Visual Prompts Research Articles

Submitted, Not Presented: Practice Management.

Introduction: Colorectal cancer (CRC) is the second leading cause of cancer-related death in men and women combined. Patients of low socioeconomic status (SES) are among the lowest screened, increasing mortality rates. There continue to be large racial/ethnic disparities in CRC screening (CRCS), owing in part to low health literacy and further complicated by language barriers. A model for free one-time sigmoidoscopy for patients needing CRCS has been reported, the goal of which is to prevent cancer-related death and raise awareness of CRC in populations with poor access to health resources. The aim of this study was to evaluate patient recall post-procedure to determine if common communication methods are effective in a low SES, low health literacy population. Methods: Patients ages 50-75 at average risk for CRC were recruited from 2 free screening health fairs in one county. All sigmoidoscopies were performed during a free CRCS fair. No sedation was used. Post-procedure, a standardized script developed for common procedure findings was used to communicate results, which were explained in the patients' preferred language. Patients then completed a rapid assessment survey to evaluate recall. If the patients were unable to recall from memory, standardized visual prompts were used to assist with answering questions. Results: A total of 38 patients were screened; 66% women, 57% employed, and 95% reporting an income of less than $2000 monthly. 92% were non-English speaking (71% Spanish, 21% Creole). 85% with a single diagnosis after sigmoidoscopy were able to recall the results of their procedure; of the 29% of patients with multiple findings, none could recall multiple diagnoses. Only 50% of patients could accurately recall recommendations given by the provider, and 18% of patients reported they were not given recommendations. 82% of patients were able to recall the time interval to their next recommended CRCS. Discussion: The majority of patients were able to partially recall their results, with an inverse relationship between recall and number of endoscopic diagnoses. Most patients had short-term recall of the suggested interval for subsequent screening. This study emphasizes the need for improvement in communicating results of CRCS to patients of low SES, especially for those in whom English is not a primary language.

How visual and kinaesthetic imagery shape movement improvisation: A pilot study

Abstract Western contemporary dance has long benefited from mental imagery practice for enhancing choreography, somatic embodiment and performance. Although science supports many psychophysical benefits of mental imagery practice, less is known about its effects on dance creation. Here, two dance educators report the results of a pilot study using two contrasting imagery modes in teaching improvisation. Four conservatory dance students engaged in two weeks of improvisation. In week one, Glenna used tactile-kinaesthetic imagery as verbal prompts. During week two, Susan emphasized visual prompts. Each mode gave rise to unique movement patterns and reflections on embodiment, bearing on future research questions. The authors aim to situate the study within the conversation on imagery specificity in teaching improvisation. In addition, the study supports the ongoing evolution of an articulate scientific-somatic discourse on tactile-kinaesthetic and visual phenomena within dance.

Fall Prevention Self-Assessments Via Mobile 3D Visualization Technologies: Community Dwelling Older Adults' Perceptions of Opportunities and Challenges.

BackgroundIn the field of occupational therapy, the assistive equipment provision process (AEPP) is a prominent preventive strategy used to promote independent living and to identify and alleviate fall risk factors via the provision of assistive equipment within the home environment. Current practice involves the use of paper-based forms that include 2D measurement guidance diagrams that aim to communicate the precise points and dimensions that must be measured in order to make AEPP assessments. There are, however, issues such as “poor fit” of equipment due to inaccurate measurements taken and recorded, resulting in more than 50% of equipment installed within the home being abandoned by patients. This paper presents a novel 3D measurement aid prototype (3D-MAP) that provides enhanced measurement and assessment guidance to patients via the use of 3D visualization technologies.ObjectiveThe purpose of this study was to explore the perceptions of older adults with regard to the barriers and opportunities of using the 3D-MAP application as a tool that enables patient self-delivery of the AEPP.MethodsThirty-three community-dwelling older adults participated in interactive sessions with a bespoke 3D-MAP application utilizing the retrospective think-aloud protocol and semistructured focus group discussions. The system usability scale (SUS) questionnaire was used to evaluate the application’s usability. Thematic template analysis was carried out on the SUS item discussions, think-aloud, and semistructured focus group data.ResultsThe quantitative SUS results revealed that the application may be described as having “marginal-high” and “good” levels of usability, along with strong agreement with items relating to the usability (P=.004) and learnability (P<.001) of the application. Four high-level themes emerged from think-aloud and focus groups discussions: (1) perceived usefulness (PU), (2) perceived ease of use (PEOU), (3) application use (AU) and (4) self-assessment (SA). The application was seen as a useful tool to enhance visualization of measurement guidance and also to promote independent living, ownership of care, and potentially reduce waiting times. Several design and functionality recommendations emerged from the study, such as a need to manipulate the view and position of the 3D furniture models, and a need for clearer visual prompts and alternative keyboard interface for measurement entry.ConclusionsParticipants perceived the 3D-MAP application as a useful tool that has the potential to make significant improvements to the AEPP, not only in terms of accuracy of measurement, but also by potentially enabling older adult patients to carry out the data collection element of the AEPP themselves. Further research is needed to further adapt the 3D-MAP application in line with the study outcomes and to establish its clinical utility with regards to effectiveness, efficiency, accuracy, and reliability of measurements that are recorded using the application and to compare it with 2D measurement guidance leaflets.

Nasality patterns in word productions of children with cochlear implants: Evidence from Greek

Typical speech production development requires adequate auditory input. Children who are born deaf or become deaf in early childhood display atypical speech patterns, especially for articulatory actions that cannot be seen. Such actions include tongue backing, laryngeal actions, and velar function. Several previous authors have discussed how inadequate auditory input affects anterior-posterior tongue positioning and laryngeal parameters, compromising phonetic contrasts (e.g., vowel and voicing distinctions), but few studies have directly assessed velar control in hearing-impaired children. This work presents nasometer data for Greek-learning children with cochlear implants [CI] and age- and sex-matched normal hearing [NH] controls, ages 5-16 years. Participants produced single words, elicited in response to visual and auditory prompts. Bisyllabic word types of varying stress pattern were contrasted in nasality and position of the target consonant. Based on the two nasometer microphone signals (oral and nasal), word and segment boundaries were defined, and nasometer values over these intervals were extracted. We will present whole-word data, comparing nasalance values between NH and CI children, and examples showing atypical oral-nasal timing in the CI population. This preliminary analysis shows some of the ways in which hearing-impaired children with cochlear implants may show unusual patterns of velar control.

Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

In Brazil, it is estimated that there are approximately 2 million youngsters and children diagnosed with autism and other cases of learning disabilities, a factor that has led to an increase on the demand for treatment aimed at the development of basic and academic skills, such as reading, writing, fluency in interpreting texts, recalling and retelling a story dictated by a teacher. The purpose of the present investigation was to assess the efficacy of a procedure to teach intraverbal storytelling to four Brazilian children (two autistic and two with language delays). Three stories were taught to each participant and each story comprised four segments represented by pictures and written scripts. The participants had opportunities to read the scripts with help from the experimenter if necessary and, after an interval, they had to retell the stories. During training, echoic and visual prompts were administered as corrections whenever a given child was unable to retell a given segment appropriately. Correct responses free from prompts resulted in praise and a token. After gathering a given number of tokens, the participants could exchange them for a preferred item like a toy or a favorite activity. As result, the participants were able to retell the stories correctly when compared to baseline levels. Only one was unable to retell all the segments of the third story, probably because she did not have more time to be exposed to the programming contingencies due to the period of recess from school. The results provide education professionals with specific directions for advocacy and service delivery that aim to enhance school outcomes for students with ASD.

タクティカルレベル入力に基づく自動運転システムとの協調運転

This study develops a touchscreen-based human-machine interface prototype that allows the driver to use simple touch gestures to input vehicle control commands specifically in levels 2 and 3. The driver can instantly command a set of lateral inputs by location-based TLI, e.g., lane changing, by designating a desired location on the map, e.g., lane, by double tapping and swiping. Situational awareness is enhanced, for e.g., when approaching an intersection, by using visual and auditory prompts. We conducted experiments using a simulator to evaluate TLI method compared with the operational- (OLI, level 0) and strategic-level input (SLI, level 4) methods. The results show that TLI method offers both the flexibility of OLI as well as comfort of SLI, and drivers prefer to use all three methods depending on the driving environment.

Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge

AbstractPreschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology‐enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent–child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a story structure and real‐time visual, auditory and textual prompts on a tablet computer. In this exploratory study, we investigated how TES influenced parent–child interaction and vocabulary. An experimental pretest‐intervention‐posttest design was followed with 44 3‐year‐old children and their parents in the experimental group and 27 peers in the control group. Results revealed that TES stimulated active child involvement and generated parent–child interaction, yet a great variety in TES characteristics both in time spent and usage of prompts was found among participants. Dyads that spent more time on story phases showed more and higher quality parent–child interaction. The usage of prompts was associated with improved parent–child interaction quality. Finally, an effect of TES was evidenced on children's productive vocabulary knowledge. To conclude, this study demonstrates that TES can be considered as a promising context for fostering parent–child interaction and children's vocabulary development.

Examination of a Multi‐Element Intervention on College Students' Electricity Consumption in On‐Campus Housing

Use of electricity is a significant contributor to climate change. Results from several studies have demonstrated short‐term success but long‐term success is rarely assessed, and weather is rarely measured despite its effects on energy use. We evaluated the long‐term effects of a multi‐element intervention package including visual prompts, feedback, and incentives on energy usage in two sorority houses over two years (four semesters) using a multiple baseline with reversal design while also accounting for weather fluctuations over that time period. Although daily graphs suggested intervention houses reduced their relative energy use compared to baseline, functional control over behavior was not established because reductions in energy consumption were observed approximately halfway through baseline, due possibly to reactivity; control houses showed no such pattern. Moreover, bubble graphs accounting for weather suggested an increase in energy use for the intervention house during Semester 1. We discuss the limitations of this study, suggestions for future research, and use of innovative methods of graphing energy use to better understand usage patterns and account for weather fluctuations. Copyright © 2016 John Wiley &amp; Sons, Ltd.

Technology Assisted Language Learning is a silver bullet for enhancing Language competence and performance: A Case Study

Technology Assisted Language Learning (TALL) is an infallible means to develop profound knowledge and wide range of language skills. It instills in EFL learners an illimitable passion for task-based and skills oriented learning rather than rote memorization. New technological gadgets have commoditized a broad-based learning and teaching avenues and brought the whole learning process to life. A vast variety of authentic online- learning resources, motivational visual prompts, exciting videos, web-based interactivity and customizable language software, email, discussion forums, Skype, Twitter, apps, Internet mobiles, Facebook and YouTube have become obtrusive tools to enhance competence and performance in EFL teaching and learning realms. Technology can also provide various types of scaffolding for students learning to read. Nevertheless, instructors can also enhance their pedagogical effectiveness. However, the main focus of interest in this study is to ascertain to what extent the modern technological devices augment learners’ competence and performance specifically in vocabulary learning, grammatical accuracy and listening/ speaking skills. The remarkable scores of empirical surveys conducted in the present study reveal that TALL does assist learners to improve listening / speaking skills, pronunciation, extensive vocabulary and grammatical accuracy. The findings also manifest that the hybridity, instantaneity and super-diversity of digital learning lay far-reaching impact on learners' motivation for learning and incredibly maneuver learners to immerse in the whole learning process.

Recognizing voice: the child with autism spectrum disorder

Purpose This paper assesses the ability of the minimally verbal child with autism to recognise their own voice. The rationale for this study rests in recent advances in technology aimed at making the voice of speech generating devices (SGDs) sound more like the child using them (van Santen and Black, 2009). The purpose of this paper is to investigate the child’s ability to actually recognise the sound of their own voice in a series of short experiments using computer-based methodology. Design/methodology/approach Using a voice-face matching computerised paradigm, the performance of 33 children with autism was compared to that of 27 children with developmental delay (DD), and 33 typically developing (TD) children. The children were matched for verbal and non-verbal ability and a training period was conducted prior to the main test to ensure children’s understanding of what was expected of them. Findings The findings of this study suggest that the child with autism recognise the sound of their own voice at test, but with much greater difficulty than age-and-ability matched comparison groups. The implications of this finding are useful for researchers in the field of speech mimicry technology and manufacturers of SGD software packages. The paper also provides empirical insights about how the child with autism may process voice in their everyday social interactions. Research limitations/implications Some limitations to this study exist, for instance, there were only a small number of presentations involving self-voice in this task. This may have over simplified the process for the young TD children and the children with DD. Nevertheless, it is striking that despite being matched for non-verbal mental age, the children with autism performed significantly less well than either of the other two groups of children. However, future studies would benefit from adjusting the number of presentations of voice and face accordingly. It is also important to note that for some children with autism the simultaneous presentation of faces and voices may act more as an interference effect (Cook and Wilding, 1997; Joassin et al., 2004) than a facilitation effect (Molholm et al., 2002). Future studies may wish to test a subgroup on voice recognition without the aid of visual prompts. Practical implications The paper includes implications for the type of voice children with autism may prefer to use when communicating via a SGD. The authors suggest that if the child does not recognise or prefer the sound of their own natural voice on such devices, partial or complete abandonment of the SGD may occur. Originality/value This paper fulfils an identified need to research how children’s abilities and preferences can be taken into account at the point of decision making for particular communication tools.

Relationship Between Deictic Relational Responding and Theory of Mind Tasks in Children: A Pilot Study

Perspective taking has been referred to as the cognitive ability to take on another individual’s viewpoint, so as to infer that person’s thoughts, emotions, and motivation. The issue of perspective taking has traditionally been studied within a cognitive-developmental approach, often under the rubric of Theory of Mind. Recent research in the area of Relational Frame Theory has suggested that deictic relations, such as I-You, Here-There, and Now-Then, form the basis of the perspective taking repertoire. The present study examined the effect of in situ deictic relations training on traditional perspective taking measures, such as Theory of Mind tasks. Six typically developing children participated in this study, three of whom were designated as control participants. The results showed that, although deictic relations can be established following a history of reinforcement and visual prompts, it was not possible to confirm the relationship between deictic relational responding and Theory of Mind tasks. Implications of these findings and future lines of research are discussed.

Learning through practise: Cheŵa women’s roles and the use of rock art in passing on cultural knowledge

Stereotypes that confine women’s roles to duties within the domestic sphere, such as food preparation and child care, have been challenged in the last 40years by the introduction of gender as an analytical tool. To advance knowledge of the range of female activities and capabilities, I explore the role of Indigenous women in the creation and use of rock art for girls’ initiation ceremonies in south-central Africa. Rock paintings are no longer employed during these ceremonies. Instead, objects created for this occasion are used to pass on specific knowledge. I find that the analysis of the actions behind the production of ritual objects in present-day girls’ rites of passage provides a common ground to understand the past uses of rock paintings. Rock art served as visual prompts to convey intergenerational cultural knowledge exclusive to women participation and use. Some aspects of the ceremony are restricted to initiates and only permitted material is discussed.

Nrp Prompt: A Randomized Controlled Trial of a Mobile App for Neonatal Resuscitation Training

Abstract BACKGROUND: There is poor adherence to the Neonatal Resuscitation Program (NRP) algorithm by all levels of providers in simulated and clinical settings. While audio- visual prompting improves adherence to cardiopulmonary resuscitation, visual prompting alone has not been effective in improving NRP compliance. For this study, an iOS mobile app, NRP Prompt, was designed to provide audio -visual prompts based on user responses at NRP decision points. OBJECTIVES: To determine if NRP Prompt improves the adherence of novice NRP providers to the NRP algorithm compared to visual- only prompting in simulated neonatal resuscitation. DESIGN/METHODS: First year residents attending NRP training were randomized into intervention and control groups. Resident pairs used standard visual aids with NRP Prompt (intervention) or visual aids only (control) in two low- fidelity neonatal resuscitation simulations, where each resident took turns as team leader. Pairs were then evaluated in a third simulated scenario that was video -recorded, where neither group used NRP Prompt nor visual aids. The primary outcome was comparing the median checklist score in NRP Prompt versus control. Tw o independent NRP providers evaluated the video recordings of each pair using a validated NRP checklist. Secondary outcomes were: time to positive pressure ventilation (PPV), time to chest compressions and time to intubation. Inter-observer variability was determined using a two- way mixed -effects intra -class correlation coefficient (ICC). Median NRP scores and time to interventions were compared between intervention and control using the Wilcoxon ranked- sum test. RESULTs: 39 residents participated, 8 pairs in intervention and 7 pairs (and 1 group of 3) in control. The ICC was 0.69, indicating good inter-rater agreement. Median NRP scores did not differ in intervention 21 (interquartile range (IQR): 1.5) vs. control 21 (IQR: 1.5), p=0.89. Median time in seconds did not differ for time to PPV (60.5 (IQR: 19.5) vs. 48 (IQR: 13.5) p=0.12), chest compressions (202.5 (IQR: 54) vs. 216 (IQR: 71) p=0.69), and intubation (234 (IQR: 145) vs. 264 (IQR: 94.5) p=0.25). CONCLUSION: Training using NRP Prompt did not improve performance in simulated neonatal resuscitation. Potential reasons include voice prompts being distracting and smaller than hypothesized effect size. Future development of prompting apps should have options for different degrees of prompting tailored to user preferences.

Visual Prompts or Volunteer Models: An Experiment in Recycling

Successful long-term programs for urban residential food waste sorting are very rare, despite the established urgent need for them in cities for waste reduction, pollution reduction and circular resource economy reasons. This study meets recent calls to bridge policy makers and academics, and calls for more thorough analysis of operational work in terms of behavioral determinants, to move the fields on. It takes a key operational element of a recently reported successful food waste sorting program—manning of the new bins by volunteers—and considers the behavioral determinants involved in order to design a more scalable and cheaper alternative—the use of brightly colored covers with flower designs on three sides of the bin. The two interventions were tested in a medium-scale, real-life experimental set-up that showed that they had statistically similar results: high effective capture rates of 32%–34%, with low contamination rates. The success, low cost and simple implementation of the latter suggests it should be considered for large-scale use. Candidate behavioral determinants are prompts, emotion and knowledge for the yellow bin intervention, and for the volunteer intervention they are additionally social influence, modeling, role clarification, and moderators of messenger type and interpersonal or tailored messaging.

The Effects of Bin Proximity and Visual Prompts on Recycling in a University Building

Institutions such as universities are responsible for a significant amount of recyclable material entering landfills. This problem could be addressed in part by increasing the percentage of waste recycled by consumers on campuses. Building on previous research, we evaluated the effects of bin proximity and visual prompts on rates of recycling within a university building. The total weight of recyclable materials (aluminum, plastic, and paper) placed into the building’s garbage and recycling bins was measured each day, and a reversal design was employed in which the environmental arrangement of the recycling bins was systematically manipulated. Both interventions produced a decrease in the amount of recyclable material being thrown in the trash cans, with visual prompts plus bin proximity being slightly more effective than bin proximity alone. However, neither intervention produced large increases in recycling. Interpretations of these findings and suggestions for future researchers are discussed.

Farmer perceptions of wetlands and waterbodies: Using social metrics as an alternative to ecosystem service valuation

The ecosystem goods and services (EGS) model is implicit in many conservation schemes, including agricultural extension programmes with the aim of conserving and protecting wetlands and waterbodies. The design of such programmes requires an understanding of how farmers perceive these features, their associated cost and benefits. Very little research has sought to do this. Employing unstructured interviews with 18 farmers and using ponds and two wetland types on their Nova Scotia farms as in situ visual prompts, we determine which wetland- and pond-related services are recognized by, and most important to, farmers. We see that wetlands and ponds are not valued equally, and that farmers consider ‘farm ponds’ most valuable in EGS terms. We also see seasonal variation in farmer perceptions and recommend multiple-visit elicitation accordingly to establish robust understanding. We analyse our results in the broader context of EGS literature and make comparisons to economic valuations of similar wetlands and ponds from the TEEB database. The implications of this study for effectively integrating extant EGS frameworks with agricultural extension programmes are discussed. Possibilities for improved wetland and waterbody conservation in the agricultural landscape are presented.

Exploring culture-specific learning styles in accounting education

Purpose– The purpose of this paper is to review whether culture affects accounting students’ learning processes to identify practical guidance for accounting educators facing a culturally diverse classroom. In spite of a significant literature thread in accounting education on student learning, relatively, little emphasis has been placed on culture-specific learning differences. The literature gap is particularly acute with respect to practical culture-specific guidance for accounting educators. This paper is organized along three primary inquiries into the role of culture in accounting education: first, do we know if culture impacts learning? Second, how much do we know about culture-specific learning styles in the accounting field? Third, what implications do culture-specific learning styles carry for accounting educators?Design/methodology/approach– Initially, the author surveys culture-specific learning styles literature, after which a more in-depth analysis of accounting-specific literature is conducted. The author then provides a synthesis of the literature followed by a discussion of the implications for accounting educators.Findings– Culture-specific learning styles carry several implications for educators such as problems associated with overloading short-term memory, the importance of prior experience and the role of visual prompts and motivation among students and educators.Research limitations/implications– It is an opportunity for accounting educators to explore practical teaching techniques that address differences in learning styles that result from culture.Practical implications– Culture-specific learning styles carry several implications for educators. Problems with culture may ultimately be associated with overloading short-term memory. Likewise, prior experience is an important aspect of culture-specific learning and should be recognized by accounting educators. Last, not all motivation need be sourced from the student, and instructors may explore the role of visual prompts when teaching international students.Originality/value– This paper highlights the importance of culture-specific learning styles research in accounting education and the need for accounting educators to carefully consider cultural implications, as international accounting education standards are pursued. The dearth of research into culture-specific learning styles in accounting education is addressed.

Creative Citizenship – two journeys, one destination

Abstract This paper is a representation of a live, audio-visual keynote address given at the Creative Citizens Conference in London (September 2014), co-presented by Hargreaves (IH) and Hartley (JH). It seeks to combine (i) autobiographical narrative storytelling – two of them, in fact; with (ii) an attempt to build concepts, themes and strategies out of that narrative, and how the two stories did indeed arrive at ‘one destination’; and (iii) plentiful use of visual prompts, combined with part-scripted, part-improvised dialogic commentary. This approach was risky on the day; it is even harder to render into two dimensions, not least because a vital element, the audience, cannot be represented in that format. Nevertheless, we offer the ‘paper’ as a record of how two intersecting lives and careers were both drawn to the ‘Creative Citizens’ idea, not only as a research problem but also as a component of the speakers’ own practice – one as a high profile journalist turned academic; the other as an academic with interests in alternative models of journalism. We think that our bio-trajectories are relevant to the way that the research project led by Hargreaves has been tackled.

Exploring Boundaries to the Benefits of Lifelogging for Identity Maintenance for People with Dementia

In the absence of a medical cure for some forms of memory loss caused by dementia, new technologies specialised in pervasive image recording are being incorporated into practical interventions. Lifelogging is the digital capture of life experiences typically using mobile devices such as SenseCam. This lightweight wearable digital camera passively captures up to 3,000 images a day. Lifelogging results in personal, recent visual prompts, potentially encouraging the sharing of personal memories. The authors' research investigated the incorporation of lifelogging technology into a therapeutic approach to support people with dementia by using the case study method, an exploratory and descriptive approach. SenseCam therapy aimed to stimulate the cognition of a person with dementia, with maintenance of their personal identity as its primary goal. There is limited literature on practical recommendations on how to use lifelogging devices and their effect on people with dementia. The results from the authors' research indicate a number of factors that should be considered when using lifelogging technology with people with dementia. This paper explores the boundaries to the benefits of using lifelogging technology for identity maintenance in dementia. Implications of not working within these boundaries show clear potential for risk of undermining the human rights and potentially the wellbeing of people with dementia.

Using simple technology to prompt multistep tasks in the home for people with dementia: An exploratory study comparing prompting formats.

ObjectivesTo investigate the relative effectiveness of different prompts for people with dementia during multistep tasks in the home, to inform prompting technology design.MethodsNine pairs of participants (one with dementia and a partner or relative) participated at home. The participants with mild to moderate dementia (5M/4F, aged 73–86 years) functioned at the Planned or Exploratory levels of the Pool Activity Level instrument. A touchscreen computer displayed different prompts during two set tasks: “card-and-envelope” and “CD player.” The trials were scored to establish the relative effectiveness of the prompts. Individual tasks were also explored.ResultsText and audio prompts were each more effective than video or picture prompts for a card-and-envelope task, but this was not seen in a CD player task. The differences may be related to the type of actions within the tasks; the card-and-envelope actions were easier to convey verbally; the CD player actions lent themselves to visual prompts.ConclusionsDesigners of technology-based prompts for people with dementia should consider that the effectiveness of different prompts is likely to be task dependent. Familiar, unambiguous language can increase the success of tailored prompts. There are significant practical challenges associated with choosing and deconstructing everyday tasks at home.