Setup by a person with deafblindness of a face-to-face communication assistive technology based on generally available applications
Bibliographic record
Abstract
PURPOSE: This article describes and analyses the journey with technology of a woman with deafblindness, from her first experiences with communication assistive devices (CADs) until the setup of her homemade CAD. More specifically, it describes the homemade CAD setup, reports on her journey with technology until the setup, and examines the setup process and its outcomes in terms of user innovation and changes in life domains. MATERIALS AND METHODS: This is a case study report derived from a previous assessment study. It was documented on the basis of meetings, operation sessions, literature searches, clinicians' memories as well as observations, impressions, stories and interviews from previous field visits. Analyses were performed based on von Hippel's description of the user innovation process and the Activities and Participation domains of the International Classification of Functioning, Disability and Health (ICF). The participant in this case study was a female client of a deafblindness rehabilitation program in the Montreal region, living with type 1 Usher syndrome. RESULTS AND CONCLUSIONS: The homemade CAD setup was based on an electronic braille notetaker connected to an iPhone via Bluetooth. The software included the iOS operating system, the VoiceOver screen reader and a text editing application, all running on the iPhone. The examination of the participant's journey found the presence of the four characteristics of the user innovator proposed by von Hippel. It appears that the participant's life has been positively impacted by the use of her homemade CAD on the nine "Activities and Participation" domains of the ICF.Implications for RehabilitationA CAD may make it easier to achieve some rehabilitation goals with respect to social participation.A person with deafblindness who becomes more autonomous with communications requires less support from rehabilitation professionals.An iPhone-based CAD provides access to a normalizing life and results in better self-esteem, among other things.Lead users facilitate future professional interventions in the field by providing positive experiences and successes that make the general public aware of the situation of persons using special technologies.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".