Measuring the Outcomes of Word Cueing Technology
Background. Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. Purpose. Using the example of measuring the outcomes of word cueing technology, this paper presents an approach f...
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| Veröffentlicht in: | Canadian journal of occupational therapy (1939) 2005-12, Vol.72 (5), p.301-308 |
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| container_title | Canadian journal of occupational therapy (1939) |
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| creator | Tam, Cynthia Archer, Janice Mays, Jennifer Skidmore, Gretchen |
| description | Background. Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. Purpose. Using the example of measuring the outcomes of word cueing technology, this paper presents an approach for measuring assistive technology outcomes. Method. The Canadian Occupational Performance Measure (COPM) was administered to 29 children with physical and learning disabilities, between the ages of 3.9 and 19 years. Participants were provided with WordQ, a software program designed to assist the development of writing skills. Follow-up data were collected through telephone interviews. Results. The COPM findings supported the effectiveness of WordQ Version 1 to enhance written productivity, with a mean performance change score of 3.5 (SD = 1.5). The COPM was an effective tool for measuring clients' perceived outcome of word cueing technology. Telephone interview was considered a successful method for collecting outcome data. Practice Implications. A mix of tools and methodologies should be used to gain a comprehensive understanding of the impact of assistive technology. |
| doi_str_mv | 10.1177/000841740507200507 |
| format | Article |
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Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. Purpose. Using the example of measuring the outcomes of word cueing technology, this paper presents an approach for measuring assistive technology outcomes. Method. The Canadian Occupational Performance Measure (COPM) was administered to 29 children with physical and learning disabilities, between the ages of 3.9 and 19 years. Participants were provided with WordQ, a software program designed to assist the development of writing skills. Follow-up data were collected through telephone interviews. Results. The COPM findings supported the effectiveness of WordQ Version 1 to enhance written productivity, with a mean performance change score of 3.5 (SD = 1.5). The COPM was an effective tool for measuring clients' perceived outcome of word cueing technology. Telephone interview was considered a successful method for collecting outcome data. Practice Implications. A mix of tools and methodologies should be used to gain a comprehensive understanding of the impact of assistive technology.</description><identifier>ISSN: 0008-4174</identifier><identifier>EISSN: 1911-9828</identifier><identifier>DOI: 10.1177/000841740507200507</identifier><identifier>PMID: 16435591</identifier><identifier>CODEN: CJOTAA</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic Achievement ; Adolescent ; Adult ; Assistive Technology ; Child ; Child, Preschool ; Children & youth ; College Programs ; Computers ; Cues ; Developmental Disabilities ; Diagnostic Teaching ; Disabled Children - rehabilitation ; Educational Technology ; Female ; Focus Groups ; Handicapped assistance devices ; Humans ; Language Processing ; Language Skills ; Learning disabilities ; Learning Disorders - rehabilitation ; Learning Problems ; Male ; Neurological Impairments ; Occupational Therapy ; Outcome Assessment (Health Care) ; Software ; Speech ; Writing ; Writing Instruction ; Writing Skills ; Written Language</subject><ispartof>Canadian journal of occupational therapy (1939), 2005-12, Vol.72 (5), p.301-308</ispartof><rights>2005 Canadian Association of Occupational Therapists (CAOT)</rights><rights>COPYRIGHT 2005 Sage Publications, Inc.</rights><rights>Copyright Canadian Association of Occupational Therapists Dec 2005</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c411t-43e828dff95709c358df1d551c21f082aa79432b580b4d1aeec215110a3bf7663</citedby><cites>FETCH-LOGICAL-c411t-43e828dff95709c358df1d551c21f082aa79432b580b4d1aeec215110a3bf7663</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/000841740507200507$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/000841740507200507$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21799,27903,27904,43600,43601</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16435591$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Tam, Cynthia</creatorcontrib><creatorcontrib>Archer, Janice</creatorcontrib><creatorcontrib>Mays, Jennifer</creatorcontrib><creatorcontrib>Skidmore, Gretchen</creatorcontrib><title>Measuring the Outcomes of Word Cueing Technology</title><title>Canadian journal of occupational therapy (1939)</title><addtitle>Can J Occup Ther</addtitle><description>Background. Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. Purpose. Using the example of measuring the outcomes of word cueing technology, this paper presents an approach for measuring assistive technology outcomes. Method. The Canadian Occupational Performance Measure (COPM) was administered to 29 children with physical and learning disabilities, between the ages of 3.9 and 19 years. Participants were provided with WordQ, a software program designed to assist the development of writing skills. Follow-up data were collected through telephone interviews. Results. The COPM findings supported the effectiveness of WordQ Version 1 to enhance written productivity, with a mean performance change score of 3.5 (SD = 1.5). The COPM was an effective tool for measuring clients' perceived outcome of word cueing technology. Telephone interview was considered a successful method for collecting outcome data. Practice Implications. A mix of tools and methodologies should be used to gain a comprehensive understanding of the impact of assistive technology.</description><subject>Academic Achievement</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Assistive Technology</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Children & youth</subject><subject>College Programs</subject><subject>Computers</subject><subject>Cues</subject><subject>Developmental Disabilities</subject><subject>Diagnostic Teaching</subject><subject>Disabled Children - rehabilitation</subject><subject>Educational Technology</subject><subject>Female</subject><subject>Focus Groups</subject><subject>Handicapped assistance devices</subject><subject>Humans</subject><subject>Language Processing</subject><subject>Language Skills</subject><subject>Learning disabilities</subject><subject>Learning Disorders - rehabilitation</subject><subject>Learning Problems</subject><subject>Male</subject><subject>Neurological Impairments</subject><subject>Occupational Therapy</subject><subject>Outcome Assessment (Health Care)</subject><subject>Software</subject><subject>Speech</subject><subject>Writing</subject><subject>Writing Instruction</subject><subject>Writing Skills</subject><subject>Written Language</subject><issn>0008-4174</issn><issn>1911-9828</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9kdtKxDAQhoMouh5ewAspCoIX1Uza9HApiydQ90LFy5BNJ7XSNmvSgr69qbuwrooEcprv_zOZIWQf6ClAmp5RSrMY0phymjI6zGtkBDlAmGcsWyejAQgHYotsO_fqj5xHySbZgiSOOM9hROgdStfbqi2D7gWDSd8p06ALjA6ejS2CcY9D7BHVS2tqU37skg0ta4d7i3WHPF1ePI6vw9vJ1c34_DZUMUAXxhH6HAqtc57SXEXc76HgHBQDTTMmZZrHEZvyjE7jAiSiD3AAKqOpTpMk2iHHc9-ZNW89uk40lVNY17JF0zuR5DTLM-AePPwBvpretj43wSDyX05i5qGjOVTKGkXVatNZqQZHce5Ll7KEfb15-AelZtWb-A6d_gH5UWBTKdOirvz9iuvJisAzHb53peydEzcP96ssm7PKGucsajGzVSPthwAqhqaL3033ooNFBfppg8VSsuiyB87mgJMlLsvzj-UnwHOtVg</recordid><startdate>200512</startdate><enddate>200512</enddate><creator>Tam, Cynthia</creator><creator>Archer, Janice</creator><creator>Mays, Jennifer</creator><creator>Skidmore, Gretchen</creator><general>SAGE Publications</general><general>Sage Publications, Inc</general><general>SAGE PUBLICATIONS, INC</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>ISN</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>7RV</scope><scope>7T2</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88C</scope><scope>88E</scope><scope>88G</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>ASE</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>C1K</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K6X</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M0T</scope><scope>M1P</scope><scope>M2M</scope><scope>M3G</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>200512</creationdate><title>Measuring the Outcomes of Word Cueing Technology</title><author>Tam, Cynthia ; Archer, Janice ; Mays, Jennifer ; Skidmore, Gretchen</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c411t-43e828dff95709c358df1d551c21f082aa79432b580b4d1aeec215110a3bf7663</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Academic Achievement</topic><topic>Adolescent</topic><topic>Adult</topic><topic>Assistive Technology</topic><topic>Child</topic><topic>Child, Preschool</topic><topic>Children & youth</topic><topic>College Programs</topic><topic>Computers</topic><topic>Cues</topic><topic>Developmental Disabilities</topic><topic>Diagnostic Teaching</topic><topic>Disabled Children - rehabilitation</topic><topic>Educational Technology</topic><topic>Female</topic><topic>Focus Groups</topic><topic>Handicapped assistance devices</topic><topic>Humans</topic><topic>Language Processing</topic><topic>Language Skills</topic><topic>Learning disabilities</topic><topic>Learning Disorders - rehabilitation</topic><topic>Learning Problems</topic><topic>Male</topic><topic>Neurological Impairments</topic><topic>Occupational Therapy</topic><topic>Outcome Assessment (Health Care)</topic><topic>Software</topic><topic>Speech</topic><topic>Writing</topic><topic>Writing Instruction</topic><topic>Writing Skills</topic><topic>Written Language</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Tam, Cynthia</creatorcontrib><creatorcontrib>Archer, Janice</creatorcontrib><creatorcontrib>Mays, Jennifer</creatorcontrib><creatorcontrib>Skidmore, Gretchen</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Gale In Context: Canada</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>Nursing & Allied Health Database</collection><collection>Health and Safety Science Abstracts (Full archive)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Healthcare Administration Database (Alumni)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business & Current Affairs Database</collection><collection>Canadian Business & Current Affairs Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>British Nursing Index</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Healthcare Administration Database</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>CBCA Reference & Current Events</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><jtitle>Canadian journal of occupational therapy (1939)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tam, Cynthia</au><au>Archer, Janice</au><au>Mays, Jennifer</au><au>Skidmore, Gretchen</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Measuring the Outcomes of Word Cueing Technology</atitle><jtitle>Canadian journal of occupational therapy (1939)</jtitle><addtitle>Can J Occup Ther</addtitle><date>2005-12</date><risdate>2005</risdate><volume>72</volume><issue>5</issue><spage>301</spage><epage>308</epage><pages>301-308</pages><issn>0008-4174</issn><eissn>1911-9828</eissn><coden>CJOTAA</coden><abstract>Background. Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. Purpose. Using the example of measuring the outcomes of word cueing technology, this paper presents an approach for measuring assistive technology outcomes. Method. The Canadian Occupational Performance Measure (COPM) was administered to 29 children with physical and learning disabilities, between the ages of 3.9 and 19 years. Participants were provided with WordQ, a software program designed to assist the development of writing skills. Follow-up data were collected through telephone interviews. Results. The COPM findings supported the effectiveness of WordQ Version 1 to enhance written productivity, with a mean performance change score of 3.5 (SD = 1.5). The COPM was an effective tool for measuring clients' perceived outcome of word cueing technology. Telephone interview was considered a successful method for collecting outcome data. Practice Implications. A mix of tools and methodologies should be used to gain a comprehensive understanding of the impact of assistive technology.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><pmid>16435591</pmid><doi>10.1177/000841740507200507</doi><tpages>8</tpages></addata></record> |
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| ispartof | Canadian journal of occupational therapy (1939), 2005-12, Vol.72 (5), p.301-308 |
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| subjects | Academic Achievement Adolescent Adult Assistive Technology Child Child, Preschool Children & youth College Programs Computers Cues Developmental Disabilities Diagnostic Teaching Disabled Children - rehabilitation Educational Technology Female Focus Groups Handicapped assistance devices Humans Language Processing Language Skills Learning disabilities Learning Disorders - rehabilitation Learning Problems Male Neurological Impairments Occupational Therapy Outcome Assessment (Health Care) Software Speech Writing Writing Instruction Writing Skills Written Language |
| title | Measuring the Outcomes of Word Cueing Technology |
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