Biomedical subjects

D K Anson

Publications and source records attributed to D K Anson.

3 recordsLinked to original sources

PubMed1995

Use of standardized activities of daily living rating scales in spinal cord injury and disease services.

OBJECTIVE: Although standardized activities of daily living (ADL) rating scales offer advantages in reliability and consistency of reporting, the literature has revealed that most occupational therapists tend to use informal assessments and reporting methods. This study investigated the use of standardized ADL rating scales by occupational therapists who treat patients with spinal cord injury and disease (SCI/D). METHOD: Fifty-two SCI/D rehabilitation sites were selected by stratified random sampling, and surveys were completed by the occupational therapist in each site who worked most extensively with patients with SCI/D: Occupational therapists at 49 of the sites completed the survey. RESULTS: Survey results indicated that 68% of the respondents tend not to use standardized ADL rating scales in their work with SCI/D patients. Of those who used standardized ADL rating scales, the Functional Independence Measure (FIM) was more widely used than any other. Most respondents learned about this measure on the job. Many of the respondents indicated that a limitation of the FIM was its inability to detect progress in their patients with SCI/D: DISCUSSION: The results indicate that although widely used, the FIM may need to be supplemented by other standardized ADL rating scales in order for a therapist to objectively document the progress made by patients with SCI/D: To be able to choose the most appropriate assessment tools, students and practicing therapists need to be educated in a variety of standardized ADL rating scales.

Activities of Daily Living↗

PubMed1991

A pilot study comparing mouse and mouse-emulating interface devices for graphic input.

Adaptive interface devices make it possible for individuals with physical disabilities to use microcomputers and thus perform many tasks that they would otherwise be unable to accomplish. Special equipment is available that purports to allow functional access to the computer for users with disabilities. As technology moves from purely keyboard applications to include graphic input, it will be necessary for assistive interface devices to support graphics as well as text entry. Headpointing systems that emulate the mouse in combination with on-screen keyboards are of particular interest to persons with severe physical impairment such as high level quadriplegia. Two such systems currently on the market are the HeadMaster and the Free Wheel. The authors have conducted a pilot study comparing graphic input speed using the mouse and two headpointing interface systems on the Macintosh computer. The study used a single subject design with six able-bodied subjects, to establish a baseline for comparison with persons with severe disabilities. Results of these preliminary data indicated that the HeadMaster was nearly as effective as the mouse and that it was superior to the Free Wheel for graphics input. This pilot study, however, demonstrated several experimental design problems that need to be addressed to make the study more robust. It also demonstrated the need to include the evaluation of text input so that the effectiveness of the interface devices with text and graphic input could be compared.

Adult↗

PubMedDate not supplied

Current trends in assistive technology education in entry-level occupational therapy curricula.

OBJECTIVE: This replication study investigated what changes, if any, occurred in the education of entry-level occupational therapy students relative to assistive technology between 1989 and 1994-1995. METHOD: A questionnaire was mailed to all entry-level occupational therapy programs in the United States (N = 79). The response rate was 88.6% (n = 70). Results were compared with those of a similar survey that examined the same issues in 1989. RESULTS: Assistive technology education had increased from 1989 to 1994-1995 in 11 identified areas. The highest increases were found in environmental access and robotics, sensory aids, augmentative communication, and prosthetics and orthotics. Only 10% of the respondent programs had less than 20 hours of assistive technology education compared with 50% in the earlier study. Thirty (43%) programs included one or more technology courses in the curriculum compared with 17 (29%) in 1989, and 62 (89%) programs included assistive technology content in lectures or units throughout the curriculum compared with 32 (54%) in 1989. CONCLUSION: Occupational therapy educators are placing more emphasis on assistive technology education than they did in 1989 and are learning the skills to teach this content. If this trend continues, we will see assistive technology content taught in all occupational therapy programs in the next millennium.

Computer Literacy↗