framework provided is based on the European funded project “Keeping Pace with Assistive Technology (KPT)” that was adapted for the specific target group of people with ID.},
keywords = {Educational Environments, ICT-AT, Inclusion, Learning Programs, People with Intellectual Disabilities},
pubstate = {published},
tppubtype = {article}
}
In an inclusive society, people with Intellectual Disabilities (ID) are socially connected and fully participate in all realms of life, including education and employment. In a digital society being able to use technology for learning and working is a condition for participation and not remaining behind. For that reason, efforts should be made to assure that all citizens have access to technology and are helped, if needed, to develop their digital skills. The objective of this paper is to provide a framework for designing learning programs addressed to people with ID. The aims of these programs would be to support the development of digital skills and enable the use of Assistive Technologies (AT) or the combination of Information Communication Technology and AT (ICT-AT). The framework provided is based on the European funded project “Keeping Pace with Assistive Technology (KPT)” that was adapted for the specific target group of people with ID.
Smith, Emma M.; Gowran, Rosemary Joan; Mannan, Hasheem; Donnelly, Brian; Liliana Alvarez, Diane Bell; Contepomi, Silvana; (Wegner), Liezel Ennion; Hoogerwerf, Evert-Jan; Howe, Tracey; Jan, Yih-Kuen; Kagwiza, Jeanne; Layton, Natasha; Ledgerd, Ritchard; MacLachlan, Malcolm; Oggero, Giulia; Pettersson, Cecilia; Pousada, Thais; Scheffler, Elsje; Wu, Sam
Enabling appropriate personnel skill-mix for progressive realization of equitable access to assistive technology Journal Article
In: Disability and Rehabilitation: Assistive Technology, vol. 13, no. 5, pp. 445-453, 2018.
Abstract | Links | BibTeX | Tag: assistive products, Assistive technology, human resources, Personnel, self-help devices, skill mix
@article{Smith2018,
title = {Enabling appropriate personnel skill-mix for progressive realization of equitable access to assistive technology},
author = {Emma M. Smith and Rosemary Joan Gowran and Hasheem Mannan and Brian Donnelly and Liliana Alvarez, Diane Bell and Silvana Contepomi and Liezel Ennion (Wegner) and Evert-Jan Hoogerwerf and Tracey Howe and Yih-Kuen Jan and Jeanne Kagwiza and Natasha Layton and Ritchard Ledgerd and Malcolm MacLachlan and Giulia Oggero and Cecilia Pettersson and Thais Pousada and Elsje Scheffler and Sam Wu},
doi = {10.1080/17483107.2018.1470683},
year = {2018},
date = {2018-05-17},
journal = {Disability and Rehabilitation: Assistive Technology},
volume = {13},
number = {5},
pages = {445-453},
abstract = {Background and methods: This paper reviews the current capacity of personnel in enabling access to assistive technology (AT) as well as the systems and processes within which they work, and was reviewed, discussed, and refined during and following the Global Research, Innovation, and Education in Assistive Technology (GREAT) Summit.
Findings: Key concepts addressed include a person-centred team approach; sustainability indicators to monitor, measure, and respond to needs for service design and delivery; education, research, and training for competent practice, using the six rehab-workforce challenges framework; and credentialing frameworks. We propose development of a competence framework and associated education and training programs, and development and implementation of a certification framework for AT personnel.
Conclusions: There is a resolve to address the challenges faced by People globally to access assistive technology. Context specific needs assessment is required to understand the AT Personnel landscape, to shape and strengthen credentialing frameworks through competencies and certification, acknowledging both general and specific skill mix requirements. Implications for Rehabilitation Personnel in assistive technology (AT) provision should be trained using a person-centred team approach, which emphasizes appropriate skill-mix to address multiple needs within the community. Sustainability indicators should be used which allow personnel to monitor, measure and respond to needs for service design and delivery. A competence framework with associated education and training program, coupled with the development and implementation of a certification framework for AT personnel needs, will promote quality in AT personnel training globally.},
keywords = {assistive products, Assistive technology, human resources, Personnel, self-help devices, skill mix},
pubstate = {published},
tppubtype = {article}
}
Background and methods: This paper reviews the current capacity of personnel in enabling access to assistive technology (AT) as well as the systems and processes within which they work, and was reviewed, discussed, and refined during and following the Global Research, Innovation, and Education in Assistive Technology (GREAT) Summit.
Findings: Key concepts addressed include a person-centred team approach; sustainability indicators to monitor, measure, and respond to needs for service design and delivery; education, research, and training for competent practice, using the six rehab-workforce challenges framework; and credentialing frameworks. We propose development of a competence framework and associated education and training programs, and development and implementation of a certification framework for AT personnel.
Conclusions: There is a resolve to address the challenges faced by People globally to access assistive technology. Context specific needs assessment is required to understand the AT Personnel landscape, to shape and strengthen credentialing frameworks through competencies and certification, acknowledging both general and specific skill mix requirements. Implications for Rehabilitation Personnel in assistive technology (AT) provision should be trained using a person-centred team approach, which emphasizes appropriate skill-mix to address multiple needs within the community. Sustainability indicators should be used which allow personnel to monitor, measure and respond to needs for service design and delivery. A competence framework with associated education and training program, coupled with the development and implementation of a certification framework for AT personnel needs, will promote quality in AT personnel training globally.
Findings: Key concepts addressed include a person-centred team approach; sustainability indicators to monitor, measure, and respond to needs for service design and delivery; education, research, and training for competent practice, using the six rehab-workforce challenges framework; and credentialing frameworks. We propose development of a competence framework and associated education and training programs, and development and implementation of a certification framework for AT personnel.
Conclusions: There is a resolve to address the challenges faced by People globally to access assistive technology. Context specific needs assessment is required to understand the AT Personnel landscape, to shape and strengthen credentialing frameworks through competencies and certification, acknowledging both general and specific skill mix requirements. Implications for Rehabilitation Personnel in assistive technology (AT) provision should be trained using a person-centred team approach, which emphasizes appropriate skill-mix to address multiple needs within the community. Sustainability indicators should be used which allow personnel to monitor, measure and respond to needs for service design and delivery. A competence framework with associated education and training program, coupled with the development and implementation of a certification framework for AT personnel needs, will promote quality in AT personnel training globally.
Desideri, Lorenzo; Negrini, Marco; Malavasi, Massimiliano; Tanzini, Daniela; Rouame, Aziz; Cutrone, Maria Cristina; Bonifacci, Paola; Hoogerwerf, Evert-Jan
Using a Humanoid Robot as a Complement to Interventions for Children with Autism Spectrum Disorder: a Pilot Study Journal Article
In: Advances in Neurodevelopmental Disorders volume, pp. 273–285, 2018.
Abstract | Links | BibTeX | Tag: autism spectrum disorders, education, human-robot interaction, robotics
@article{Desideri2018b,
title = {Using a Humanoid Robot as a Complement to Interventions for Children with Autism Spectrum Disorder: a Pilot Study},
author = {Lorenzo Desideri and Marco Negrini and Massimiliano Malavasi and Daniela Tanzini and Aziz Rouame and Maria Cristina Cutrone and Paola Bonifacci and Evert-Jan Hoogerwerf },
doi = {https://doi.org/10.1007/s41252-018-0066-4},
year = {2018},
date = {2018-04-23},
journal = {Advances in Neurodevelopmental Disorders volume},
pages = {273–285},
abstract = {Emerging evidence documents that social robots may increase motivation in children with autism spectrum disorder (ASD) when participating in educational activities. This study reports on the results of a pilot test conducted in a public child and adolescent mental health service (CAMHS) aimed at exploring whether a social robot could increase engagement and learning achievement in two 9-year-old male children with ASD with accompanying intellectual disability, language and communication impairments, and low adaptive skills. Using an ABA1 single-case design, children participated in educational sessions targeting developmental and social skills (e.g., motor imitation, expressive/receptive language, spontaneous requests). The results indicated that interacting with a social robot enhanced engagement (d = 0.78) and goal achievement in one case (d = 2.19), and only goal achievement in the second case (d = 2). The results from the present investigation are discussed in light of their implications for the design of a more robust translational research protocol aimed at assessing the effectiveness of robot-based ASD intervention scenarios.},
keywords = {autism spectrum disorders, education, human-robot interaction, robotics},
pubstate = {published},
tppubtype = {article}
}
Emerging evidence documents that social robots may increase motivation in children with autism spectrum disorder (ASD) when participating in educational activities. This study reports on the results of a pilot test conducted in a public child and adolescent mental health service (CAMHS) aimed at exploring whether a social robot could increase engagement and learning achievement in two 9-year-old male children with ASD with accompanying intellectual disability, language and communication impairments, and low adaptive skills. Using an ABA1 single-case design, children participated in educational sessions targeting developmental and social skills (e.g., motor imitation, expressive/receptive language, spontaneous requests). The results indicated that interacting with a social robot enhanced engagement (d = 0.78) and goal achievement in one case (d = 2.19), and only goal achievement in the second case (d = 2). The results from the present investigation are discussed in light of their implications for the design of a more robust translational research protocol aimed at assessing the effectiveness of robot-based ASD intervention scenarios.
MacLachlan, Malcolm; Banes, David; Bell, Diane; Borg, Johan; Donnelly, Brian; Fembek, Michael; Ghosh, Ritu; Gowran, Rosemary Joan; Hannay, Emma; Hiscock, Diana; Hoogerwerf, Evert-Jan; Howe, Tracey; Kohler, Friedbert; Layton, Natasha; Long, Siobhan; Mannan, Hasheem; Mji, Gubela; Ongolo, Thomas Odera; Perry, Katherine; Pettersson, Cecilia; Power, Jessica; Ramos, Vinicius Delgado; Slepickova, Lenka; Smith, Emma M.; Tay-Teo, Kiu; Hooks, Priscille Geiseraand Hilary
Assistive technology policy: a position paper from the first global research, innovation, and education on assistive technology (GREAT) summit Journal Article
In: DISABILITY AND REHABILITATION: ASSISTIVE TECHNOLOGY, vol. 13, no. 5, pp. 454-466, 2018.
Abstract | Links | BibTeX | Tag: accessibility, ageing, Assistive technology, Disability, economics, impairment, policy
@article{MacLachlana2018,
title = {Assistive technology policy: a position paper from the first global research, innovation, and education on assistive technology (GREAT) summit},
author = {Malcolm MacLachlan and David Banes and Diane Bell and Johan Borg and Brian Donnelly and Michael Fembek and
Ritu Ghosh and Rosemary Joan Gowran and Emma Hannay and Diana Hiscock and Evert-Jan Hoogerwerf and Tracey Howe and Friedbert Kohler and Natasha Layton and Siobhan Long and Hasheem Mannan and Gubela Mji and
Thomas Odera Ongolo and Katherine Perry and Cecilia Pettersson and Jessica Power and Vinicius Delgado Ramos and Lenka Slepickova and Emma M. Smith and Kiu Tay-Teo and Priscille Geiseraand Hilary Hooks},
url = {https://www.diva-portal.org/smash/get/diva2:1328217/FULLTEXT01.pdf},
doi = {https://doi.org/10.1080/17483107.2018.1468496},
year = {2018},
date = {2018-04-19},
journal = {DISABILITY AND REHABILITATION: ASSISTIVE TECHNOLOGY},
volume = {13},
number = {5},
pages = {454-466},
abstract = {Increased awareness, interest and use of assistive technology (AT) presents substantial opportunities for many citizens to become, or continue being, meaningful participants in society. However, there is a signifi- cant shortfall between the need for and provision of AT, and this is patterned by a range of social, demo- graphic and structural factors. To seize the opportunity that assistive technology offers, regional, national and sub-national assistive technology policies are urgently required. This paper was developed for and through discussion at the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit; organized under the auspices of the World Health Organization’s Global Collaboration on Assistive Technology (GATE) program. It outlines some of the key principles that AT polices should address and recognizes that AT policy should be tailored to the realities of the contexts and resources available. AT policy should be developed as a part of the evolution of related policy across a number of different sectors and should have clear and direct links to AT as mediators and moderators for achieving the Sustainable Development Goals. The consultation process, development and implementation of policy should be fully inclusive of AT users, and their representative organizations, be across the lifespan, and imbued with a strong systems-thinking ethos. Six barriers are identified which funnel and diminish access to AT and are addressed systematically within this paper. We illustrate an example of good practice through a case study of AT services in Norway, and we note the challenges experienced in less well- resourced settings. A number of economic factors relating to AT and economic arguments for promoting AT use are also discussed. To address policy-development the importance of active citizenship and advo- cacy, the need to find mechanisms to scale up good community practices to a higher level, and the importance of political engagement for the policy process, are highlighted. Policy should be evidence- informed and allowed for evidence-making; however, it is important to account for other factors within the given context in order for policy to be practical, authentic and actionable.},
keywords = {accessibility, ageing, Assistive technology, Disability, economics, impairment, policy},
pubstate = {published},
tppubtype = {article}
}
Increased awareness, interest and use of assistive technology (AT) presents substantial opportunities for many citizens to become, or continue being, meaningful participants in society. However, there is a signifi- cant shortfall between the need for and provision of AT, and this is patterned by a range of social, demo- graphic and structural factors. To seize the opportunity that assistive technology offers, regional, national and sub-national assistive technology policies are urgently required. This paper was developed for and through discussion at the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit; organized under the auspices of the World Health Organization’s Global Collaboration on Assistive Technology (GATE) program. It outlines some of the key principles that AT polices should address and recognizes that AT policy should be tailored to the realities of the contexts and resources available. AT policy should be developed as a part of the evolution of related policy across a number of different sectors and should have clear and direct links to AT as mediators and moderators for achieving the Sustainable Development Goals. The consultation process, development and implementation of policy should be fully inclusive of AT users, and their representative organizations, be across the lifespan, and imbued with a strong systems-thinking ethos. Six barriers are identified which funnel and diminish access to AT and are addressed systematically within this paper. We illustrate an example of good practice through a case study of AT services in Norway, and we note the challenges experienced in less well- resourced settings. A number of economic factors relating to AT and economic arguments for promoting AT use are also discussed. To address policy-development the importance of active citizenship and advo- cacy, the need to find mechanisms to scale up good community practices to a higher level, and the importance of political engagement for the policy process, are highlighted. Policy should be evidence- informed and allowed for evidence-making; however, it is important to account for other factors within the given context in order for policy to be practical, authentic and actionable.
Desideri, Lorenzo; Bonifacci, Paola
Verbal and Nonverbal Anticipatory Mechanisms in Bilinguals Journal Article
In: Journal of Psycholinguistic Research volume , vol. 47, pp. 719–739, 2018.
Abstract | Links | BibTeX | Tag: Anticipation, Bilingualism, Cognitive control, Proactive control, Sentence processing
@article{Desideri2018c,
title = {Verbal and Nonverbal Anticipatory Mechanisms in Bilinguals},
author = {Lorenzo Desideri and Paola Bonifacci },
doi = {https://doi.org/10.1007/s10936-017-9556-1},
year = {2018},
date = {2018-01-05},
journal = {Journal of Psycholinguistic Research volume },
volume = {47},
pages = {719–739},
abstract = {Empirical evidence collected so far has revealed that the bilingual advantage cannot be reduced to a single component of the executive functioning, and point to the need to understand the effects of bilingual experience on cognition as influencing a wider family of mental processes, including, but not limited to, cognitive control. The present study aims to explore a relatively underinvestigated domain of bilingual cognitive processes, namely anticipation, through a series of different paradigms tapping proactive and reactive mechanisms at different levels of cognitive complexity and linguistic components. The sample included 25 adult bilinguals (26.5±7.8
26.5
±
7.8
years) and 25 monolinguals (26.4±7
26.4
±
7
years) matched for age, gender, and non-verbal IQ. Participants were administered two experimental tasks: Attentional Network Task (ANT), and auditory picture-word identification task. Compared to monolinguals, bilinguals showed overall faster reaction times and reduced conflict effect on both the ANT and the picture-word identification task. In addition, associations between performances in the nonverbal and the verbal tasks support the role of the nonverbal monitoring component on verbal anticipation. Results are discussed in light of a dynamic interaction between proactive and reactive mechanisms of cognitive control.},
keywords = {Anticipation, Bilingualism, Cognitive control, Proactive control, Sentence processing},
pubstate = {published},
tppubtype = {article}
}
Empirical evidence collected so far has revealed that the bilingual advantage cannot be reduced to a single component of the executive functioning, and point to the need to understand the effects of bilingual experience on cognition as influencing a wider family of mental processes, including, but not limited to, cognitive control. The present study aims to explore a relatively underinvestigated domain of bilingual cognitive processes, namely anticipation, through a series of different paradigms tapping proactive and reactive mechanisms at different levels of cognitive complexity and linguistic components. The sample included 25 adult bilinguals (26.5±7.8
26.5
±
7.8
years) and 25 monolinguals (26.4±7
26.4
±
7
years) matched for age, gender, and non-verbal IQ. Participants were administered two experimental tasks: Attentional Network Task (ANT), and auditory picture-word identification task. Compared to monolinguals, bilinguals showed overall faster reaction times and reduced conflict effect on both the ANT and the picture-word identification task. In addition, associations between performances in the nonverbal and the verbal tasks support the role of the nonverbal monitoring component on verbal anticipation. Results are discussed in light of a dynamic interaction between proactive and reactive mechanisms of cognitive control.
26.5
±
7.8
years) and 25 monolinguals (26.4±7
26.4
±
7
years) matched for age, gender, and non-verbal IQ. Participants were administered two experimental tasks: Attentional Network Task (ANT), and auditory picture-word identification task. Compared to monolinguals, bilinguals showed overall faster reaction times and reduced conflict effect on both the ANT and the picture-word identification task. In addition, associations between performances in the nonverbal and the verbal tasks support the role of the nonverbal monitoring component on verbal anticipation. Results are discussed in light of a dynamic interaction between proactive and reactive mechanisms of cognitive control.
2017
Murphy, Emma; Doyle, Julie; Hannigan, Caoimhe; Smith, Suzanne; Kuiper, Janneke; Jacobs, An; Hoogerwerf, Evert-Jan; Desideri, Lorenzo; Fiordelmondo, Valentina; Maluccelli, Lorenza; Brady, Anne-Marie; Dinsmore, John
Perceptions and Use of Technology to Support Older Adults with Multimorbidity Journal Article
In: Studies in Health Technology and Informatics, vol. 242, pp. 160 - 167, 2017, ISBN: 978-1-61499-798-6.
Abstract | Links | BibTeX | Tag: co-creation and co-design, Multimorbidity, older adults, technology perceptions
@article{Murphy2017,
title = {Perceptions and Use of Technology to Support Older Adults with Multimorbidity},
author = {Emma Murphy and Julie Doyle and Caoimhe Hannigan and Suzanne Smith and Janneke Kuiper and An Jacobs and Evert-Jan Hoogerwerf and Lorenzo Desideri and Valentina Fiordelmondo and Lorenza Maluccelli and Anne-Marie Brady and John Dinsmore},
editor = {Peter Cudd and Luc de Witte},
doi = {10.3233/978-1-61499-798-6-160},
isbn = {978-1-61499-798-6},
year = {2017},
date = {2017-09-30},
booktitle = {Ebook: Harnessing the Power of Technology to Improve Lives},
journal = {Studies in Health Technology and Informatics},
volume = {242},
pages = {160 - 167},
abstract = {Digital technologies hold great potential to improve and advance home based integrated care for older people living with multiple chronic health conditions. In this paper, we present the results of a user requirement study for a planned digital integrated care system, based on the experiences and needs of key stakeholders. We present rich, multi-stakeholder, qualitative data on the perceptions and use of technology among older people with multiple chronic health conditions and their key support actors. We have outlined our future work for the design of the system, which will involve continuous stakeholder engagement through a user-centred co-design method},
keywords = {co-creation and co-design, Multimorbidity, older adults, technology perceptions},
pubstate = {published},
tppubtype = {article}
}
Digital technologies hold great potential to improve and advance home based integrated care for older people living with multiple chronic health conditions. In this paper, we present the results of a user requirement study for a planned digital integrated care system, based on the experiences and needs of key stakeholders. We present rich, multi-stakeholder, qualitative data on the perceptions and use of technology among older people with multiple chronic health conditions and their key support actors. We have outlined our future work for the design of the system, which will involve continuous stakeholder engagement through a user-centred co-design method
Mavrou, Katerina; Meletiou-Mavrotheris, Maria; Kärki, Anne; Sallinen, Merja; Hoogerwerf, Evert-Jan
In: Technology and Disability , vol. 29, pp. 63-75, 2017.
Abstract | Links | BibTeX | Tag: Assistive technology, disabiliti, ict
@article{Mavrou2017,
title = {Opportunities and challenges related to ICT and ICT-AT use by people with disabilities: An explorative study into factors that impact on the digital divide.},
author = {Katerina Mavrou and Maria Meletiou-Mavrotheris and Anne Kärki and Merja Sallinen and Evert-Jan Hoogerwerf},
url = {https://www.researchgate.net/publication/318437030_Opportunities_and_challenges_related_to_ICT_and_ICT-AT_use_by_people_with_disabilities_An_explorative_study_into_factors_that_impact_on_the_digital_divide},
doi = {10.3233/TAD-170174},
year = {2017},
date = {2017-07-20},
journal = {Technology and Disability },
volume = {29},
pages = {63-75},
abstract = {BACKGROUND: This paper presents part of the work undertaken by the European Network for Technology Enhanced Learning in an Inclusive Society (ENTELIS) to respond to the need for bridging the digital divide. It is based on previous evidence of lack of digital skills of people with disabilities of all ages to effectively participate in the digital society. OBJECTIVE: The paper aims to present the results of an exploratory study conducted in different European countries in order to identify needs, barriers, opportunities and good practices. METHODS: Data collection included the collection of experiences and best practices, and interviews conducted with different groups of people with disabilities of all ages and other stakeholders in five countries. RESULTS: Results emphasize the vital role of ICT-AT for independence, social integration, educational success, employment opportunities, and overall quality of life, while there seems to be heterogeneity in the way technology is considered and utilized among various groups of PwD. A number of challenges and barriers for ICT-AT competence development are also identified. CONCLUSIONS: Considerations and suggestions for further research, for policy and for practice implications are discussed, mainly focused on reducing the abandonment of ICT-AT, on responding to user's heterogeneous needs and on strengthening facilitating factors for the acquisition of digital competencies.
},
keywords = {Assistive technology, disabiliti, ict},
pubstate = {published},
tppubtype = {article}
}
BACKGROUND: This paper presents part of the work undertaken by the European Network for Technology Enhanced Learning in an Inclusive Society (ENTELIS) to respond to the need for bridging the digital divide. It is based on previous evidence of lack of digital skills of people with disabilities of all ages to effectively participate in the digital society. OBJECTIVE: The paper aims to present the results of an exploratory study conducted in different European countries in order to identify needs, barriers, opportunities and good practices. METHODS: Data collection included the collection of experiences and best practices, and interviews conducted with different groups of people with disabilities of all ages and other stakeholders in five countries. RESULTS: Results emphasize the vital role of ICT-AT for independence, social integration, educational success, employment opportunities, and overall quality of life, while there seems to be heterogeneity in the way technology is considered and utilized among various groups of PwD. A number of challenges and barriers for ICT-AT competence development are also identified. CONCLUSIONS: Considerations and suggestions for further research, for policy and for practice implications are discussed, mainly focused on reducing the abandonment of ICT-AT, on responding to user's heterogeneous needs and on strengthening facilitating factors for the acquisition of digital competencies.
Bousquet, P. J.; Hoogerwerf, E. J.
Building Bridges for Innovation in Ageing: Synergies between Action Groups of the EIP on AHA Journal Article
In: The Journal of Nutrition Health and Aging 2, no. 21, pp. 92-104, 2017.
Abstract | Links | BibTeX | Tag: chronic respiratory diseases, citizen empowerment, education, European Innovation Partnership on Active and Healthy Ageing, falls, frailty, integrated care, polypharmacy
@article{Bousquet2017,
title = {Building Bridges for Innovation in Ageing: Synergies between Action Groups of the EIP on AHA},
author = {Bousquet, P.J. and E.J. Hoogerwerf },
url = {https://www.researchgate.net/publication/310780124_Building_Bridges_for_Innovation_in_Ageing_Synergies_between_Action_Groups_of_the_EIP_on_AHA},
doi = {10.1007/s12603-016-0850-7},
year = {2017},
date = {2017-01-20},
journal = {The Journal of Nutrition Health and Aging 2},
number = {21},
pages = {92-104},
abstract = {The Strategic Implementation Plan of the European Innovation Partnership on Active and Healthy Ageing (EIP on AHA) proposed six Action Groups. After almost three years of activity, many achievements have been obtained through commitments or collaborative work of the Action Groups. However, they have often worked in silos and, consequently, synergies between Action Groups have been proposed to strengthen the triple win of the EIP on AHA. The paper presents the methodology and current status of the Task Force on EIP on AHA synergies. Synergies are in line with the Action Groups’ new Renovated Action Plan (2016-2018) to ensure that their future objectives are coherent and fully connected. The outcomes and impact of synergies are using the Monitoring and Assessment Framework for the EIP on AHA (MAFEIP). Eight proposals for synergies have been approved by the Task Force: Five cross-cutting synergies which can be used for all current and future synergies as they consider overarching domains (appropriate polypharmacy, citizen empowerment, teaching and coaching on AHA, deployment of synergies to EU regions, Responsible Research and Innovation), and three cross-cutting synergies focussing on current Action Group activities (falls, frailty, integrated care and chronic respiratory diseases)},
keywords = {chronic respiratory diseases, citizen empowerment, education, European Innovation Partnership on Active and Healthy Ageing, falls, frailty, integrated care, polypharmacy},
pubstate = {published},
tppubtype = {article}
}
The Strategic Implementation Plan of the European Innovation Partnership on Active and Healthy Ageing (EIP on AHA) proposed six Action Groups. After almost three years of activity, many achievements have been obtained through commitments or collaborative work of the Action Groups. However, they have often worked in silos and, consequently, synergies between Action Groups have been proposed to strengthen the triple win of the EIP on AHA. The paper presents the methodology and current status of the Task Force on EIP on AHA synergies. Synergies are in line with the Action Groups’ new Renovated Action Plan (2016-2018) to ensure that their future objectives are coherent and fully connected. The outcomes and impact of synergies are using the Monitoring and Assessment Framework for the EIP on AHA (MAFEIP). Eight proposals for synergies have been approved by the Task Force: Five cross-cutting synergies which can be used for all current and future synergies as they consider overarching domains (appropriate polypharmacy, citizen empowerment, teaching and coaching on AHA, deployment of synergies to EU regions, Responsible Research and Innovation), and three cross-cutting synergies focussing on current Action Group activities (falls, frailty, integrated care and chronic respiratory diseases)
2016
Lorenzo, Desideri; Giulia, Tarabelloni; Ivan, Nanni; Massimiliano, Malavasi; Raffaella, Nori; Paola, Bonifacci
An eye-controlled version of the Kaufman Brief Intelligence Test 2 (KBIT-2) to assess cognitive functioning. Journal Article
In: Computers in Human Behavior, vol. 63, pp. 502-508, 2016.
Abstract | Links | BibTeX | Tag: Assistive technology
@article{Desideri2016b,
title = {An eye-controlled version of the Kaufman Brief Intelligence Test 2 (KBIT-2) to assess cognitive functioning.},
author = {Desideri Lorenzo and Tarabelloni Giulia and Nanni Ivan and Malavasi Massimiliano and Nori Raffaella and Bonifacci Paola},
doi = {DOI 10.1016/j.chb.2016.05.077},
year = {2016},
date = {2016-09-14},
journal = {Computers in Human Behavior},
volume = {63},
pages = {502-508},
abstract = {Eye-tracking technology may represent a possible solution to overcoming issues related to motor disability in cognitive assessment. In this study we assessed the equivalence between the standard version of the Kaufman Brief Intelligence Test—second edition (KBIT-2) and its eye-controlled version. Forty-three undergraduate volunteers were administered the KBIT-2 twice in a counterbalanced within-subjects design. Overall, scores obtained in the eye-controlled version correlate with those obtained in the standard version. Significant differences were found between raw scores, number of errors and time needed to complete the test in the Vocabulary subtest but not in the Matrices subtest. Further analyses revealed no significant differences in cognitive workload across test modalities. Explanations and implications for further research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved},
keywords = {Assistive technology},
pubstate = {published},
tppubtype = {article}
}
Eye-tracking technology may represent a possible solution to overcoming issues related to motor disability in cognitive assessment. In this study we assessed the equivalence between the standard version of the Kaufman Brief Intelligence Test—second edition (KBIT-2) and its eye-controlled version. Forty-three undergraduate volunteers were administered the KBIT-2 twice in a counterbalanced within-subjects design. Overall, scores obtained in the eye-controlled version correlate with those obtained in the standard version. Significant differences were found between raw scores, number of errors and time needed to complete the test in the Vocabulary subtest but not in the Matrices subtest. Further analyses revealed no significant differences in cognitive workload across test modalities. Explanations and implications for further research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved
Martina Bizzarri Lorenzo Desideri, Claudio Bitelli
In: Assistive Technology , vol. 28, no. 1, pp. 30-40, 2016.
Abstract | Links | BibTeX | Tag: developmental disability knowledge translation; multiple disabilities, outcomes, service delivery
@article{Desideri2016,
title = {mplementing a routine outcome assessment procedure to evaluate the quality of assistive technology service delivery for children with physical or multiple disabilities: Perceived effectiveness, social cost, and user satisfaction},
author = {Lorenzo Desideri , Martina Bizzarri , Claudio Bitelli , Uta Roentgen , Gert-Jan Gelderblom , Luc de Witte },
url = {https://www.tandfonline.com/doi/full/10.1080/10400435.2015.1072592},
doi = {10.1080/10400435.2015.1072592},
year = {2016},
date = {2016-03-08},
journal = {Assistive Technology },
volume = {28},
number = {1},
pages = {30-40},
abstract = {There is a lack of evidence on the effects and quality of assistive technology service delivery (ATSD). This study presents a quasi-experimental 3-months follow-up using a pre-test/post-test design aimed at evaluating outcomes of assistive technology (AT) interventions targeting children with physical and multiple disabilities. A secondary aim was to evaluate the feasibility of the follow-up assessment adopted in this study with a view to implement the procedure in routine clinical practice. Forty-five children aged 3-17 years were included. Parents were asked to complete the Individual Prioritised Problem Assessment (IPPA) for AT effectiveness; KWAZO (Kwaliteit van Zorg [Quality of Care]) and Quebec User Evaluation of Satisfaction with Assistive Technology (QUEST) 2.0 for satisfaction with ATSD; Siva Cost Analysis Instrument (SCAI) for estimating the social cost of AT interventions. At follow-up, 25 children used the AT recommended. IPPA effect sizes ranged from 1.4 to 0.7, showing a large effect of AT interventions. Overall, parents were satisfied with ATSD, but Maintenance, Professional Services, and AT Delivery were rated not satisfactory. SCAI showed more resources spent for AT intervention compared to human assistance without technological supports. AT may be an effective intervention for children with disabilities. Issues concerning responsiveness and feasibility of the IPPA and the SCAI instruments are discussed with a view to inform routine clinical practice.},
keywords = {developmental disability knowledge translation; multiple disabilities, outcomes, service delivery},
pubstate = {published},
tppubtype = {article}
}
There is a lack of evidence on the effects and quality of assistive technology service delivery (ATSD). This study presents a quasi-experimental 3-months follow-up using a pre-test/post-test design aimed at evaluating outcomes of assistive technology (AT) interventions targeting children with physical and multiple disabilities. A secondary aim was to evaluate the feasibility of the follow-up assessment adopted in this study with a view to implement the procedure in routine clinical practice. Forty-five children aged 3-17 years were included. Parents were asked to complete the Individual Prioritised Problem Assessment (IPPA) for AT effectiveness; KWAZO (Kwaliteit van Zorg [Quality of Care]) and Quebec User Evaluation of Satisfaction with Assistive Technology (QUEST) 2.0 for satisfaction with ATSD; Siva Cost Analysis Instrument (SCAI) for estimating the social cost of AT interventions. At follow-up, 25 children used the AT recommended. IPPA effect sizes ranged from 1.4 to 0.7, showing a large effect of AT interventions. Overall, parents were satisfied with ATSD, but Maintenance, Professional Services, and AT Delivery were rated not satisfactory. SCAI showed more resources spent for AT intervention compared to human assistance without technological supports. AT may be an effective intervention for children with disabilities. Issues concerning responsiveness and feasibility of the IPPA and the SCAI instruments are discussed with a view to inform routine clinical practice.
2014
Hoogerwerf, E. J; Desideri, Lorenzo; Malavasi, Massimiliano; Rimondini, Matteo; M., Donegan
BCI as an emerging assistive technology (AT): the AT professionals’ perspective. Book Chapter
In: & E. Hildt (Eds.), G. Grübler (Ed.): Brain-Computer-Interfaces in their Ethical, Social and Cultural Contexts, pp. 63-75, 2014.
Abstract | Links | BibTeX | Tag: Assistive technology, Mainstream Technology, Preliminary Prototype, Special Input Modality, Universal Design
@inbook{Hoogerwerf2014,
title = {BCI as an emerging assistive technology (AT): the AT professionals’ perspective.},
author = {E.J Hoogerwerf and Lorenzo Desideri and Massimiliano Malavasi and Matteo Rimondini and M., Donegan },
editor = {G. Grübler & E. Hildt (Eds.)},
url = {https://link.springer.com/chapter/10.1007/978-94-017-8996-7_5},
year = {2014},
date = {2014-05-01},
booktitle = {Brain-Computer-Interfaces in their Ethical, Social and Cultural Contexts},
pages = {63-75},
abstract = {Ever since scientists have started to think about controlling a computer with the human brain, there has been a debate on possible fields of application. Developing applications for people with no or very little muscle control has been an obvious field of attention. BCI technology has thus become a field of interest for Assistive Technology (AT) professionals, who for many years now have been working on enabling solutions for people with disabilities. Nevertheless, BCI research is very specific and so far most experiments have been run in research laboratories by specialized BCI teams. In recent years they have started sharing their knowledge with AT professionals, and experiments outside the lab have led to the first practical applications. In this article we will discuss aspects of this process seen from the point of view of AT professionals. We will explain to the reader who these AT experts are and where they typically work, as well as their aims and methodologies. The final sub-sections deal more specifically with the challenging process of taking BCI technology out of the laboratory and into AT centers and the end user’s own environment.},
keywords = {Assistive technology, Mainstream Technology, Preliminary Prototype, Special Input Modality, Universal Design},
pubstate = {published},
tppubtype = {inbook}
}
Ever since scientists have started to think about controlling a computer with the human brain, there has been a debate on possible fields of application. Developing applications for people with no or very little muscle control has been an obvious field of attention. BCI technology has thus become a field of interest for Assistive Technology (AT) professionals, who for many years now have been working on enabling solutions for people with disabilities. Nevertheless, BCI research is very specific and so far most experiments have been run in research laboratories by specialized BCI teams. In recent years they have started sharing their knowledge with AT professionals, and experiments outside the lab have led to the first practical applications. In this article we will discuss aspects of this process seen from the point of view of AT professionals. We will explain to the reader who these AT experts are and where they typically work, as well as their aims and methodologies. The final sub-sections deal more specifically with the challenging process of taking BCI technology out of the laboratory and into AT centers and the end user’s own environment.
2012
EM, Holz; T, Kaufmann; L, Desideri; M, Malavasi; E-J, Hoogerwerf; A, Kübler; BZ, Allison; S, Dunne; R, Leeb; Del R, Millán J; A, Nijholt
User centred design in BCI development. In Towards practical brain-computer interfaces Book Chapter
In: Heidelberg., Springer Berlin (Ed.): pp. 155-172, 2012.
BibTeX | Tag: Brain-computer interface, Dynamic stopping, Event-related potentials, P300, Tactile, Wheelchair
@inbook{EM2012,
title = {User centred design in BCI development. In Towards practical brain-computer interfaces},
author = {Holz EM and Kaufmann T and Desideri L and Malavasi M and Hoogerwerf E-J and Kübler A and Allison BZ and Dunne S and Leeb R and Del R, Millán J and Nijholt A},
editor = {Springer Berlin Heidelberg. },
year = {2012},
date = {2012-09-13},
pages = {155-172},
keywords = {Brain-computer interface, Dynamic stopping, Event-related potentials, P300, Tactile, Wheelchair},
pubstate = {published},
tppubtype = {inbook}
}
2007
Gresswell, Ann; Hoogerwerf, Evert-Jan
Guidelines for lifelong learning in assistive technology. Communication, computer access and environmental control. Technical Manual
Consortium., Bologna: KPT (Ed.): 2007.
Links | BibTeX | Tag: Assistive technology
@manual{Gresswell2007,
title = { Guidelines for lifelong learning in assistive technology. Communication, computer access and environmental control.},
author = {Ann Gresswell and Evert-Jan Hoogerwerf },
editor = {Bologna: KPT Consortium.},
url = {http://www.at4inclusion.org/wp-content/uploads/2020/12/KPT-bookguidelines_ENG_11_557-2.pdf},
year = {2007},
date = {2007-12-01},
keywords = {Assistive technology},
pubstate = {published},
tppubtype = {manual}
}