لایب سان

This edition first published 2020
© 2020 John Wiley & Sons Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from
this title is available at http://www.wiley.com/go/permissions.
The rights of Lynn Gitlow and Kathleen Flecky to be identified as the authors of the editorial
material in this work has been asserted in accordance with law.
Registered Office(s)
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
Editorial Office
9600 Garsington Road, Oxford, OX4 2DQ, UK
For details of our global editorial offices, customer services, and more information about
Wiley products visit us at www.wiley.com.
Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some
content that appears in standard print versions of this book may not be available in other formats.
Limit of Liability/Disclaimer of Warranty
The contents of this work are intended to further general scientific research, understanding, and
discussion only and are not intended and should not be relied upon as recommending or promoting
scientific method, diagnosis, or treatment by physicians for any particular patient. In view of
ongoing research, equipment modifications, changes in governmental regulations, and the constant
flow of information relating to the use of medicines, equipment, and devices, the reader is urged to
review and evaluate the information provided in the package insert or instructions for each
medicine, equipment, or device for, among other things, any changes in the instructions or
indication of usage and for added warnings and precautions. While the publisher and authors have
used their best efforts in preparing this work, they make no representations or warranties with
respect to the accuracy or completeness of the contents of this work and specifically disclaim all
warranties, including without limitation any implied warranties of merchantability or fitness for a
particular purpose. No warranty may be created or extended by sales representatives, written sales
materials or promotional statements for this work. The fact that an organization, website, or product
is referred to in this work as a citation and/or potential source of further information does not mean
that the publisher and authors endorse the information or services the organization, website, or
product may provide or recommendations it may make. This work is sold with the understanding
that the publisher is not engaged in rendering professional services. The advice and strategies
contained herein may not be suitable for your situation. You should consult with a specialist where
appropriate. Further, readers should be aware that websites listed in this work may have changed or
disappeared between when this work was written and when it is read. Neither the publisher nor
authors shall be liable for any loss of profit or any other commercial damages, including but not
limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data
Names: Gitlow, Lynn, editor. | Flecky, Kathleen, editor.
Title: Assistive technologies and environmental interventions in healthcare :
an integrated approach / edited by Lynn Gitlow, Kathleen Flecky.
Description: Hoboken, NJ : Wiley-Blackwell, [2020] | Includes bibliographical
references and index. |
Identifiers: LCCN 2019015586 (print) | LCCN 2019017025 (ebook) | ISBN
9781119483236 (Adobe PDF) | ISBN 9781119483267 (ePub) | ISBN 9781119483229
(pbk.)
Subjects: | MESH: Self-Help Devices | Rehabilitation Research | Social
Environment | Needs Assessment | Disability Studies | Models, Theoretical
| United States
Classification: LCC R858 (ebook) | LCC R858 (print) | NLM WB 320.5 | DDC
610.285–dc23
LC record available at https://lccn.loc.gov/2019015586
Cover Design: Wiley
Cover Image: © filo/DigitalVision Vectors/Getty Images
Set in 10.5/12.5pt Minion by SPi Global, Pondicherry, India
10 9 8 7 6 5 4 3 2 1

v Contents List of contributors xiii About the companion website xv 1 The person, the environment, and technology: Introduction to the human‐tech ladder 1 Lynn Gitlow and Kathleen Flecky The person, the environment, and technology: Introduction to the human‐tech ladder 2 Models of disability 3 Assistive technology and the environment 4 Choosing the human‐tech ladder 5 Human‐tech ladder 6 Why are definitions important? 7 Defining technology 8 Defining AT 8 Environmental interventions 9 Categories of AT 11 Summary 12 References 12 2 Conceptual practice models and clinical reasoning 14 Lynn Gitlow, Douglas Rakoski, and Robert C. Ferguson Introduction 15 What are conceptual practice models? 16 Need for conceptual practice models 17 Conceptual practice models that guide TEI 17 International Classification of Functioning, Disability and Health 17 The Canadian Model of Occupational Performance‐Engagement 20 Matching Person and Technology Model 22 Student, Environments, Tasks, and Tools model 23 Clinical reasoning I 24 Therapeutic use of technology 24 Client dynamics 25 Practitioner dynamics 26 Technology 26 Clinical reasoning II 26 Defining clinical reasoning 27 Modes of clinical reasoning 27 Clinical reasoning: The TUT process 29 Summary 32 References 33 Additional resources 34 3 The design process: Solving human‐tech problems 35 Susan Camp Part one: Asking questions, getting started 36 Part two: What is design and why should we care? 37 Aesthetics matter 37 Important terminology 38 Part three: The design process – who can do it? 43 Part four: The design process – getting started 44 Identification of need/creation of the team 44 Goals and directions 44 Experimentation/exploration with materials and methods 45 Prototype development 46 Testing the prototype 46 Dissemination/marketing 47 Part five: A design case study 47 Identification of need 47 Goals and directions 48 Experimentation/exploration with materials and methods 48 Prototype development 49 Testing the prototype 49 Dissemination/marketing 49 Summary 49 References 52 4 Funding in the United States 54 Lewis Golinker Introduction 55 The roles of the practitioner 55 Funding sources for assistive devices 55 Health benefits program funding for assistive devices 59 Private benefits sources 59 Benefits request – funding process: Four questions 59 Durable medical equipment 60 Prosthetic devices or prosthetic appliances 64 Medical necessity 64 Limitations or exclusions 67 vi Contents The assistive device treatment plan 67 Summary 68 Notes 68 5 Outcomes, assessment, and research in assistive technology 71 Glenn Goodman, Jennifer Dunn, and Anne Bryden Outcomes, assessment, and research in assistive technology 72 Conceptual models for AT Outcomes and Practice 73 International Classification of Functioning, Disability and Health 73 Human Activity‐Assistive Technology model 75 Matching Person and Technology model 75 Social Cognition models 75 Outcomes 76 What is outcomes research? 76 AT outcome measures 77 AT‐specific assessment tools 77 The matching person and technology (MPT) assessment process 77 The Quebec user evaluation of satisfaction with AT (QUEST 2.0) 78 The psychosocial impact of assistive devices scales (PIADS) 78 Individually prioritized problem assessment (IPPA) 78 SIVA cost analysis instrument (SCAI) 79 Promising general outcome measures 79 The COPM 79 The assessment of life habits (LIFE‐H) 79 Research designs and methods 80 Experimental‐type designs (quantitative) 80 Quasi‐experimental research 81 Experimental research designs 81 Naturalistic design (qualitative) 82 Mixed method design and program evaluation 83 Program evaluation 83 Methodological research, systematic literature reviews, and critical appraisals 84 Methodological research 84 Systematic literature review 84 Evidence‐based practice and levels of evidence 84 Summary 87 References 88 6 Educational organizations 92 Kirk Behnke Introduction to educational organizations 93 Evolution of access for children with disabilities: EHA 1975 – access to schools 93 IDEA 1990 – access to classrooms and related services 94 IDEA 1997 – access to general education curriculum 96 IDEA 2004 – access to instructional materials 97 Reauthorization of IDEA 97 Consideration of special factors 98 Consideration of AT in the IEP 98 SETT framework 98 Integration of a four‐step process 99 Results of AT consideration 100 AT is not required 100 AT is required 101 More information is needed 101 Other considerations 101 Universal design for learning 101 AT, Ed Tech, and instructional technology 102 Students with 504 plans, english language learners (ELL), or struggling students 102 Summary 104 References 104 7 Technology, employment, and disability: Creating a technology accessible vocational environment: Legal and organizational considerations 105 Wendy Strobel Gower and LaWanda Cook Introduction 106 Creating an ideal technology organization 106 The Americans with Disabilities Act (ADA) 110 The ADA and reasonable accommodation 112 The accommodation process 112 Summary 115 References 115 8 Technology and environmental interventions for the home environment 117 BevVan Phillips Technology and environmental intervention for the home environment 118 Key factors that influence successful TEI 119 Design concepts 120 Accessible design 120 Universal design 121 Contents vii Adaptable design 123 Visitability 124 Forgiving home design 124 The role of the client 127 Funding, codes, and guidelines 128 Qualifications and perspectives of home modification professionals 131 Structural aspects and technology factors 133 Structure: plumbing systems 134 Structure: Electrical systems 134 Structure: Heating, ventilation, and air conditioning systems 135 Structure: Floor joists, wall framing, and roof systems 135 The human‐tech ladder and technology relevant to TEI in the home 136 Summary 138 References 139 9 Working and communicating in face‐to‐face teams 141 M. Gayl Bowser Introduction 142 What is a team? 143 Why work in teams? 144 Teams are a good way to enact AT plans 144 Teams can develop and deliver services quickly 144 Teams can integrate with other teams 145 Teams enable groups to learn more effectively and retain learning 145 Teams promote change 146 Teams can manage AT recommendations and activities effectively 146 AT teams can undertake system‐wide change 146 Elements of effective teamwork 147 Individual’s ability to help with the task 147 Individual’s support of the team 147 Team’s ability to achieve the task 147 Structures of AT teams 148 Contributions of individual team members 148 Team operation 149 Multidisciplinary teams 149 Interdisciplinary teams 149 Collaborative teams 150 How do collaborative AT teams function? 150 Step 1: Problem identification 151 Step 2: Solution generation 151 Step 3: Solution selection 151 Step 4: Implementation 152 Step 5: Follow‐up 152 When team issues arise 152 Summary 153 References 153 Additional resources 154 10 Working and communicating in virtual teams 155 M. Gayl Bowser Introduction 156 A day in the life of a virtual team member 156 Working and communicating in virtual teams 156 Benefits and drawbacks of virtual teamwork 158 Advantages to virtual teamwork 158 Drawbacks of virtual teamwork 158 Considerations for using virtual team strategies in client‐focused teams 159 Client’s familiarity with technology 160 Accessibility 160 Confidentiality 160 Virtual AT teams 160 Steps for creating a virtual team 161 Leadership and virtual team function 162 What makes virtual teams successful? 163 Summary 163 References 164 11 Technology and environmental intervention: Psychosocial considerations 167 Michèle Verdonck Technology and environmental intervention: Psychosocial considerations 169 Psychosocial considerations and the human‐tech ladder 169 The lived experience of TEI 170 Engagement and incorporation 171 Psychosocial frustrations and challenges 172 Psychosocial frustration and challenges with the system 173 Personal fit of TEI 173 Usability 174 TEI to enable autonomy in occupation 175 Being 175 Sense of security 176 Social participation 176 TEI and identity 176 viii Contents Take‐home messages: What does this all mean for you and the TEI user? 177 TEI use involves effort, challenges, and frustrations 177 TEI use can be fun 177 TEI user expectations and choices based on real‐life experience 177 Non‐use of TEI is an acceptable and expected outcome 177 Aesthetics influences use and non‐use and associated social participation 177 Meanings and experiences of TEI can be contradictory 178 TEI enables “being” as well as “doing” 178 Summary 178 References 178 12 Sociocultural considerations 181 Jacquie Ripat Introduction 182 Social constructionism 182 Sociocultural factors 183 How is disability viewed as a sociocultural factor by TEI users? 183 Sociocultural influences on TEI use and meaning 185 Self‐identity and social reception 186 Family and TEI meaning 187 Social and community participation 188 Social and political influences 188 Providing culturally relevant services 188 Self‐reflection 188 Understanding the TEI user 190 Measuring outcomes of relevance to the TEI user 191 Design and development 192 Summary 193 References 193 13 Technology and environmental interventions for cognition 197 Tony Gentry Introduction 198 Cognitive impairment in everyday life 199 Remembering to do things 199 Medication management 201 Memory for names and faces 202 Task‐sequencing 202 Multi‐tasking and switching between tasks 202 Communication difficulties 203 Coping with frustration 203 Matching device and user 204 Environmental and smart home adaptations 204 Low‐tech home and workspace recommendations 204 Mid‐tech solutions 208 High‐tech smart home solutions 208 Passive safety monitoring 208 Assuring the just‐right fit 209 Home safety 210 Medication management 210 Appointments and bills 210 Home management 210 References 211 14 Assistive technology to support learning differences Judith Schoonover Introduction 214 What is a learning disability? 214 Causes and symptoms of a learning disability 215 Types of learning disabilities 215 Is there a cure for learning disabilities? 215 An invisible disability 216 Legislation and learning disabilities 216 Adults with disabilities 217 UD: Creating accessible physical environments 217 UDL: Creating accessible academic and social environments 218 Assistive technology 220 AT and diversity 221 The right tool for the job 222 AT theories related to learning disabilities 224 What a difference the environment makes: The role of environment in AT 224 Behavioral cultural tools – psychosocial interventions 226 Use whatcha got: Use a full range of technology 227 The computer’s role as an AT power tool 228 Technology and environmental competencies needed for UDL implementation and assessment 231 AT challenges 232 AT takes a team 232 Summary 233 References 235 Contents ix 15 Seating and positioning factors in wheeled mobility 239 Lindsey Veety and Amy Baxter Introduction 240 Human factors and common conditions requiring wheeled mobility 241 Definitions and positions 241 Wheelchairs 247 Manual wheelchairs 247 Frames 247 Powered mobility 249 Wheelchair seating 252 Assessment and evaluation 252 Wheelchair seating components 255 References 258 Additional resources 259 Digital reference 259 16 Positioning and mobility technology and environmental interventions other than wheeled mobility 268 Amy Baxter and Lindsey Veety Introduction 269 Human‐tech ladder 269 Policy and legislation 269 Human factors and common conditions that challenge seating and positioning 270 Physical 270 Psychological 270 Ambulation aids 273 Standing 276 Bathing and toileting equipment 278 Mechanical lift and transfer systems 282 Notes 286 References 286 Additional resources 286 17 Communication‐related factors 287 Tina N. Caswell Introduction 288 Augmentative and alternative communication (AAC): What and why 288 Legal and policy influences 290 Who needs AAC? 291 AAC assessment 291 The team 293 AAC intervention – psychosocial and physical levels of the human‐tech ladder 297 Summary 301 References 303 18 Hearing loss and hearing‐related factors: Technology and environmental interventions 306 Amy Rominger and Leisha R. Eiten Introduction 308 Definitions related to hearing loss 308 Prevalence of hearing loss 308 Descriptive characteristics of hearing loss 309 Degree 309 Configuration 310 Type of hearing loss 310 Effects of hearing loss 313 Educational 313 Psychosocial 313 Vocational and workplace 314 The human‐tech ladder, hearing loss, and hearing‐related factors 314 Physical factors 314 Psychological factors 315 Team factors 316 Organizational and political factors 317 Selecting assistive technology for hearing loss 317 Awareness of activity limitations and participation 318 Assessment tools 318 Hearing assistance technologies 319 Hearing aids and cochlear implant technologies 320 When amplification alone is not enough 322 Frequency modulation (FM) systems 324 Infrared systems 324 Telecoils and induction loop systems 324 Telephones 325 Streaming technology 326 Assistive technology for persons not using amplification 326 Personal amplifiers 326 Alerting and alarm systems 326 TEI and the deaf population 327 Environmental modifications and communication strategies 328 Summary 329 References 329 Additional resources 331 19 Technology and environmental intervention for visual impairment 332 Stacy Smallfield Technology and environmental intervention (TEI) for visual impairment 334 Definitions of visual impairment 334 x Contents Select eye conditions that lead to visual impairment 334 Cataract 335 Age‐related macular degeneration 335 Diabetic retinopathy 335 Glaucoma 335 Hemianopia 336 Application of the human‐tech ladder to individuals with visual impairment 336 Physical 336 Psychological 337 Team 337 Organizational 338 Political 338 Considerations in assessment for AT for visual impairment 339 Theoretical models of practice 339 Client profile 340 Performance in context 341 Personal skills and abilities 341 Select TEI strategies for visual impairment 342 AT for reading and viewing 343 Optical magnification 343 Electronic magnification 344 Evidence for optical and electronic magnification 346 Prisms 347 Absorptive filters 347 Non‐optical devices for reading and viewing 347 Illumination and contrast for reading and viewing 348 AT for daily activities 348 Sensory substitution strategies 348 Evidence for sensory substitution strategies 350 Environmental interventions 350 Evidence for organizational and contrast strategies 351 AT for computer access 351 Summary 352 Acknowledgments 353 References 353 Additional resources 355 20 Technology and environmental interventions to promote community mobility 356 David Joseph Feathers Introduction 357 Part I: Accessibility and the human–environment interactions of community participation 357 Transportation 357 Community access 358 Part II: Inclusive designing and the SRK model 359 Part III: Profiles from the community 361 Creating solutions through SRK assessment 361 Creating solutions through SRK assessment 361 Creating solutions through SRK assessment 363 Part IV: Evidenced‐based design and research for community participation: Current and future needs 364 Additional considerations 364 Acknowledgments 365 References 365 21 Leisure: Technology and environmental interventions 367 Nathan “Ben” Herz Leisure defined 368 Leisure as part of a meaningful life 368 Leisure activities across the life span 369 The human‐tech ladder 371 Political 371 Organizational 371 Teams 371 Psychosocial 372 Physical 372 Assessment and evaluation of leisure 373 Quality of life measures 373 Leisure‐specific assessments 373 The relationship of leisure to injury and illness Role of TEI in participation 374 General leisure activities TEI strategies 374 Organized sports 374 Examples of TEI for specific sports 375 Golf 375 Hunting 375 Outdoor mobility and TEI strategies 376 Specific sports: Swimming 376 Specific sports: Horseback riding 376 Digital media and TEI strategies 377 Accessibility 378 Gaming systems 378 Summary 381 References 381 22 Physical factors focused on activities of daily living (ADLs) and electronic aids to daily living (EADLs) 383 Lynn Gitlow Introduction 384 Human‐tech ladder 385 Policy and legislation 385 Definitions 386 Contents xi Organizational level 386 Team considerations 387 Psychological level 387 Physical level 387 Evaluation and assessment tools 388 TEI for ADLs 389 Bathing and washing 389 Bathing 390 Applying soap 390 Water for bathing 391 Tubs and showers 391 Drying 392 Caring for skin 392 Caring for teeth 392 Hair care options 393 Caring for fingernails and toenails 393 Toileting 394 Dressing 395 Eating and drinking 396 Eating 396 Drinking 398 Taking care of one’s health 399 Electronic aids to daily living (EADLs) 400 References 401 23 Implications for future practice and research in technology and environmental interventions 405 Steve Jacobs Introduction 406 Technology’s impact on the definition of a “public accommodation”: Political and organizational levels of vicente’s human‐tech ladder 406 Here’s what happened 407 Here’s a question for you 408 Assistive technology vs. “Universally‐designed” technology 408 Global public inclusive infrastructure 409 Optical character recognition (OCR) 409 Latex 410 MathML and MS word XML 410 Handwriting recognition technology 413 Business models that encourage accessible ICT development 416 The leverage model 416 The technical assistance model 417 The enforcement model 417 The corporate social innovation model (CSIM) 417 Overview of the CSIM’s technical assistance components 418 Software distribution services 418 Accessibility value chain concept 418 Notes 419 Index 421

برای ارسال نظر لطفا وارد شوید یا ثبت نام کنید