Projects > Research Projects
Years 2009-2015
- Product Testing Laboratory (R1)
Principal Investigator: Greg McGrew
Staff: Patricia Heyn, Shelly Elfner, Gavin Philips, Matt Lanning, Cathy Bodine, Brian Burne, Marcia Scherer
Timeline: Years 1-5 (2009-2014)- R1a. Systematic Evaluation of Commercially Available AT Devices: the design of protocols for evaluations of high-fidelity AT
The Product Testing Laboratory (PTL) is a usability and usage lab designed to test existing, emerging, & new technologies engineered for and used by individuals with cognitive disabilities and to generate meaningful, comprehensive data on the usability, effectiveness, and product life capacity. - R1b. Iterative Product Design Testing by Using Participatory Action Research (PAR) Methods with Persons with Cognitive Disabilities
For each of our Development Projects, a similar iterative process will be undertaken. Developmental product usability testing will be conducted during development of each of the products under this grant. Testing will be done by people with cognitive disabilities. Based on this, measurable performance goals will be established and usability metrics will be drawn up and employed for data analysis after testing is completed - R1c.Longitudinal and large-scale clinical trial with persons with CDs to determine factors that influence their use or non-use of AT
There are many questions that are not addressed related to the abandonment, adherence, and retention of assistive devices used by persons with cognitive disabilities. To properly address these issues investigators will conduct a randomized prospective longitudinal trial with a large numbers of device users. This study will attempt to further develop and test the model of AT use/non-use developed for individuals with cognitive disabilities.
- R1a. Systematic Evaluation of Commercially Available AT Devices: the design of protocols for evaluations of high-fidelity AT
- Non-Linear Context-Aware Prompting System (N-CAPS) for Persons with Cognitive Disabilities: a 12 month pilot feasibility study (R2)
Principal Investigator: Patricia Heyn, Jim Sandstrum
Staff: Mike Melonis, Sarel van Vuuren, Matt Lanning, Gavin Philips
Timeline: Year 4(2012)
This project investigates the feasibility of implementing a technology system in the workplace that uses Context Aware Prompting System (CAPS) to act as a job coach/training aid for adults with cognitive disabilities.
- Effects of a Mobile-Based Skill Building Coaching Technology Intervention for People with Cognitive Disabilities: a 6-month randomized controlled-pilot feasibility study (R3)
Principal Investigator: Jim Sandstrum
Staff: Patricia Heyn, Sarel van Vuuren, Mike Melonis, Matt Lanning, Gavin, Philips, Cathy Bodine
Timeline: Year 5 (2013)
This project is a 6-month randomized controlled feasibility study to investigate the effects of a “Mobile-Based Skills Build Coach Technology (aka as “Mobile Coach”) on a sample of employed adults with cognitive disabilities by comparing selective outcomes of work performance, work satisfaction, self-efficacy, length of stay in the job, and wellbeing to the non-mobile coach device group(control).
- Cognitive Decline, Work and technological Interruptions (R4)
Principal Investigator: Andrew Sears
Staff:
Timeline: Year 4 (2012)
This project focuses on the effect of age-related declines in cognitive function on an individual’s ability to recover from interruptions while completing information technology based tasks. The primary objective is to understand how these individuals deal with and recover from interruptions (e.g., phone calls, visitors, incoming email). As strategies are identified, tools to support the interruption recovery process will be designed and evaluated.
- Theory and Simulation-based Vocabulary Development for Employment: An Analysis of the Word Maturity Method for Adult Workers with Mild Cognitive Impairments (R5)
Principal Investigator: Tom Landauer
Staff: Clayton Lewis, Paul Nishman
Timeline: Years 1-4 (2009-2012)
This project investigates the learner’s (research participant) vocabulary development which will be assessed in terms of the material to which they have been exposed (learning new vocabulary). The technique uses “test and teach” close items that can be used both to assess the learner’s understanding of a target vocabulary word, and to give the learner information about what the word actually means. (A cloze item is a sentence with a blank; the student is asked to choose a word that best fills the blank.)
This approach applies the research-based principles and methods for classroom teaching currently advocated for vocabulary testing and teaching. By using the Word Maturity Method (WM) we will investigate two workplace samples on vocabulary development which will be assessed in terms of the material to which they have been exposed (learning new vocabulary).
- Early Developmental Skills Acquisition and Socially Assistive Robotics (SARS): A Pilot Investigation of Effectiveness (R6)
Principal Investigator: Jim Sandstrum
Staff: Patricia Heyn, Brian Burne, Shelly Elfner, Gavin Philips
Timeline: Years 1-5 (2009-2014)
Young children with major delays in early development require intensive intervention to reach key developmental milestones. To assist with this issue, we will investigate commercially available robots and adapt their design to a Socially Assistive Robotics (SARs) category integrating techniques from the field of Human Robotics Interaction (HRI). The robots will be adapted by RERC-ACT engineers and clinicians from commercially available, off-the-shelf toys paired with advanced sensor technology and controls systems (Socially Assistive Robotics) to facilitate early developmental milestones in children with significant delays in the areas of communication and movement.
Years 2005-2009
- Assessment of current assistive technologies, and how people with cognitive disabilities and their caregivers use them.
- Principal Investigators: Marcia Scherer, PhD, and Tamar Heller, PhD
- Investigation of a new communication device to help people with early-stage Alzheimer’s disease and their family members communicate more easily.
- Principal Investigator: Mike Williams, PhD
- Evaluation of the efficacy of literacy-based software programs (Co-Writer and Write Outloud) for children with neurodevelopmental disorders.
- Principal Investigator: Randi Hagerman, MD
- Identification of the different types of information that need to be transferred between caregivers, family members, and persons with cognitive disabilities.
- Principal Investigator: James Sullivan, PhD
- Independent decision-making to help high school students with cognitive disabilities transition to adult life, while enhancing self-determination.
- Principal Investigator: Michael L. Wehmeyer, PhD
