Driving to Learn in a Powered Wheelchair: The Process of Learning Joystick Use in People With Profound Cognitive Disabilities
(2011) In American Journal of Occupational Therapy 65(6). p.652-660- Abstract
- The Driving to Learn project explored ways to help people with profound cognitive disabilities practice operating a joystick-operated powered wheelchair. The project used a grounded theory approach with constant comparative analysis and was carried out over 12 yr. The participants were 45 children and adults with profound cognitive disabilities. Reference groups included 17 typically developing infants and 64 participants with lesser degrees of cognitive disability. The data sources included video recordings, field notes, open interviews, and a rich mixture of literature. The findings that emerged yielded strategies for facilitating achievements, an 8-phase learning process, an assessment tool, and a grounded theory of deplateauing... (More)
- The Driving to Learn project explored ways to help people with profound cognitive disabilities practice operating a joystick-operated powered wheelchair. The project used a grounded theory approach with constant comparative analysis and was carried out over 12 yr. The participants were 45 children and adults with profound cognitive disabilities. Reference groups included 17 typically developing infants and 64 participants with lesser degrees of cognitive disability. The data sources included video recordings, field notes, open interviews, and a rich mixture of literature. The findings that emerged yielded strategies for facilitating achievements, an 8-phase learning process, an assessment tool, and a grounded theory of deplateauing explaining the properties necessary for participants to exceed expected limitations and plateaus. Eight participants with profound cognitive disabilities reached goal-directed driving or higher. Participants were empowered by attaining increased control over tool use, improving their autonomy and quality of life. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2272658
- author
- Nilsson, Lisbeth LU ; Eklund, Mona LU ; Nyberg, Per LU and Thulesius, Hans LU
- organization
- publishing date
- 2011
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- cognition disorders, learning, teaching, user-computer interface, wheelchairs
- in
- American Journal of Occupational Therapy
- volume
- 65
- issue
- 6
- pages
- 652 - 660
- publisher
- American Occupational Therapy Association
- external identifiers
-
- wos:000297241600006
- pmid:22214109
- scopus:80855139899
- ISSN
- 0272-9490
- DOI
- 10.5014/ajot.2011.001750
- language
- English
- LU publication?
- yes
- additional info
- The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: Division of Occupational Therapy (Closed 2012) (013025000), Division of Nursing (Closed 2012) (013065000), Family Medicine (013241010)
- id
- 60ec9b22-3401-47fc-9d07-c28a24df83c9 (old id 2272658)
- alternative location
- http://www.ncbi.nlm.nih.gov/pubmed/22214109?dopt=Abstract
- date added to LUP
- 2016-04-01 10:46:46
- date last changed
- 2024-06-03 00:41:34
@article{60ec9b22-3401-47fc-9d07-c28a24df83c9, abstract = {{The Driving to Learn project explored ways to help people with profound cognitive disabilities practice operating a joystick-operated powered wheelchair. The project used a grounded theory approach with constant comparative analysis and was carried out over 12 yr. The participants were 45 children and adults with profound cognitive disabilities. Reference groups included 17 typically developing infants and 64 participants with lesser degrees of cognitive disability. The data sources included video recordings, field notes, open interviews, and a rich mixture of literature. The findings that emerged yielded strategies for facilitating achievements, an 8-phase learning process, an assessment tool, and a grounded theory of deplateauing explaining the properties necessary for participants to exceed expected limitations and plateaus. Eight participants with profound cognitive disabilities reached goal-directed driving or higher. Participants were empowered by attaining increased control over tool use, improving their autonomy and quality of life.}}, author = {{Nilsson, Lisbeth and Eklund, Mona and Nyberg, Per and Thulesius, Hans}}, issn = {{0272-9490}}, keywords = {{cognition disorders; learning; teaching; user-computer interface; wheelchairs}}, language = {{eng}}, number = {{6}}, pages = {{652--660}}, publisher = {{American Occupational Therapy Association}}, series = {{American Journal of Occupational Therapy}}, title = {{Driving to Learn in a Powered Wheelchair: The Process of Learning Joystick Use in People With Profound Cognitive Disabilities}}, url = {{http://dx.doi.org/10.5014/ajot.2011.001750}}, doi = {{10.5014/ajot.2011.001750}}, volume = {{65}}, year = {{2011}}, }