1. Frameworks Cook and Hussey, Chapter 2
Damian Gordon

2. Last Week

3. Recall from a previous lecture
What is Assistive Technology?
“Any product, instrument, equipment or technical system used by a disabled or elderly person, made specially or existing on the market, aimed to prevent, compensate, relieve or neutralise the deficiency, the inability or the handicap.”
International ISO-9999 Standard

4. What is Assistive Technology?
They allow
someone (a person with a disability)
to do something (an activity)
somewhere (within a context)

5. What is Assistive Technology?
The goal of the AT practitioner is to recommend an AT device that meets their needs, and is consistent with their skills, and allows them to accomplish the unique functions they want.

6. What is Assistive Technology?
It is important to note that we are less concerned with the remediation of a disability as we are with enabling functional results and helping the individual to accomplish what he or she wants.

7. CASE STUDY: Marion
Marion is a teenage girl with spastic cerebral palsy that affects all four limbs. Because of these motor impairments she is unable to speak or write. During conversations her facial expressions do not appear to mirror her feelings.

8. CASE STUDY: Marion
Marion uses a language board to communication by pointing at letters and spelling out words. Output using this means is very slow, so she also uses a voice output communication aid (VOCA) that generates speech electronically which increases her rate of communication.

9. CASE STUDY: Marion
Marion communicates with others in many different contexts, including friends and peers at school, in social situations, family, and less familiar individuals.

10. CASE STUDY: Marion
Marion uses her communication board when with friends in a school setting, here both the people she is in conversation with, and the setting are familiar, so it is not necessary to spell individual words out. Friends can anticipate what Marion wants to say, thus increasing her rate of communication.

11. CASE STUDY: Marion
Marion prefers to use the VOCA in less familiar situations and when dealing with unfamiliar people, because they cannot be depended upon to anticipate what Marion intends to say.

12. The HAAT Model

13. The HAAT Model
The Human Activity Assistive Technology Model proposes a framework for understanding the place of assistive technologies in the place of the lives of those with disabilities.
The model has four components – the human, the activity, the assistive technology, and the context in which all three of these exist.

14. HAAT Model
Assistive
Technology
Activity
Human
Context

15. Human
Activity
Assistive
Technology
Context
The HAAT Model
Each component must be considered both individually and with the others with considering, designing, selecting, implementing, and evaluating an appropriate assistive technology device.

16. HAAT Model
Human
Activity
Assistive
Technology
Context

17. HAAT Model Assistive Assistive Technology Technology Activity Activity
Human
Activity
Assistive
Technology
Context
Human
Activity
Assistive
Technology
Context

18. Friends / Known Environment Strangers / Unknown Environment
HAAT Model
Language
Board
VOCA
Communication
Communication
Marion
Marion
Friends / Known Environment
Strangers / Unknown Environment

19. HAAT Model Activity Assistive Technology - Self Care Productivity
Leisure
Activity
Human
Context

20. The HAAT Model The Activity
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
This is the process of doing something, and it represents the functional result of human performance.
Activities are carried out as part of our daily living, are necessary to human existence, can be learned, and are governed by the society and culture in which we live.

21. The HAAT Model The Activity Three basic performance areas Daily living
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
Three basic performance areas
Daily living
Work and productive activities
Play and leisure activity

22. The HAAT Model The Activity Three basic performance areas Daily living
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
Three basic performance areas
Daily living
Dressing, hygiene, grooming, bathing, eating, communication, health maintenance, socialization, taking medications, sexual expression, responding to an emergency, and mobility
Work and productive activities
Play and leisure activity

23. The HAAT Model The Activity Three basic performance areas Daily living
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
Three basic performance areas
Daily living
Dressing, hygiene, grooming, bathing, eating, communication, health maintenance, socialization, taking medications, sexual expression, responding to an emergency, and mobility
Work and productive activities
Home management activities, educational activities, vocational activities, and care of others
Play and leisure activity

24. The HAAT Model The Activity Three basic performance areas Daily living
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
Three basic performance areas
Daily living
Dressing, hygiene, grooming, bathing, eating, communication, health maintenance, socialization, taking medications, sexual expression, responding to an emergency, and mobility
Work and productive activities
Home management activities, educational activities, vocational activities, and care of others
Play and leisure activity
Activities related to self-expression, enjoyment, or relaxation

25. The HAAT Model The Activity
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
This is not to say that specific activities fit neatly into these categorisations, the reality is that the meaning an individual gives to an activity determines in which performance area it is placed

26. The HAAT Model The Activity
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
e.g., gardening may be a productive activity for one person and a leisure activity for another.

27. The HAAT Model The Activity
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
e.g., a parent reading to a child reads in a different way than when that reading is performed as part of someone’s role as a student or worker.

28. The HAAT Model The Activity
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
We can break down activities into a series of tasks.
The skills and abilities intrinsic to the human allow the individual to complete a series of tasks to produce the functional outcome of the activity.

29. The HAAT Model The Activity
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Activity
When an individual lacks the capacity to complete a task, the manner in which that task is completed including the use of AT, must be changed.

30. HAAT Model Human Assistive Technology Physical Cognitive Emotional
Novice vs. Expert
Activity
Human
Context

31. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
The components we consider the person includes
Physical
Cognitive (brain stuff)
Affective

32. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
The components we consider the person includes
Physical
Strength, coordination, range of motion, balance, and other physical properties
Cognitive
Affective

33. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
The components we consider the person includes
Physical
Strength, coordination, range of motion, balance, and other physical properties
Cognitive
Attention, judgement, problem solving, concentration, and alertness
Affective

34. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
The components we consider the person includes
Physical
Strength, coordination, range of motion, balance, and other physical properties
Cognitive
Attention, judgement, problem solving, concentration, and alertness
Affective
Emotional elements

35. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
Skills and Abilities: It is possible to distinguish between a person’s skills and abilities. An ability is a basic trait of a person, what a person brings to a task, a skill is a level of proficiency

36. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
Skills and Abilities: In AT this distinction is very important, it is possible to assess a person’s abilities, but it is difficult to predict the level of skill someone will develop using a technology
e.g. a person might develop skill in the use of a joystick as a computer interface and then transfer this motor skill to the use of a power wheelchair.
So the acquired skill in the first task, becomes an ability that can be used in the second task.

37. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
Novice versus Expert User: The term Novice User describes a user of AT who has little or no experience in using that system, or task for which it is used. The term Expert User describes a user of an AT system that has significant experience with that system.

38. The HAAT Model The Human
Activity
Assistive
Technology
Context
The HAAT Model
The Human
The Novice: More likely to use the system in prescribed ways, less likely to generalize use of the system from one task to another, and must use more conscious effort to control it.
The Expert: Takes more risks with the equipment, in terms of stretching the way it can be used and trying new activities with the system, and an expert exerts less conscious effort.

39. HAAT Model Context Assistive Technology Activity Human Physical Social
Cultural
Institutional
Context

40. The HAAT Model The Context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
As mentioned previously the move from focusing on disability as a medical flaw or impairment (starting around the 1950s), to identifying the environmental factors which provide barriers to the disabled person (in the 1990s).
So rather than focusing on disabled people as a “minority group model” the move toward universalism advocates broader social justice and policies and that are more inclusive of all persons.

41. The HAAT Model The Context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
The four major considerations in context are;
Physical context
Social context
Cultural context
Institutional context

42. The HAAT Model The Context Physical context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Physical context
This is easy to understand.
The physical attributes of the environment that enable, hinder, or affect performance of daily activities, with or without AT.
It is important to realise that an AT device that works in one environment may not work in another.

43. The HAAT Model The Context Physical context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Physical context
e.g. Voice recognition software may work in a quiet home setting, but may not in a noisy, office environment

44. The HAAT Model The Context Physical context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Physical context
It is important to distinguish between the natural and the built environment.
Is the user intending to use an AT device in both contexts?
e.g. Wheelchair tire thread depth

45. The HAAT Model The Context Physical context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Physical context
Three commonly measured parameters are;
Heat (related to temperature)
Light
Sound

46. The HAAT Model The Context Physical context Heat
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Physical context
Heat
e.g. the properties of foams and gels used in seat cushions can change under very high or low temperatures.
e.g. Liquid Crystal Displays are affected by temperature

47. The HAAT Model The Context Physical context Light
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Physical context
Light
e.g. Liquid Crystal Displays are affected by ambient light
e.g. Light in classrooms might be too bright for computer screens as they may cause glare

48. The HAAT Model The Context Physical context Sound
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Physical context
Sound
Ambient noise has a significant impact on the intelligibility of voice synthesizers and voice recognition systems.

49. The HAAT Model The Context Social context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Social context
This refers to all of the individuals who interact with the individual who uses the assistive technology, either directly or indirectly.
Their acceptance or rejection of the AT is a critical component of whether or not the individual using the AT will be successful with it.

50. The HAAT Model The Context Social context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Social context
People with disabilities comment that the social environment, the attitude of others, creates more of a handicap that the physical barriers in the environment.
The use of AT can further contribute to this stigmatization and lead to further isolation.

51. The HAAT Model The Context Social context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Social context
The individuals closest to the individual, such as family, friends, teachers, or co-workers, have a significant impact on the AT being used and understand the individual’s capacities.

52. The HAAT Model The Context Social context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Social context
When help with technology is provided consistently by the same individuals, problems with the AT are lessened
When help is provided by a variety of individuals, this may result in inefficient and incorrect of the AT.

53. The HAAT Model The Context Cultural context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Cultural context
We all view the world through a “cultural screen” that is the product of our experiences, family relationships, heritage, and many other factors.
If an AT provider and the consumer have different cultural views, they may have difficulties establishing and achieving mutual goals.

54. The HAAT Model The Context Cultural context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Cultural context
e.g. the AT provider may feel that leisure activities are desirable and satisfying goals, and may recommend AT systems that incorporate computer games systems, however if the individual is from a culture that sees leisure as being non-productive, he or she may reject the whole set of systems.

55. The HAAT Model The Context Cultural context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Cultural context
e.g. wheelchair manufacturers now fabricate their products in a variety of colours, which allow users to choose and avoid the “institutional chrome”

56. The HAAT Model The Context Institutional context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Institutional context
This refers to those responsible for policy-making, decision-making, processes, and procedures.
This includes economical, legal, and political components.
Funding is probably the most influential element in this context.

57. The HAAT Model The Context Institutional context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Institutional context
Funding policies and regulations establish who is eligible to receive assistance for the purchase of devices, which devices are supported in funding schemes

58. The HAAT Model The Context Institutional context
Human
Activity
Assistive
Technology
Context
The HAAT Model
The Context
Institutional context
Legislation establishes laws, policies, and regulations that enable persons with disabilities to engage in activities in various contexts with both their local community and more broadly.
The laws comment on environmental access issues, modifications required in workplace environment, and educational and other settings.
Legislation also covers product design, function, and safety standards.

59. HAAT Model Assistive Technology HTI Activity Output Processor
Environmental Interface
Assistive
Technology
Assistive Technology
Activity
Human
Context

60. The HAAT Model Assistive Technology
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Assistive Technologies are also known as extrinsic enablers because they provide the basis by which human performance is improved in the presence of disability.
AT may have any subset or all of the follow components;
HTI
Activity Output
Processor
Environmental Interface

61. The HAAT Model Assistive Technology Components
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Components
Interaction between HUMAN and AT is via the HTI (Human-Technology Interface) component of the AT. The interaction is two-way.
For the AT to contribute to functional performance, it must provide an output, which is achieved by an Activity Output component

62. The HAAT Model Assistive Technology Components
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Components
The Processor links the HCI and the Activity Output , which translates information and forces received from human signals into signals that are used to control the Activity Output.
Finally, some AT must also be capable of detecting environmental data, the Environmental Interface accomplishes this function, and this links to the processor to provide environment information to the user via the HCI.

63. HAAT Model
Assistive
Technology
Activity
Human
Context

64. HAAT Model Activity Human Context Environmental Interface Processor
HTI
Activity
Output
Activity
Human
Context

65. The HAAT Model Assistive Technology Human Technology Interface
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Human Technology Interface
Consider, for example, a computer keyboard and video monitor, with the keyboard providing input and the monitor providing output
Sometimes only one device is needed to provide both input and output, e.g. the keyboard can also provide tactile, auditory, and visual feedback to the user.

66. The HAAT Model Assistive Technology
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Human Technology Interface
Positioning Devices and Postural Support Systems, are a common type of HTI.
You have to be stable and in a position to successfully interact with your environment, but some individuals have insufficient postural control to support efficient and effective movements needs for this interaction.

67. The HAAT Model Assistive Technology Human Technology Interface
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Human Technology Interface
Another commonly used interface is called the Control Interface.
This category includes joysticks for power wheelchairs, keyboards for computers and communication devices, and single switches used to control household devices.

68. The HAAT Model Assistive Technology
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Human Technology Interface
Displays that provide information to the user are present in a wide range of AT devices, from power wheelchairs to computers.
e.g. the lighted display showing remaining battery power on powered wheelchairs
The major types of displays are visual, auditory (including synthesised speech), tactile (including Braille).

69. The HAAT Model Assistive Technology Processor
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Processor
Many AT devices require control and processing of data to accomplish their desired functional task.
The Processor is often a computer which performs these functions
These greatly increase flexibility and adaptability in performing functional tasks and also allow systems to be tailored to individual needs much more readily.

70. The HAAT Model Assistive Technology Processor
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Processor
The processor may also be a simple mechanical competent to link the (HTI) Control Interface to the Activity Output.
e.g. A mechanical reacher to reach objects on high shelves. The user controls the reacher through a hand grasp, which is coupled with a mechanical linkage that closes a gripper to reach and carry an object.

71. The HAAT Model Assistive Technology Activity Outputs
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Activity Outputs
These include communication, moving from place-to-place, objects for self-care, work, school, or recreation, and performing cognitive activities.
Activities can be either replaced with a functional equivalent or augmented.
Replaced: e.g. a computer word processor for someone who cannot use a pencil and paper
Augmented: e.g. a holder that allows someone with a limited grip to manipulate a pencil

72. The HAAT Model Assistive Technology Activity Outputs
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Activity Outputs
The outputs can include
Communication
Manipulation
Mobility
Cognition

73. The HAAT Model Assistive Technology Activity Outputs
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Activity Outputs
Devices for manipulation are either special purpose (e.g. a modified spoon) or general purpose (e.g. robotic systems).

74. The HAAT Model Assistive Technology Environmental Interface
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Environmental Interface
This provides the link between the device and the external world (or context).

75. The HAAT Model Assistive Technology Environmental Interface
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Environmental Interface
This interface supports sensory performance:
Seeing
Hearing
Feeling

76. The HAAT Model Assistive Technology Environmental Interface
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Environmental Interface
This interface supports sensory performance:
Seeing
a camera capable of imaging information can be used as augmentation or replacement. Two broad classes of performance are typically aided: reading, and mobility for persons with visual impairment
Hearing
Feeling

77. The HAAT Model Assistive Technology Environmental Interface
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Environmental Interface
This interface supports sensory performance:
Seeing
a camera capable of imaging information can be used as augmentation or replacement. Two broad classes of performance are typically aided: reading, and mobility for persons with visual impairment
Hearing
Systems for hearing often include microphones
Feeling

78. The HAAT Model Assistive Technology Environmental Interface
Human
Activity
Assistive
Technology
Context
The HAAT Model
Assistive Technology
Environmental Interface
This interface supports sensory performance:
Seeing
a camera capable of imaging information can be used as augmentation or replacement. Two broad classes of performance are typically aided: reading, and mobility for persons with visual impairment
Hearing
Systems for hearing often include microphones
Feeling
Systems that use transducers to detect external pressures or forces

79. HAAT Model HTI Activity Output Processor Environmental Interface
Assistive
Technology
Physical
Cognitive
Emotional
Novice vs. Expert
- Self Care
Productivity
Leisure
Activity
Human
Physical
Social
Cultural
Institutional
Context

80. Individual and Group Challenge
The earliest record of wheelchairs date back to the 6th century, and were found inscribed on a stone slate in China.
Redesign the wheelchair for the 21st century, consider the new materials, methods of propulsion, etc. (15 mins.)
Now combine you ideas together in pairs. (10 mins.)
Come up to the board and draw a picture.