Sustained use of compensatory technology following brain injury: experiences from Neumind users [0.03%]
脑损伤后的补偿性技术的持续使用：Neumind用户的经验
Matthew Jamieson,Ellis Parry,Luke Parry et al.
Matthew Jamieson et al.
Assistive technology for cognition (ATC), particularly smartphone-based apps, can significantly enhance rehabilitation outcomes for individuals with acquired brain injury (ABI). Despite demonstrated efficacy, challenges persist in initial u...
Design and development of a hybrid device to assist frail users in mobility, transfer and rehabilitation [0.03%]
一种新型混合设备的设计与开发以增强衰弱者移动能力和康复训练效果
Rohit Kumar,Janakarajan Ramkumar,Mohan Gurjar et al.
Rohit Kumar et al.
Objective: his study presents the design and development of a hybrid assistive device that combines modularity and multiutility to support the mobility, transfer, and rehabilitation needs of frail users, including the eld...
Fidelity of power mobility interventions for young children with disabilities: a systematic review [0.03%]
关于促进残疾幼儿移动能力的保真干预措施：系统综述
Bethany M Sloane,Samuel W Logan
Bethany M Sloane
Purpose: To describe the study characteristics, intervention components, and intervention fidelity measurement of power mobility interventions for children three years and younger with mobility disabilities. Methods: We conducted a systemat...
Do first impressions matter? Comparing overall impression vs. individual item scores to make informed decisions on AAC apps [0.03%]
第一印象重要吗？比较总体印象与个别项目评分以做出知情决定来选择AAC应用程序
M Alexandra Da Fonte,Miriam C Boesch,Kaitlyn R Shaw et al.
M Alexandra Da Fonte et al.
Purpose: The feature matching assessment process is the gold standard in identifying effective communication systems for individuals with complex communication needs. When considering an app for a user, what is unclear is...
Low- and high-tech AAC approaches in severe acquired brain injury: an exploratory pilot study [0.03%]
重度获得性脑损伤中低技术和高技术AAC干预方式的探索性试点研究
Rosaria De Luca,Antonio Gangemi,Rosa Angela Fabio et al.
Rosaria De Luca et al.
Acquired brain injury (ABI) is a major cause of long-term cognitive and communication impairments and is frequently associated with complex communication needs. Augmentative and alternative communication (AAC) interventions are commonly use...
Pilot feasibility study of implementing 3D-printed assistive devices through user-provider collaboration in hospital-based stroke rehabilitation [0.03%]
基于医院的卒中康复中通过用户-提供者合作实施3D打印辅助设备的试点可行性研究
Ken Kondo,Takuya Ishimori,Naoto Noguchi et al.
Ken Kondo et al.
Objective: This pilot study explored the feasibility of implementing 3D-printed assistive devices in a hospital-based stroke rehabilitation setting. Methods: Feasibility was evaluated across four domains: acceptability, demand, implementati...
Preference clustering reveals divergent pathways for transfer-board design in a Living-Lab co-design study [0.03%]
基于偏好的聚类在Living-Lab共设计研究中揭示了通往踏板式转移座椅的不同的发展道路
Arthur Trognon,Alizée Poli,Natacha Stortini et al.
Arthur Trognon et al.
Background: Transfer boards demonstrate high abandonment rates despite mechanical simplicity, suggesting fundamental misalignment between current design approaches and user needs. Previous refinements have failed to impro...
Telehealth and goal-setting: a scoping review of mobile phones and computing devices [0.03%]
移动电话和计算设备在远程医疗与目标设定方面的应用：系统评价
Yuho Okita,Evie Kendal,Kounosuke Tomori et al.
Yuho Okita et al.
This scoping review aimed to identify studies that incorporated mobile phones or computing devices into rehabilitation interventions including goal-setting as part of the intervention. It examined their characteristics, target users, and su...
Beyond UTAUT-2: towards contextually grounded models of technology adoption in special education [0.03%]
超越UTAUT-2：走向特殊教育技术采纳的情境模型
Uswatun Hasanah,Rahmatika Dewi,M Zainudin et al.
Uswatun Hasanah et al.
Developing a graph-paper embosser for visually Impaired students using user-centered design approach [0.03%]
基于以用户为中心的设计方法的盲文格子纸张绘制器的研发
Supachan Traitruengsakul,Aime-Acha Silamut
Supachan Traitruengsakul
Graph literacy is essential to STEM education, yet visually impaired (VI) students face persistent barriers not only in interpreting graphs but also in creating them. Existing tactile tools often offer limited layouts, inconsistent feedback...