Abstract
ABSTRACT Objective: to assess the effectiveness of using different input devices for computer access by children and adolescents with cerebral palsy and to verify the relationship of performance with age and level of motor classification. Methods: the study included 14 children and adolescents with cerebral palsy, aged 6 to 14 years, with Gross Motor Function Classification System (GMFCS) and Manual Ability Classification System (MACS) levels from I to V. The participants’ performance was observed during the use of touch screen, conventional mouse and eye tracking mouse in performing specific tasks with softwares Discrete Aiming Task 2.0, Tracking Task 2.0 and Single Switch Performance Test (SSPT) 1.0. The following variables were analyzed: response time, frequency of errors, mean time to activate input devices, relationship between satisfaction with input devices and motor skill level. Results: results indicated significant differences in response time, frequency of errors, and triggering mean time depending on the input device used, and correlation between the motor ability level and satisfaction, using the device, and between the level of manual ability and satisfaction with the mouse. Conclusion: the eye tracking mouse and the touch screen were the most effective devices during the execution of tasks on the computer by study participants.
Highlights
Computers have been highlighted as important assistive technology devices (AT) as they enable enhanced participation of children with severe motor and communication impairments at school, in daily leisure and social life activities 1-3.Paradoxically, computers are under-utilized by these individuals, despite a wide range of available AT devices1.4
Results were presented in relation to the variables: 1) total response time; 2) frequency of errors; 3) mean time for activating the input devices; 4) relationship between satisfaction with the input devices and level of motor ability
The comparison between the different devices indicated that there is a significant difference for: the variable total response time during the activation task executed in the Discrete Aiming Task v.2.0 when the touch and the eye tracking mouse were used; mean time of activation of the input devices during the execution of the activity with Single Switch Performance Test (SSPT) when comparing mouse and eye tracking mouse; and error frequency during the use of Tracking Task v.2.0 when comparing the mouse and eye tracking mouse and activation by touch and eye tracking mouse (Table 2)
Summary
Computers have been highlighted as important assistive technology devices (AT) as they enable enhanced participation of children with severe motor and communication impairments at school, in daily leisure and social life activities 1-3.Paradoxically, computers are under-utilized by these individuals, despite a wide range of available AT devices1.4. Computers have been highlighted as important assistive technology devices (AT) as they enable enhanced participation of children with severe motor and communication impairments at school, in daily leisure and social life activities 1-3. School-aged children with cerebral palsy (CP) spend less time on computers than children with typical development[4] due to difficulties in accessing computers: (a) lack of knowledge about available resources; (b) few trained professionals to use the devices; (c) lack of resource funding for this population; (d) complexity inherent to their condition, (e) inadequate assessments; (f) lack of follow-up[1]. Conventional interfaces for computer access, such as mouse, keyboards or joysticks are difficult to control[5], people with motor impairment in the upper limbs still use the conventional, standard technology[6,7]. It is necessary to develop computer interfaces that meet the needs of all individuals, that is, technology that accommodates a diversity of needs[9]
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