Smartphones as assistive technology following traumatic brain injury: a preliminary study of what helps and what hinders

Wong, Dana; Sinclair, Kelly; Seabrook, Elizabeth; McKay, Adam; Ponsford, Jennie

doi:10.1080/09638288.2016.1226434

Cited by 67 publications

(64 citation statements)

References 25 publications

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“…Typically, networking sites support the use of short messages with little emphasis on correct spelling and grammar [138,139] instruction on how to use smartphone apps was important for people with TBI [143]. The importance of tailoring interventions to the individual is also consistent with the literature on technology interventions for people with aphasia, in that user acceptance and motivation are crucial when designing ICT systems and important for realising long-term engagement [144].…”

Section: Social Media and Tbisupporting

confidence: 48%

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

et al. 2017

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distinct from motor speech impairments or primary language impairments (e.g. aphasia), in that the impairments arise from the diffuse axonal injuries which occur in frontal and prefrontal areas of the brain [6]. These impairments can be defined as any aspect of communication that result from underlying deficits in cognition [4,5,7].Communication difficulties after a TBI can affect how a person hears, listens, understands, speaks, reads, writes, and how they engage in conversation and social communication [5]. The underlying deficits of cognition that affect these communicative functions can include slowed information processing; impaired working memory and attention; disorientation and disorganisation; executive function problems including rigidity, poor conceptualization, planning, and problem solving; and poor self-control or selfregulation of cognition or behaviour [4,5]. As a result of these changes in cognitivecommunicative processes, people with TBI have been described as 'overtalkative, inefficient, tangential or drifting from topic to topic, or lacking in language output. ' [4] (p.354). These cognitive-communication impairments can restrict a person's ability to communicate, live independently, return to work or education, participate in society, and build or maintain relationships after their TBI [8].The International Cognitive (INCOG) guidelines for the management of a person's cognitive rehabilitation following TBI highlight that assessment of cognitive-communication skills should incorporate performance in everyday social activities [4]. Adolescents and young adults, the group most at risk of TBI, use digital and online communication MANUSCRIPT ACCEPTED -BRAIN INJURY: 02 FEBRUARY 2017 4 technologies from a young age [9] and, following TBI, involvement in social, academic, and societal situations may be reduced with difficulties using technology and social media [5]. As a result, people with cognitive-communication impairments resulting from a TBI face challenges in accessing information independently and engaging effectively in social networks [8]. However, little is known about how people with cognitive-communication impairments after TBI use and experience digital communication and the internet.Furthermore, clinical guidelines for the assessment of cognitive-communication skills following a TBI do not provide guidance on the use of social media, or of assistive technologies (AT) to support cognitive-communication rehabilitation [4,5].In order to review the existing literature on technology it is essential to consider which types of technology appear in relation to TBI and cognitive-communication. In this study, we considered three major categories of technology: (i) Assistive Technology (AT), being 'any item, piece of equipment, or product, whether it is acquired commercially, includes technology such as email, the internet, and mobile phones [13] which enable users to access, store, transmit, and manipulate information [14]. The multiple purposes of the different types of technology selected ...

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Section: Social Media and Tbisupporting

confidence: 48%

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

et al. 2017

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“…The Smartphone Survey used in this study was a slightly modified version of that used in Wong et al (2016), which was based on the survey conducted by Hart, Buchhofer, and Vaccaro (2004) examining experiences and attitudes towards portable electronic devices. Modifications were made to terminology (i.e., stroke rather than TBI) and examples of apps used for various app categories were updated.…”

Section: Methodsmentioning

confidence: 99%

“…accessibility, interface aesthetics, range of functions, learning method). Current and former users of smartphones were asked about the frequency of use of 26 app types, which were later divided into four categories based on the primary function of each app: memory and organisation, communication, entertainment and therapy (see Wong et al, 2016). Test-retest reliability of the Smartphone Survey was adequate in a sample of participants with TBI (Wong et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…In a recent study of participants with TBI and a healthy comparison group that addressed these gaps, Wong, Sinclair, Seabrook, McKay, and Ponsford (2016) found that smartphone use was common in both groups, but older participants were less likely to use them. Participants with TBI were more likely to state that the main benefit of their smartphone was its use as a memory aid.…”

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confidence: 99%

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Do Smartphones have the Potential to Support Cognition and Independence Following Stroke?

et al. 2017

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Management of cognitive difficulties is a significant unmet need for individuals with stroke. Incorporating multiple functions, including memory aids and communication tools, smartphones have potential to improve everyday cognitive function and independence in daily activities post-stroke. We aimed to investigate patterns of smartphone use, facilitators and barriers to use, and relationships between smartphone use and daily functioning. Twenty-nine participants with stroke and 29 comparison participants with no history of neurological conditions completed measures of smartphone use, objective and subjective cognitive function, mood and community integration. The majority of participants used smartphones, though the proportion of users was lower in the stroke group (62%) than the comparison group (86%). Older participants were less likely to use smartphones. Using apps that support memory was a main benefit of smartphone use post-stroke. In the stroke group, frequent users of memory apps had significantly fewer motor symptoms (d = 1.20), and higher productivity (d = 0.84). Stroke survivors identified difficulty learning how to use smartphones, but only one participant had assistance with this from a clinician. These results suggest that smartphones have potential as assistive technology post-stroke, however, support in using them is essential, particularly for older individuals with motor dysfunction.

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“…[24] Also, smartphone apps have been used in clinical practice as memory aids for children, adolescents and adults with brain injury rendering them more independent. [25][26][27][28] In post-secondary education, the use of smartphone technology is increasing. While most undergraduate students own smartphones; [14] many are also comfortable using the technology.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Using students’ smartphones to learn a nursing skill: Students’ perspectives

Epstein

Bertram²

2018

JNEP

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The increase in nursing students’ enrollment in post-secondary education, hospital restructuring and limited clinical placements have shifted nurses’ education to require more e-learning platforms. E-learning uses information and communication technologies to support interactions with content, learning activities and with others; and to facilitate self-reflection. Using smartphones’ video applications in a hybrid course can support learning. Most nursing students own smartphones and use them to create videos, however, their perspectives on using their smartphones to support learning a nursing skill is limited. This mixed method pilot study explored undergraduate nursing students’ perspectives on using their smartphones to record, and later receive feedback from their peers and faculty when learning a nursing skill. Twenty-six students completed questionnaires and seven students participated in a follow-up focus group. Two overarching themes emerged: (a) technical and (b) adaptive challenges. Students identified technical challenges in using their devices and how this influenced knowledge application. Others highlighted that the activity helped them to reflect and relate to self, others and their environments. The clinical, educational, ethical and research implications of this teaching-learning strategy will be discussed.

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Smartphones as assistive technology following traumatic brain injury: a preliminary study of what helps and what hinders

Cited by 67 publications

References 25 publications

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI)

Do Smartphones have the Potential to Support Cognition and Independence Following Stroke?

Using students’ smartphones to learn a nursing skill: Students’ perspectives

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