Applying Eye-Gaze Assistive Technology in Daily Life for Children and Youth With Severe Physical Disabilities and Complex Communication Needs
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 5
- 试验地点
- 2
- 主要终点
- Changes of Goal Attainment Scaling (GAS)
研究概览
简要总结
The purpose of this research is to investigate the impacts of applying eye-gaze assistive technology (AT) in children and youth with severe disabilities and complex needs in Taiwan, where eye-gaze AT has not been researched for children yet.
详细描述
Background. Children and youth with severe physical disabilities often have concomitant mental impairments and complex needs in communication, and in building relationships with others. The impairments limit their participation and independence in family, school and community life. By using their eyes, the only movements they can control voluntarily, they may increase communication. Relevant research has shown that using eye-gaze AT was feasible for children with severe physical disabilities to make choices, communicate, interact or perform school tasks despite different learning curves. Use of technology may increase opportunities for engagement and self-determination for children and youth with physical disabilities and complex communication needs in family context or in school, but the research is relatively limited. It still needs more studies across countries and long-term follow-up to investigate the effects of the use of eye-gazed AT in life.
Study Aims. There are two aims in this proposed research. Aim 1: To investigate the preliminary effects of eye-gazed AT for daily participation in daily living for children and youth with severe physical disabilities and communication difficulties in Taiwan.
Aim 2: To investigate the adherence of eye-gazed AT intervention for children and youth with severe physical disabilities and communication difficulties, and the caregivers' satisfaction regarding support children and youth to use eye-gazed AT in daily living in Taiwan.
Methods. This study is conducted as a single subject design with multiple baselines across individuals. The inclusions are non-concurrent and the baselines before the intervention started were randomized with unequal of 14-30 days.
This study enrolls participants from Northern Taiwan. The researcher team contacts the practitioners in hospitals, schools or development centers to assist recruitment.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 1 Year 至 25 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Diagnosed with severe physical disability without speaking abilities or with communication difficulties (level III~V on the Communication Function Classification System (CFCS); level IV~V on the Gross Motor Function Classification System (GMFCS) and Manual Ability Classification System (MACS);
- •Children have intentions to communicate using body movement, sounds, facial expressions or others, measured by Communication Matrix (Rowland, 2010) with some emerging skills in level 3;
- •No or limited possibilities to interact with computers using an input method other than EGAT (e.g. switch or touchpads)
- •With access to eye-gazed AT but not used it in daily routines; if possible, new to eye-gaze AT;
- •The parent or the teacher agrees to participate in supporting children to use eye-gaze AT in everyday life during the research period;
- •The therapist who has worked with the child demonstrated motivation to participate in this intervention.
排除标准
- •Progressive diseases that caused functional declines, or serious illness
结局指标
主要结局
Changes of Goal Attainment Scaling (GAS)
时间窗: is collected at 3 months and 6 months since intervention provision.
to evaluate the goals of meaningful use in school and at home with eye-gazed AT. The instrument has five levels of scale values from -2 (starting level) to +2 (more than expected)
The Computer Use Diary
时间窗: is collected everyday for 8 months.
to measure the children´s computer usage in daily living throughout the research period. Parents and teachers observe and document the computer use at home, school and/or center, including duration of use for each activity and type and number of computer activities per day. To increase the reliability of using documentation data from parents or teachers, we will compare with log data from the FocusMe program (FocusMe Inc., London, UK) which monitors the duration and types of app/software the children use eye-gaze AT each time to enhance internal validity.
Changes of Canadian Occupational Performance Measure (COPM)
时间窗: The performance of COPM is monitored twice a week using the proxy ratings by parent or the teacher for 8 months. The satisfaction of COPM is measured at baseline, 3 months and 6 months since intervention provision.
to interview the parents or teachers to prioritize goals for daily participation activities using an eye-gazed AT and rate the level of children's performance and satisfaction of children's performance using a 10-point scale (1-10). Higher scores means better performance or higher satisfaction on children's performance.
次要结局
- Chinese version of Psychosocial Impact of Assistive Devices Scale (PIADS-C)(is measured at baseline (if the child uses other AT for communication) and after 6-month intervention.)
- Communication Matrix(is measured at baseline, 3 months and 6 months since intervention provision.)
- KIDSCREEN-10 parent version(is measured at baseline and after 6-month intervention.)
- COMPASS Aim test(Five trials with 12 targets in each trial will be conducted at baseline, 3 months and 6 months since intervention provision.)
- The Taiwanese Version of Quebec User Evaluation of Satisfaction with Assistive Technology (T- QUEST)(is measured after 6-month intervention.)
研究者
Yu-Hsin Hsieh
Sponsor-Investigator
Stockholm University