Pediatric

KA Ingraham, HA Feldner, KM Steele (2024) “Forward first: Joystick interactions of toddlers during digital play”

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Journal Article in PLoS ONE

Computers and technology are essential tools for supporting the development of toddlers with and without disabilities. Developmentally appropriate access to technology can support toddlers in learning and play. While touch screens are a popular interaction modality for children under the age of three, they may not be appropriate for all children or all tasks.

A child is pictured sitting in a Explorer Mini while using the joystick to play a directional cause-and-effect game on a computer screen, toddlers demonstrated a strong preference for initiating movement in the forward direction, irrespective of the target on the screen.Aim: We know comparatively little about how toddlers interact with joystick-based technology, and more fundamental research is required to understand joystick interactions at different ages and developmental stages.

Methods: We quantified how 36 nondisabled toddlers used a joystick to play a cause-and-effect game on a computer.

Results: Children demonstrated a strong preference for moving the joystick forward first, regardless of the target direction. On average, the oldest children navigated the joystick to the target 5 seconds faster than the youngest children, and were nearly twice as efficient in their joystick path.

Interpretation: These findings inform the design of assistive algorithms for joystick-enabled computer play and developmentally appropriate technologies for toddlers.

Switch Kit Workshop at Boyer Clinic

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Steele Lab members, Mia Hoffman, Riley Bernas, and Katie Landwehr led a “Switch Kit” Workshop at Boyer Clinic in Seattle, WA.

The workshop aimed to teach Pediatric Physical Therapists, Occupational Therapists, Speech-Language Pathologists, and Educators how to use a new system we have designed with local families and clinicians for inclusive play options in early intervention. The Boyer Team also got to try a variety of adaptive switches Mia, Kate, and Alisha made.

Stay tuned for more on this project!

  • A diverse group of individuals enthusiastically raising their hands to high five and connect their hands to activate a DIY switch.
  • A conference room filled with people seated and standing around a large table while engaging with games and music on an iPad via DIY switches.
  • In a conference room, two women engage in hands-on work with DIY adaptive switches and an iPad.

Switch Kit Workshop at Kindering Redmond

Katie Landwehr News, Outreach , , , ,

Steele Lab members, Mia Hoffman, and Katie Landwehr led a “Switch Kit” Workshop at Kindering in Redmond, WA.

The workshop aimed to teach Pediatric Physical Therapists, Occupational Therapists, Speech-Language Pathologists, and Educators how to use a new system we have designed with local families and clinicians for inclusive play options in early intervention. The Kindering Team also got to try a variety of adaptive switches Mia, Kate, and Alisha made. Stay tuned for more on this project.

A woman standing next to a table with toys and a projector screen. The slide says "Co-designing a Switch Kit for Digital Play"
People of different backgrounds gathered around a table, interacting with toys and an iPad.

ME Hoffman, KM Steele, JE Froehlich, KN Winfree, HA Feldner (2023) “Off to the park: a geospatial investigation of adapted ride-on car usage”

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Journal Article in Disability & Rehabilitation: Assistive Technology:

The accessibility of the built environment is an important factor to consider when providing a mobility device to a young child and their family to use in the community.

Figure 8. The accessibility scores for the sidewalks near each Participant’s (P5, P10, P17) home on the left and the drive path of the participant on the right. Participants generally avoided driving on streets that were not accessible.

Aim: To quantify the driving patterns of children using an adapted ride-on car in their home and community environment over the course of a year using an integrated datalogger.

Method: Fourteen children (2.5 ± 1.45 years old, 8 male: 6 female) used adapted ride-on cars outside and inside of their homes over the course of a year. We tracked their device use metrics with a custom datalogger and geospatial data. To measure environmental accessibility, we used the AccessScore from Project Sidewalk, an open-source accessibility mapping initiative, and the Walk Score, a measure of neighborhood pedestrian-friendliness.

Results: More play sessions took place indoors, within the participants’ homes. However, when the adapted ride-on cars were used outside the home, children engaged in longer play sessions, actively drove for a larger portion of the session, and covered greater distances. Most children tended to drive their ROCs in close proximity to their homes. Most notably, we found that children drove more in pedestrian-friendly neighborhoods and when in proximity to accessible paths.

Interpretation: The accessibility of the built environment is paramount when providing any form of mobility device to a child. Providing an accessible place for a child to move, play, and explore is critical in helping a child and family adopt the mobility device into their daily life.