Low Tech Assistive Devices

Question 1

Manipulation

Answer 1

Activities that we normally accomplish using the UEs, particularly fingers and hands.

1) To use assistive devices, esp electronically controlled (ie: keys pressed on keyboard; joystick for powered mobility; switches for comm devices).
2) GROSS MOTOR: reaching, grasp/release, lifting, carrying, and coord of movements such as pushing, pulling, throwing/catching, and turning.
3) FINE MOTOR: pinch, point, and dexterity of finger movements.

Question 2

Low-Technology Devices

Answer 2

Those devices typically easy to operate/construct, manually driven, easy to acquire, and low cost. They tend to be portable and useful across multiple contexts. (ie: reaching devices, built-up handles, mouth stick)

Question 3

High-Technology Devices

Answer 3

Devices that are more complex, frequently electrically powered/electronic, have multiple functions, are more difficult to acquire, and are more expensive. They tend to be fixed in single location, hard-wired in, etc. Prohibitive from others using it.

Question 4

Fine Motor Coordination

Answer 4

Efficient, coordinated movements of small muscles of the hand and fingers to effect a desired movement.

Question 5

ICF Definition of Manipulation

Answer 5

Mobility activity involving carrying, moving, or manipulating objects. Fine Hand Use includes picking up, grasping, manipulating, and releasing. Gross Manipulation includes pulling, pushing, reaching, turning, twisting the hands or arms, and throwing or catching.

Question 6

Electronic Aids to Daily Living (EADL)

Answer 6

Robotics used for clients with little/no manipulation skill.

Question 7

General-Purpose Aids

Answer 7

Must support many daily activities, across different environments. (ie: mouth sticks, head pointers, reachers)

Question 8

Special-Purpose Aids

Answer 8

Designed for one or two tasks only and serve them very well. May need several of these devices to meet demands of self-care, work and/or leisure. (ie: enlarged grips; cuffs to hold utensils; angled handles for scooping; swivel handles; handles for limited grasp)

Special-purpose adaptations involve:

1) lengthening a handle or reducing reach required
2) modifying handle of utensil for easier grasp/manipulation
3) converting 2-handed task to 1-handed
4) amplifying the force consumer can generate with hands.

Question 9

Self-Care Areas for Low-Tech Devices

Answer 9

• Food consumption (enlarged handles, suction plates)
• Food prep (one-handed tools, bowl/pan holders, stabilized cutting board)
• Dressing (button hooks, sock aid, shoehorn)
• Hygiene (altered hairbrush handle, one-handed dispensers, base for single-hand appliance use)

Question 10

Work and School Low-Tech Devices

Answer 10

Devices to assist writing (holding utensil/paper) and reading (holding book).
• modified grippers (universal cuff)
• weighted pens
• clip/magnet to hold paper
• lazy susan mounted to desk
• hooks or loops on folders
• book holders/stands
• page turner (mouth stick, head pointer)

Question 11

Play and Leisure Low-Tech Devices

Answer 11

• Altered handles for grasp (scissors, garden tools, pool cues)
• Modified shutter release camera
• Larger buttons/adaptations on games
• Devices allowing for one-handed work (playing card holder, bracket on table for embroidery, knitting needle holders)

Question 12

Reasons for lack of access to low-tech AT in under-resourced areas

Answer 12

• Lack of finished products
• Development funds
• Lack of trained professionals
• Lack of knowledge of options

Question 13

Local AT Solutions

Answer 13

• Use sustainable practices
• Feature local materials
• Fit within context in which they’ll be used
• Support activities/occupations relevant to context

See: CITTI (Community Inclusion through Technology International) as org that provides local solutions, supports environmental adaptations, offers workshops/materials on website cittiproject.org

Question 14

Use of HAAT in Selecting Low-Tech Devices

Answer 14

1) Begin with ACTIVITIES client wants/needs to do
2) Consider abilities of user/HUMAN (strengths/problem areas)
3) Identify CONTEXTS in which activity will be completed
4) Consider what is required of the AT

Question 15

Tool

Answer 15

Device that requires developing a skill for its use.

Question 16

Appliance

Answer 16

Provides benefits independent of skill (ie: refrigerator)

Question 17

Example that illustrates the distinction between ability and skill:

Answer 17

Use of a cane to walk over uneven terrain in novel environments.

Question 18

Roles that AT Serve:

Answer 18

• Alternative (route to accomplish something)
• Augmentative (supporting role)
• Specific (one context)
• General (can be used in many situations)

Question 19

General Purpose Low-Tech Aids to Manipulation (Examples):

Answer 19

• Mouthsticks and Headpointers (pointing, writing, turning pages, activating control surfaces, etc.)
• Reachers (anything requiring grasp/retention of item outside individual’s reach)

Question 20

Specific Low-Tech Aids to Manipulation (Examples):

Answer 20

• Dining (swivel handles, scoop dish, sipper cups)
• Dressing (buttonhook, zipper pull, sock aid)
• Universal Cuff
• Work and School (pencil grip, slant board, book holder, modified grip scissors)

Question 21

Low-Tech AT Assessment Process:

Answer 21

1) Identify activities necessary/desired
2) Identify problematic manipulation functions
3) Identify personal abilities that enable/limit
4) Identify aspects of physical, sociocultural, and institutional context that affect acquisition/use of AT
5) Determine characteristics of AT device important to user
6) Select and acquire low-tech assistive device