Tutorial Eight: Assistive technology

Definition of Assitive Technology
(Sabata, Shamberg & Williams, 2008) state that assistive technology is the use of any mechanical item, equipment or product that can be modified, customised or purchased commercially or privately to improve and increase a disabled individual's functional abilities.

Assitive Technology in my own words

Assitive Technology is any mechanical item that can be utilised by an individual in such way that will increase their ability to participate in occupation as well as their independence in every day life. Assistive Technology covers a whole spectrum of equipment and gadgets raging from; wheelchairs which allow an individual to mobilise, housing modifications which enable an individual to engage in occupation within their home environment, assitive equipment such as shower chairs, shoe horns and modified cultlery which all enable an individual to engage in activities of daily living. The definition of assistive technology covers all of the above mentioned.

Piece of equipment introduced in the assistive technology tutorial


The piece of equipment I am introducing are "Talking Cards".

• Size, cost and functions - The talking cards come in a pack of three A4 size cards. The cost for a 3 pack is $78.00. "These cards contain a voice recording chip, simply talk and record a message and then press play. An excellent resource for speaking, listening, memory and writing exercises. Also great for games" (STAR Mobility & Disability Centre, 2012).
• How equipment increased occupational engagement for the user - "These innovative cards are just great for all children, especially those with special needs; they're interactive, hands-on and suitable for all ages"  (STAR Mobility & Disability Centre, 2012). The talking cards allows the child with special needs to listen to the sound of their own voice as well as others through the recording feature. This is effective as a message can be played back numerous times allowing the child to ensure they fully understand what is required from them and to go back to the recorded message if they are having difficulty remembering what was said. The child is learning, but having fun at the same time. This will also assist in all aspect in the school environment that the child is struggling in, as it can be implemented accordingly. For example, reading practice can be performed on the card and the child is able to hear how they sound and what needs to be corrected if need be.
• Examples of the equipment's use from online sources  - This particular You Tube clip illustrates how Talking Cards can be used in a leisurely occupation. Children can use them creatively in developing birthday cards, get well cards and be actively involved in "play", an occupation that is vital in the development of a child.

Below is an image taken from http://www.starmobility.co.nz/talking-card-a4-3-pkt.html. Christiansen & Townsend (2010) state that occupational transition can mean the transition from one occupational form to the realising of another, as disability or impairment prevents previous occupations from occurring. This is an example of occupational transition as the A4 talking card allows a child to transition back into a level of education that is appropriate for his age and impairment.  This mechanism allows the child to use a means of learning that will maximise their potential to go from strength to strength in the classroom, especially if there are concerns on their productivity with them realising there occupational form.


References


Christiansen, C.H., & Townsend, E., A. (2010). Introduction to occupation: The art and science of living. London: Pearson Education Ltd.

Sabata, D. B., Shamberg, S. & Williams, M. (2008). Optimising access to home, community and work environments. In M.V. Radomski & C.A. Trombly Latham (Eds.), Occupational therapy for physical dysfunction (6th ed.), (pp.952-973). Baltimore: Lippincott Williams & Wilkins.

STAR Mobility & Disability Centre. (2012). A4 size talking cards 3 pack. Retrieved from http://www.starmobility.co.nz/talking-card-a4-3-pkt.html

Tutorial Seven: Linking of blogs of interest and exchanging comments.

WiiHab - Rehabilitative Therapy Using the Wii by the "Wii OT".

http://wiihabtherapy.blogspot.co.nz/

Jane Packer's Blog.

http://curlycamino.blogspot.co.nz/

Tutorial Six: The internet and online communities

Tutorial Five:Video Production Sessions.

Using Wii for Rehabilitation

In today's technology driven world, Occupational Therapy is keeping up with the times and modifying its means of rehabilitation by utilising new technological resources such as the Wii.

While working at a pediatric brain injury rehabilitation clinic I witnessed first hand the benefits of using the Wii. The children that were admitted to the clinic had prior experience of using the Wii and were motivated to attend  therapy sessions due to the fact that the were able to "play" on the Wii.

 Children with cerebral palsy use Wii to assist with their co ordination and balance.

 

 The Wii machine involves the individual to simulate the movements that is required for the "character" to perform on the game. Certain games were used to achieve different means of rehabilitation. From working on their cognitive ability, where an individual was needed to follow a set of instructions correctly and in a sequential order to successfully complete the game, to working on their balance and co ordination while hula hooping
  

 Simulating activities that are more meaningful to an individual will enhance the rehabilitation and motivate the individual to fully partake in therapy.

 

 While working at a Traumatic Brain Rehabilitation Clinic for adults, I have personally used the Wii machine to improve fine and gross motor movement according to a particular game. Kareoke is used in group therapy to encourage and promote socialising and assist with any speech deficits an individual may acquire post injury.

  

 The Wii can be used by a number of population groups according to age, gender and disability. It is a great rehabilitation tool that is slowly infiltrating its way into rehabilitation clinics all around New Zealand.

Tutorial Four: Video Production sessions

The Problem with Occupational Deprivation.

We were asked to plan and produce a short film approximately 1 minute in length. The theme that was chosen by myself, Dave, Pip and Brad was "Occupational Deprivation". Whiteford (2000) states that “Occupational deprivation is a relatively new term which describes a state in which people are precluded from opportunities to engage in occupations of meaning due to factors outside their control. As we face the new millennium, it seems likely that, due to widespread social and economic changes as well as increasing civil unrest, occupational deprivation will be experienced by increasing numbers of people globally”.

This short clip was produced to illuminate some of the daily difficulties that a person with disabilities faces, and that theses continuing difficulties can lead to “Occupational deprivation”. The brief planning period involved brainstorming ideas and methods of delivery, as well as storyboarding the scenes,Together we came up with a concept of a wheelchair user (Pip) on her way to loan a book from the library. Despite the film being only one minute in length, we were able to portray many instances where Pip was restricted by environmental factors that we as able bodied individuals have created. A super hero (me) was used to assist Pip in efficiently completing her occupations. Our cameraman (Brad) used various shots and angles to illustrate Pip's inability to perform daily occupations. Dave (the director and editor) ensured all the scenes were up to scratch and within the time limit.

References

 Whiteford, G. (2000, May 5). Occupational Deprivation: Global Challenge in the New Millennium. College of Occupational Therapists, 63, 200-204.

Tutorial Three: Blog Creation Tasks.

Tutorial Two: Occupational Engagement, Doing, Being, Becoming and Belonging.

Tutorial two gardening p.i.o.

View more PowerPoint from Gareth Corder

Gardening

I had the privilege of being involved in gardening on my second fieldwork placement. On Thursday morning I would take five clients to the community gardens where tasks were to be completed. These gentlemen had all acquired a brain injury during their life. Gardening gave them the opportunity to contribute to the community and have a feeling of self-independence. I would delegate tasks to the individuals as well as supervise them. This role of mine changed over the weeks and I became a mere spectator and a great gardener if I do say so myself. I observed how gardening gave these men the chance to do, be, become and belong.

Do, be, become and belong

DO - The concept of doing includes purposeful, goal-oriented activities; doing has been a traditional preoccupation of occupational therapy (Hammell, 1998a).


BE -Being has been defined as time taken to reflect, be introspective or meditative, (re)discover the self, savour the moment, appreciate nature, art or music in a contemplative manner and to enjoy being with special people (Hammell, 1998a).

BECOMING - “Becoming” describes the idea that people can envision future selves and possible lives, explore new opportunities and harbour ideas about who or what they wish to become over the course of their biographies and how their lives might be experienced as worthwhile (Hammell, 1998a).

BELONG - Rebeiro et al. (2001) used the term belonging to describe the necessary contribution of social interaction, mutual support and friendship, and the sense of being included, to occupational performance and life satisfaction.


Image 1  - Weeding garden.
Image 2 -  Walking with shovel in hand to dig hole.
Image 3 -  Cutting the grass.
Image 4 - Planting a seedling.
Image 5 and 13 - Watering the tomato tree.
Image 6 - Appreciating the beauty of a tomato. 
Image 7 -  Taking time to reflect in a park.
Image 8, 9 and 10 - Smelling the scent of the flowers.
Image 11 - Cutting the tomato off the stalk.
Image 12 - The growing of a seed into a plant.
Image 14 - Meditating in the park.
Image 15 - Sitting with the bushes.
Image 16 and 19 - Working together in the garden.
Image 17 - two people holding a plant. 
Image 18 - Lying in the grass.
Image 20 - Comic relief.


Three examples of ethical considerations.


To insure that I stayed within the ethical boundaries I used images that were authentic from the online sources and used websites that allowed for users to copy and paste images freely. Informed consent was granted for images taken by my personal camera and I used myself as a model in various images. I also took into consideration any images that may offend a particular population group. 

References

Hammel, K. W. (1998a). From the neck up: Quality in life following high spinal cord injury. Vancouver, BC: The University of British Columbia , Unpublished doctoral dissertation.

Robeiro, K.L., Day, D., Semeniuk, B., O’Brien, M., & Wilson, B. (2001).  Northern initiative for social action: An occupation-based mental health program. American Journal of Occupational Therapy, 55, 493-500.