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OCTH 732 exam 1
| Question | Answer |
|---|---|
| execution of task or action by an individual | activity |
| involvement in a life situation | participation |
| loss or abnormality of body structures, physiology, or psychological function | impairment |
| these populations have a higher prevalence of disability | women, older adults, people living in poverty |
| ____ increases likelihood of under- or overemployment; family in a lower SES; social isolation, less community participation, less safety and security; poorer health; incomplete education; victim of abuse | disability |
| policy: ensures good education for kids with disabilities, free and appropriate education, individualized education plan, lack of local services or lack of funds is not sufficient reason to deny services or devices justified in IEP | Individuals with Disabilities Education Improvement Act of 1994 |
| policy: supreme court decision, community-based services for people with disabilities, allow people to live in community | Olmstead Decision of 1999 |
| any item, piece of equipment, or product system whether acquired commercially, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities | assistive technology |
| application of organized knowledge and skills related to assistive products, including systems and services; subset of health tech | assistive technology |
| any external product, especially produced or generally available, primary purpose of which is to maintain or improve an individual's functioning and independence, and thereby promote well-being; preventative and secondary health conditions too | assistive products |
| any service that directly assists an individual with a disability in selection, acquisition, or use of an AT device | assistive technology service |
| clinical process: 1. identify need, 2. determine appropriate device, 3. obtain the device, 4. follow-up and outcome eval to ensure user is able to use the device | assistive technology |
| principles: service delivery is enabling, requires collab, person-centered, provided in an ethical manner, provided in a sustainable manner, informed by evidence | assistive technology |
| characteristic of AT: helps people to achieve/access things | assistive |
| characteristic of AT: more clinic-based, ex. mat tables | rehabilitative |
| characteristic of AT: makes education more accessible, ex. communication devices | educational |
| characteristic of AT: lack complex or mechanical features, minimal or no training, less expensive, ex. grabber or visual schedule | low tech |
| characteristic of AT: more complex, digital or electric components, not always most expensive, can empower the senses, ex. power wheelchairs | high tech |
| characteristic of AT: ex. computer, website, wheelchair | hard tech |
| characteristic of AT: ex. live chat feature, splints, skills of clinicians | soft tech |
| characteristic of AT: tech that provides benefit without regarding skill level, ex. glasses or fridge | appliances |
| characteristic of AT: tech that is more efficient with training and education, ex. phones | tools |
| characteristic of AT: supplements loss of ability, ex. motorized scooter for outdoor use | minimal to augment |
| characteristic of AT: tech that replaces loss of function, communication devices or ASL | maximum to augment |
| characteristic of AT: used for general purpose, many uses, ex. computer or phone | general |
| characteristic of AT: has 1 purpose, ex. custom-molded cushion for seating | specific |
| characteristic of AT: general population/general people with disabilities but modified in some way, ex. shoe insoles | commercial |
| characteristic of AT: made for 1 specific person, ex. seat cushion mold | custom |
| 2 theories that influenced the development of the HAAT model | CMOP - E and PEOP |
| in what component of PEOP does AT fall into | environment |
| component of HAAT model: main focus, should not be adapting to fit tech | human |
| component of HAAT model: not of prime importance, needs to meet needs of person | assistive tech |
| component of HAAT model: if you change this AT changes | context |
| theory: person, environment, occupation | CMOP - E / PEOP |
| theory: human, context, activity | HAAT |
| theory: 4 parts of AT - human/tech interface is the boundary between user and tech, ex. phone; processor, ex. built-in computer in phone; environmental sensory, ex. GPS; activity output is result of input by user, ex. text display on screen | HAAT |
| best practice at given point in time, emphasizes functional outcomes, not necessarily most modern or complex, best approach given all constraints | state of the art |
| driving forces over time: functional changes - 1st computers vs. phones; structural changes - sizing down devices; material changes - more lightweight/functional; electronic revolution - develop over time | assistive technology |
| these 2 areas make up this context: legislation and related regulations, policies and funding | institutional context |
| larger organizations and/or entities within a society may be responsible for policies, decision-making processes, and procedures; may include legislation, regulations and policies, funding sources, healthcare institutions, community agencies | societal organizations and entities |
| policy: nondiscrimination and reasonable accommodation, Section 504; provisions for AT - vocational rehab, individual plans for employment (IPE), Section 508 | Rehab Act of 1973 |
| policy: prohibits discrim. on basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, telecommunications; 4 titles | Americans With Disabilities Act |
| policy: titles - 1. employment, 2. state/local government public transportation, 3. public accommodations, 4. telecommunications | Americans With Disabilities Act |
| policy: 3 titles - 1. State Grant Programs, 2. National Activities, 3. Alternative Financing Mechanisms | Assistive Tech Act of 1998 |
| title of ATA of 1998: supporting states in sustaining and strengthening their capacity to address AT needs of individuals with disabilities | title 1: State Grant Programs |
| title of ATA of 1998: support investment in tech across federal agencies and departments that could benefit individuals with disabilities | title 2: National Activities |
| title of ATA of 1998: support microloan programs to individuals wishing to purchase AT deliveries or services | title 3: Alternative Financing Mechanisms |
| who is eligible for purchase of assistive devices, which devices are supported in funding schemes, and who serves as funding gatekeepers | funding regulations |
| created in 1965; income-based or means-tested program; CMS determines criteria for who must be eligible, services offered, and how they are delivered; not mandated but all states participate; largest funding source for AT | Medicaid |
| ____'s criteria for AT funding: eligible for Medicaid, device or service is covered by Medicaid, device or service is required | Medicaid |
| health insurance group for 4 groups - age 65+, meet standard of disability under SSA, people with end-stage renal disease, kids with disabilities of people previously working that became disabled themselves; major funding source for AT | Medicare |
| to make rights in CRPD a reality, governments need to make sure their policies in different areas - like the economy, education, health, and politics - work together; this coordination helps create a more inclusive society for people with disabilities | AT policy |
| 1.3 billion living with some sort of disability, ~66 million in US, infectious diseases more prevalent in low-income countries, rate of chronic conditions increasing recently | disability |
| 1 in every 10 kids in the world has a disability, aging, environment - negative or positive | disability |
| type of environment: poor sanitation, malnutrition, lack of access to healthcare, poverty; natural disasters, environmental changes | negative |
| type of environment: improved accessibility in transport systems, built environment, digital accessibility, removing environmental barriers | positive |
| for majority of people with a disability worldwide AT devices and services are not available, affordable, or appropriate; 2.3 billion people would benefit from 1 or more assistive products while access varies | assistive technology |
| process: referral and intake, assessment, matching AT characteristics to users needs/skills, decision-making, implementation, facilitate AT system performance, eval effectiveness of AT | AT delivery |
| anyone can refer, but often a physician or other medical provider; should be a match between skill of clinician and needs of client; if an order is needed for clinician to eval, must be obtained prior to seeing client; funding - in-network consideration | assistive technology referral |
| part of initial assessment/eval: allows for comparison to others, may build evidence in supporting efficacy of AT use | quantitative measures |
| part of initial assessment/eval: describes experiences, detailed, consideration for AT that not only enables today but considerations for future needs, collaborative process | qualitative measures |
| most critical component of AT process; needs and goals of individual provides foundation for OT intervention; begin development of plan; consensus among the team to id individual's needs and goals; how to justify purchase to payers | needs identification |
| primary payor is determined through purpose of equipment: med. purposes/reasons - health insurance, vet's benefits, Medicare, Medicaid; ed. purpose - school district; work needs - Dept. of Human Services; alternative funding sources | payor source |
| what needs to be assessed?, most effective method for assessment, formal vs. informal, ethical use of assessment instructions | evaluation |
| contexts; sensory skills - functional vision, visual perception, auditory function, tactile function; physical skills - ROM, strength, muscle tone, obligatory movements; cognitive skills; language - expressive and receptive, categories, sequencing | evaluation areas |
| human tech interface - control device, feedback, physical properties, selection methods, selection set; environmental sensor - range and threshold; activity output - magnitude, precision, flexibility; physical - mountability, portability, aesthetics | AT device characteristics |
| trial or simulation - ease of use, learning to use, positioning, comfort; decision-making - recommendations and report and clinical reasoning; implementation - setup and delivery and fitting; facilitating performance - training, performance aids | final steps of AT process |
| prescribed by a licensed professional, directly related to medical condition or disability, improves/maintains functional capabilities, not for convenience, meets safety and effectiveness standards, cost-effective, required for participation in ADLs | medical necessity |
| 1. failure to take consumer's opinions into account; 2. easy device procurement; 3. poor device performance; 4. changes in consumers' needs or priorities | AT abandonment |
| include relationship or AT to medical needs, inability of alternatives to meet med. needs, ability to use tech, requested AT as community standard, disability description, AT description, intro self and qualifications, may require a prescription | Letters of Medical Necessity |
| boundary between human and AT, across which info is exchanged | human / technology interface |
| element of HTI: hardware in which the human in the AT system uses to operate or control the device; input device, keyboard, switches, touch screen, joystick | control interface |
| element of HTI: group of items available from which choices are made; traditional orthography (words/letters), symbols or icons, visual, tactile, auditory | selection set |
| element of HTI: individual uses to make selections with a control interface; direct or indirect | selection method |
| used by individuals who have reduced fine motor control that makes it difficult to use common HTIs | AT control interfaces |
| type of selection: 4 methods - touch, laser, head tracking, eye gaze | direct selection |
| control interface activated by user; info sent via signal to this; interprets info, generating 2 signals - feedback to any display that is being used, an activity ouput | processor |
| type of selection: id target and go right to it, spont. select any available target; most difficult method physically, required refined and controlled movements; immediate and direct result; more intuitive and easy to understand; cog. demands not great | direct selection |
| can voice recognition be considered direct selection | yes |
| type of selection: intermediary steps to make selection; uses software and hardware to provide a person access to multiple selections; most common - scanning, direct scanning, coded access | indirect selection |
| type of selection: when element desired is presented, user activates a control interface to select that item; very little motor control | scanning |
| type of selection: challenges - requires good visual tracking skills, high degree of attention, ability to sequence; inherently slow; scan rate | scanning |
| speeds up scanning; on-switch activations starts a scan pattern - linear circular, matrix; adaptations to further increase rate of selection - group item, row-column, halving, quartering, frequency of use placement | scan patterns |
| type of selection: hybrid approach; user activates control interface to select direction of scan, vertically or horizontally; switch is released so cursor stops | directed scanning |
| type of selection: challenges - requires more steps than direct selection, fewer steps; user must be able to activate and hold control interface and to release it at the appropriate time | directed scanning |
| scanning selection technique: continually presents items that user may choose, requires a high degree of motor skill to wait for desired selection and activate the control interface in given time frame | automatic scanning |
| scanning selection technique: involves activating control interface once for each item to advance through choices in selection set; allows user to control speed at which items are presented; motor fatigue can be high | step scanning |
| encoding techniques - memory based, chart based, display based; prediction techniques - word prediction or completion, abbreviated expansion | rate enhancement |
| part of switch assessment: ROM, m. strength and endurance, m. tone, presence of reflexes or reactions | functional movement evaluation |
| part of switch assessment: navigation and selection - assess FM control or through a control interface; what type and size of switch; indirect or direct selection; what is the goal; what positioning should we assess in | functional movement and positioning |
| access sites: hand/fingers, head, mouth/chin (sip and puff), eyes, shoulder/elbow, foot | switches |
| match person with least restrictive (most standard, commercially available) equipment that enables performance; will also allow generalization of setup to other devices when needed | ultimate goal of navigation |
| skills needed: motor related - ROM, strength, endurance, reliability; sensory and cognitive - vision, hearing, tactile, attention, memory, sequencing, literacy | switches |
| control interface characteristic: resolution, spatial, dimension/physical size (shape or weight), number of available targets, size of targets, spacing between targets | physical / spatial characteristics |
| control interface characteristic: method - movement, respiration, phonation; effort; flexibility; durability and maintainability; sensory characteristics | activation / deactivation |
| enhance or extend physical control (range and resolution) the person has to use a control interface; directly improve selection or reduce fatigue; change position of person or item, devices, change characteristics of device, key guard or shield | direct selection |
| move cursor to a desired target, hold cursor to target long enough for selection - selection could be by another action or additional switch, selection via "dwelling" | pointing interface |
| type of switch: activate through application of a force; ex. jelly bean, big red, buddy button switches, wobble switch, tape switch | mechanical switches |
| type of switch: activate through receipt of electromagnetic energy, such as light or radio waves; ex. fiber optic sensor, SCATIR minibeamer, infrared, sound, touch, ASL | electromagnetic switches |
| type of switch: activated by detection of electrical signals/m. activation; used with ALS and others with weak musculature; able to pick up on tiny electrical signals, m. activation that is not visible to others | EMG switches |
| type of switch: activated by a movement close to detector but without actual contact; no force or contact required; active; ex. candy corn, BIG candy corn, tilt switch | proximity switch |
| type of switch: activated by detection of respiratory air flow or pressure; ex. sip and puff, grip and puff switch | pneumatic switches |
| type of switch: activated by sound or speech | phonation switches |
| type of switch: adjustable and fixed mounting systems; ex. wheelchairs, tables, head supports, magic arm, inclusive tech mounting solutions | mounting control interface |
| advantages: shorter lead time - build on-site, parts on demand, total addressable market; customization - freedom to invent, create more complex shapes, cost savings for prototypes; less waste - lower life cycle energy used, can revise and try again | 3D printing |
| challenges/limitations: cost of investment - printer, software, maintenance, training; materials - warping, brittle, limited variety; regulation, liability, and reimbursement | 3D printing |
| simple and inexpensive strategies and devices designed to help individuals with disabilities perform daily activities more effectively; making task easier by leveraging person's strengths and compensating for impairments; commercially available; DIY | low tech 3D printing |
| advantages: easy to learn and operate, manually driven, easy to acquire, low cost, more common, may be adapted or created, manipulation/grip, communication, self-cares/ADLs, IADLs, leisure activities | low tech 3D printing |
| ex. mouthstick, stylus, built-up handle, plate guard, straw, reacher, universal cuff, motion-sensor soap dispenser, pencil grip, visual schedule | low tech 3D printing |
| mental process of knowing, including aspects such as awareness, perception, reasoning, and judgement | cognition |
| overarching term for adventitious and congenital cognitive disabilities in children and adults | cognitive disability |
| disability due to a below-average score on an intelligence or mental ability test as well as a limitation in functional skills, which may include communication, self-care, and social interaction | intellectual disability |
| used to support or substitute cognitive functions with purpose of enabling activities and societal participation | assistive tech for cognition |
| over 20 million individuals in the US have this, rate of aging and related cognitive disabilities steadily increasing, people with this more likely to use assistive devices to aid with physical rather than cognitive impairments to slow function decline | cognitive disability |
| can be associated with person's primary diagnosis or may occur secondary to concurrent problems; can be broken down into categories - mental illness, brain injury, cognitive impairments/developmental disorders, Alzheimer's, stroke | cognitive dysfunction |
| ability to integrate thinking and performance skills to accomplish complex everyday activities; addressed within contexts; improvement in occ. performance is intended outcome | functional cognition |
| cog. intervention approach: characteristics - individuals with a wide range of cognitive capacities can benefit, including those with major neurocognitive disorder and moderate to severe TBI | skill - habit training |
| cog. intervention approach: outcomes expectations - client learns a set of procedures that enable them to competently perform a selected task, training on 1 task is not expected to transfer to competence with another | skill - habit training |
| cog. intervention approach: characteristics - clients must be aware of their limitations and sufficiently motivated in order to learn and employ new techniques | cognitive strategy training |
| cog. intervention approach: outcome expectations - client learns how to perform a technique, use a tool or internal thinking procedure that can be applied to improve performance in a variety of tasks, roles, and settings | cognitive strategy training |
| cog. intervention approach: characteristics - at a minimum clients must have care partners available to modify environment on a client's behalf | environmental modification / application |
| cog. intervention approach: outcome expectations - care partner implements change in home that helps a person with progressive cognitive dysfunction maintain their level of functioning in home, reduces care burden, and improves QOL | environmental modification / application |
| interventions: physical restriction of behavior - removal from environment or situation, medications, behavior modification; all to limit risky behavior | cognitive impairment |
| seeks to extend or augment cognitive functioning | cognitive assessment technologies |
| hierarchy: top - perception, attention, memory, orientation, knowledge representation, problem-solving, language - bottom | cognitive skills |
| interpretation of sensory info received through our eyes, ears, and skin; what we see, hear, and feel; top of hierarchy | perception |
| process by which knowledge, skills, or attitudes are acquired; at the end of the hierarchy as it builds upon previously mentioned skills | learning |
| task or environmental changes that lower cog. demands of client; can extend to interpersonal environment, family care partners can be trained to use new ways of interacting with client; client is not expected to learn or change, instead environment is | environmental changes |
| users - major neurocognitive disorder or deficits from other causes where changes in learning and memory or EF are particularly marked | environmental changes |
| type of disorder: ex. intellectual disabilities, learning disabilities, ADHD, ASD | congenital disorders |
| type of disorder: ex. dementia, TBI, stroke | acquired disabilties |
| disorder: ~85% of these are mild and result in full recovery, subset experiences long-term chronic deficits; symptoms noted in ed. performance - decreased processing speed, difficulty learning new info, memory deficits, attention problems | traumatic brain injury |
| disability: many tools beneficial for this population are good for general population too; external supports to compensate for EF deficits can be good - memory books, daily planners, visual aids | mild cognitive disabilities |
| disability: difficulties in org., reorg., performing operations with cog. structures, and symbolic representation; AT should simplify operation, support repetition, consistent presentation, consistent in use, include multiple modalities | moderate to severe intellectual disabilities |
| to be useful for those with ____ ____ technologies must be accessible - complexity is reduced, multiple modes of presentation of choices available, operation is consistent with cog. skills of user; rarely achieved by mainstream technologies | cognitive disabilities |
| positive experiences of technology are prerequisites for acceptance of any new device in general and this may apply especially in case of elderly; 4 contexts to consider - physical, social, cultural, institutional | AT for cognition |
| facilitators for acceptance: ease of use, familiarity with tech, improvement of care, low tech demands, personalized fit to daily routines, enjoyment, possibilities for new interactions, feelings of safety, how and when tech was introduced, support | AT for cognition |
| barriers for acceptance: lack of experience with tech, age of person using tech, need for further development of tech, inadequate time to learn, adjustment to daily routine required, lack of recognizing benefit | AT for cognition |
| ethical considerations: privacy, autonomy, vulnerability | AT for cognition |
| can remove barriers in the physical and academic environment and provide students with options to increase participation | AT for learning |
| AT changes rapidly; accessibility and tech can benefit all users and not just those with a certain diagnosis, IEP, accommodation plan; improving accessibility for 1 group improves accessibility for all; foundations for universal design | AT for learning |
| using a wide range of techniques, strategies, and technologies to support communication needs of individuals with complex communication needs; communication is augmented in ways the person values | augmentative alternative communication |
| activity component: receiving communication; production of communication; conversation, uses of devices and techniques - starting, sustaining, ending, with 1 or many people, use of devices, other active techniques | AAC |
| disability groups and communication challenges - ASD, cerebral palsy, developmental disabilities; longevity and communication challenges - TBI, CVA, Alzheimers; occupation | AAC |
| benefits: enhances communication, supports comprehension, supports language development, decrease problem behaviors, increases participation in life, supports occ. performance | AAC |
| common misconception: using this will limit or stop progress with verbal communication; however, these interventions used with kids can increase functional communication skills, language, social competence, and natural speech | AAC |
| frequent users: developmental disabilities - Cerebral Palsy, ASD; acquired disabilities - TBI, aphasia, dysarthria; degenerative conditions - ALS, dementia | AAC |
| type of AAC communicator: no reliable method of symbolic expression; restricted to communicating about here-and-now concepts | emergent |
| type of AAC communicator: reliable symbolic communication; limited to specific contexts as intelligible only to familiar partners, insufficient vocab, or both | context - dependent |
| type of AAC communicator: communicate with unfamiliar and familiar partners on any topic | independent |
| type of AAC: gestures, facial expressions, body movements, formal gestural codes (ASL) | no - tech AAC |
| type of AAC: inexpensive devices, simple to make, easy to obtain, not electronic, direct selection, partner-assisted scanning | low - tech AAC |
| type of AAC: tips - even if a person uses higher-tech devices low-tech backup is essential; can be easily duplicated, portable, customizable; especially important where high-tech can not go | low - tech AAC |
| type of AAC: electronic components, speech output | high - tech AAC |
| type of AAC: displays - static=do not change following a selection; dynamic=selection set displayed changes when a choice is made; visual=image, greater context, more conversational, social | high - tech AAC |
| assessment: SLP - assesses language and communication needs, abilities, and skills; select materials and techs; teaching client and caregivers/educators to use effectively | AAC |
| assessment: OT - motor evaluation, address seating and positioning, physical access to AAC system, how to support ADLs as related to AAC | AAC |
| 20/70 or poorer in better-seeing eye; not correctable, chronic progressing; interferes with performance in daily tasks | low vision |
| causes: age-related macular degeneration, cataract, glaucoma, diabetic retinopathy, some genetic disorders, eye injuries, brain-related disorders or injuries, other | low vision |
| reduced acuity, presbyopia (far-sightedness), reduction in pupil size, requires more light, increased susceptibility to glare, reduced contrast sensitivity, poor light/dark adaptation, dry eyes | age - related vision changes |
| 6 million Americans living with vision loss; more prevalent among older adults, lower income, and those with disabilities | low vision |
| rehab: first ensure best correction vision - optometrist; them improve visual performance by making objects larger - does not restore lost vision or provide clear vision; eye care profs. prescribe optical devices - trial and error | low vision |
| OT's role: functional vision assessment, training in visual and compensatory skills, environmental modifications, AT and low vision aids, psychosocial support and education, interdisciplinary collab | low vision |
| common diagnoses: macular degeneration, glaucoma, diabetic retinopathy, cataracts, deficits following CVA or TBI, retinitis pigmentosa, nystagmus, optic nerve hypoplasia, cortical blindness | low vision |
| most common type of eye disease accompanying diabetes, leading cause of blindness, cataracts develop earlier in those with diabetes, 2x as likely to be diagnosed with glaucoma | diabetic retinopathy |
| rare, genetic degenerative disease; symptoms often begin in childhood; no cure but treatments may help with complications of disease | retinitis pigmentosa |
| vision problems due to processing problems in brain not deficits in eye; impairment ranges dep. on location of lesion or damage to brain; most common symptoms - abnormal light responses, blunted or avoidant social gaze, inconsistent visual responses | cortical blindness |
| implications: decreased or restricted field, decreased ability to recognize detail, difficulty reading, poor color discrimination, contrast and glare sensitivity, diminished ability to adjust to changes in light sensitivity, difficulty with ADLs, others | vision loss |
| AT for low vision: prescription factors - refractive error, best eye, type of correction/eyewear, lighting needs, optical properties of magnifier; formula - M = D/4 | magnification |
| AT for low vision: methods - relative distance=move closer to an object, angular=optical magnification, relative size=make object larger, projection=camera and monitor system; options: optical (ex. microscopes) or electronic (ex. computers) | magnification |
| accommodation: young eyes - soft, flexible lens, lens changes shape to focus on nearby objects or distant ones; aging eyes - stiffer, less elastic lens, harder to focus on close-up things (presbyopia) | low vision |
| AT for low vision: convex lenses mounted in eyeglasses, similar to hand-held magnifier mounted in glasses, usually involves better eye only, "near addition" is power lens added to a person's distance correction | microscopes |
| AT for low vision: pros - familiar and normative, can be binocular, wide field of view, hands-free, portable, affordable; cons - cosmetics, limited intermediate vision, head movement, distorted vision | microscopes |
| AT for low vision: plus lenses that clip onto spectacles; in visor form, fit on head in front of eyes or spectacles; may have multiple lenses allowing change with task; can flip out of the way, added eye protection, stronger than typical readers | loupes |
| AT for low vision: convex lens placed in a plastic or metal frame with a handle; material must be close to focal point of lens; closer the lens, bigger the field of view | hand - held magnifiers |
| AT for low vision: pros - working distance, familiar, portable, more versatile, lower cost, variety, illumination available, may be mounted; cons - larger=weaker magnifier, specific held distance to focus, limited field of view, tiring to hold, need light | hand - held magnifiers |
| AT for low vision: convex lens which has a plastic or metal housing placed around lens to be placed on flat surface; fixed focal distance, has to be at certain distance from eye; good for impaired motor control, endurance, extended reading | stand magnifiers |
| AT for low vision: pros - easier to maintain focal distance, illumination, some portability, hands free; cons - limited mobility, limited field of view, less flexibility in adjusting distance between the lens and object being viewed | stand magnifiers |
| AT for low vision: 2 or more lenses provide an angular magnification for distant objects, handheld or spectacle mounted, most for LV rehabilitation are monocular | telescopes |
| AT for low vision: pros - near or distance tasks, increased working distance, hands-free, may be allowed to drive with mounted; cons - cosmesis, must be steady, requires FM coord., can't be used while ambulating, higher cost, mounted=reduced field of view | telescopes |
| role of OT: train in usage - determine focal length, familiarize pt.; understand and ed. on limitations of device - restricted FOV, max. size of magnification; training - monocular use, gradation of tasks to progress skills, assess ergonomics | magnification |
| AT for low vision: electronic video imaging devices, usually includes a camera, video display, and an observation platform upon which written material is placed and moved; part that controls presentation of image=info processor | video magnifiers (CCTV) |
| AT for low vision: pros - wide FOV, flexible magnification, illumination and contrast enhancement, can be used for reading and writing, some have auditory output; cons - high cost, portability | CCTV |
| consists of devices - ex. phones, tablets, computers; and infrastructure - ex. apps, software, Wi-fi, cloud | information and communication technologies (ICTs) |
| challenges of phone: standard - touchscreen, visual icons/text, auditory output, speech recognition; required abilities - motor, speech, vision, hearing, cognition | ICTs |
| 3 levels - 1. access to ICTs, 2. skills and usage differences, 3. beneficial outcomes from ICT use; persistent disparities in ICT use between people with and without disabilities; compatibility with ATs is essential for inclusion | addressing digital divide |
| connectivity challenges: high-speed internet is essential for modern ICTs; rural, remote, and developing regions often lack broadband infrastructure; political and economic factors influence service provision | infrastructure and ICT access |
| moving towards universal design: future ones should be adaptive, context-aware, and unobtrusive; should reconfigure in real time to meet diverse user needs | ICTs |
| a calm, invisible, and unobtrusive environment where tech supports people naturally often without them needing to interact directly with it; this is esp. beneficial for those with disabilities as it reduced the need for manual input or complex interaction | ambient intelligence |
| benefits for those with disabilities: reduce barriers like transport or personal attendants, increases social interaction, supports inclusion in peer groups for kids and adults, connect across the globe, promotes access to more remote underserved areas | social context of ICTs |
| apps that facilitate inputting and outputting info in mainstream ICTs; may be specific for a particular app or specific to a control interface | accessibility software |
| additional hardware to make a mainstream ICT accessible - ex. switch and joystick interfaces, braille keyboards and displays | accessibility hardware |
| no longer recommended as often because the framework has not been improved, high cost, negative perceptions of device aesthetics, lack of consumer power to push dev./improvement, high need for skill acquisition, lack of reimbursement | environmental control units (ECUs) |
| devices used to help people operate and control telephones and electrical appliances/devices in the home, school, or workplace; maximize functional ability and independence; goal is consistent performance of necessary daily tasks | EADLs |
| design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design | universal design |
| control device that connects and controls multiple smart home devices; ex. Amazon Echo; advantages - accessibility through voice control, affordability, flexibility and compatibility with wide range of devices ease of use | smart environmental control unit (sECU) |
| OT's role: focus on maximizing functional performance of indiv. clients in the context of 1 or more everyday environments; AT is implemented to improve occ. performance within context; look at cognition, ADLs and IADLs, learning, and recreation | universal design |
| facilitates inclusion and participation for clients with comm. differences, including literacy levels, preferred languages, and cultural practices; embraces differences and encourages accessibility for all rather than a small group of people | universal design and learning |
Created by:
emma.scarmon-coyotes
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