Assessment and Intervention for Tool-Use in Learning Powered Mobility Intervention: A Focus on Tyro Learners
Abstract
:1. Introduction
2. Powered Mobility: A Tool-Use Learning Experience
3. Distinguishing between Process-Based and Task-Based Powered Mobility Implementation Packages
3.1. Task-Based Powered Mobility Implementation Packages
3.2. Process-Based Powered Mobility Implementation Packages
4. An In-Depth Description of the ALP Tool
5. Using the ALP Tool with Tyro Learners
Benefits of the Process-Based ALP Tool
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
References
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Tyro Learners 1 | Integrative Learners 2 | ||
---|---|---|---|
Powered Mobility Learner Group [35] | Exploratory | Operational | Functional |
Assessment of Learning Powered mobility use-(ALP) Stage [7] | ALP Stage 1: Explore Functions | ALP Stage 2: Explore Sequencing | ALP Stage 3: Explore Performance |
Recommended Type of Powered Mobility Implementation [35] | Process-based packages focused on learning and developing a conscious understanding and awareness of how a powered mobility device works | Task-based packages focused on the production of specific powered mobility tasks, often as listed in a specific protocol |
Process-Based Packages | Task-Based Packages | |
---|---|---|
Population | Any learner group, including tyro learners | Operational or functional learner groups |
Learner prerequisites | Awake and consent to involvement (in whatever way they are able to express their agreement) | Aware of how to use access method |
Procedure of assessment | Protocol free Observation, functional analysis, and interpretation of tool-use performance within descriptive categories | Protocol-like Observation of task performance is compared to a description of the task in a protocol |
Documentation | Actual stage and phase of learning Need of facilitating strategies | Pass, fail, or needs improvement Task/s to practice |
Intervention goal | To explore tool-use functions, sequencing or performance | To improve performance of specified tool-use tasks |
Intervention setting | Relevant for the learner’s phase of understanding, age, and motives | Relevant for performing the specified tasks |
Integration of assessment and intervention | Concurrent integration Simultaneous assessment and intervention Emphasizes recognition of individual needs and motivation for engagement in the tool-use activity | Linear integration Assessment proceeds intervention Emphasizes tasks specific for the tool being used |
Expectations of outcome | Growing consciousness/understanding of tool use | Safe and controlled tool use |
Task-Based Assessment | Task-Based Intervention | |
---|---|---|
Approach | Assesses tasks using a protocol-like list of specific tasks to be assessed | Guided execution of tasks |
Purpose | To identify tasks in need of improvement | To develop or refine execution of relevant tasks through practice |
Focus of learner’s tool-use performance | Performing tasks specific for skilled tool-use | Practicing to master tasks listed in the protocol |
Clinician/educator performance | Direct observation of execution of task | Instruction Demonstration Repetition of tasks |
Focus and relevant knowledge for implementation of package (clinician/educator performance) | Assessing WHAT (task) Following the protocol Descriptive Comparative Concrete, observable actions Pass, fail, or needs improvement | Cognition to contrast performance based on a protocol Complex intellectual processing Reflection ON action Giving notice of the obvious Serially adjusting assessment and intervention |
Process-Based Assessment | Process-Based Intervention | |
---|---|---|
Approach | Assesses process of learning and provides indicators, for each stage and phase along the continuum of the tool-use learning process | Tool-use learning is guided by facilitating strategies, for each phase in the tool-use learning process |
Purpose | To identify, in the moment, the learner’s actual stage and phase of understanding of how to use the tool | To support the learner’s needs and desires based on knowledge of their tool-use understanding, in the specific moment |
Focus of learner’s tool-use performance | Allowing learners to explore tool-use in their own way | Practicing at the learner’s level of tool-use understanding |
Clinician/educator performance | Continuous functional analysis of learner performance of tool-use | Continuous adjustment, in the moment, of the degree of challenge, to match the learner’s actual phase in the learning process |
Focus and relevant knowledge for implementation of package (clinician/educator performance) | Assessing HOW (process) Understanding the process Analytic Reflective, relative to described indicators of performance Abstract Continuous assessment during a session | Metacognition to infer learner’s tool-use understanding, based on observable actions Higher level of complexity in intellectual processing Reflection IN action Discerning the obscure Concurrently aligning the facilitating strategies to actual understanding |
ALP Instrument, Stage 1: Explore Functions: Body and Tool(s) | |||||
---|---|---|---|---|---|
ALP Phase | Attention | Activity and Movement | Understanding of Tool-Use | Expressions and Emotions | Interaction and Communication |
1 Novice | Extreme distractibility | Excited, Non-Act, Rejection | No idea or vague idea of tool use | Open, Neutral, Anxiety | No response, Avoidance |
2 | Single channeled At times more alert, at times, passive | Pre-act | The idea of basic use is born | Contented, Curious, Anxious, Angry | Responds to interactions |
3 | Single channeled attention but able to shift attention | Acts directed | Basic use of the tool | Serious, Contented, Smiles | Initiates interactions |
ALP Facilitating Strategies, Stage 1—Introvert Level | |||||
Use a gentle approach to establish a safe and secure relationship Focus attention to tool function and close vicinity | |||||
Oriented at tool use functions and tool interaction
|
ALP Instrument Stage 2: Explore Sequencing: Body, Tool(s), Environment | |||||
---|---|---|---|---|---|
ALP Phase | Attention | Activity and Movement | Understanding of Tool-Use | Expressions and Emotions | Interaction and Communication |
4 | Single-channeled attention but able to shift spontaneously | Chains of acts | Exploration of extended tool use | Serious, Smile, Sometimes laughs | Mutual interactions |
5 | Two-channeled attention | Sequences of chains of acts | Idea of competent tool-use is born | Eager, Smiles, Serious, Frustration | Reciprocated interactions, Triadic Interaction |
ALP Facilitating Strategies, Stage 2—Difficult Transition | |||||
Focus attention to tool function and external tool use goals | |||||
Oriented at tool use interaction
|
ALP Instrument, Stage 3: Explore Performance: Body, Tool(s), Environment, Occupation | |||||
---|---|---|---|---|---|
ALP Phase | Attention | Activity and Movement | Understanding of Tool-Use | Expressions and Emotions | Interaction and Communication |
6 | Multi-channeled attention but easily disrupted | Goal-directed activity | Competent use of the tool | Serious, Content, Laugh, Exited | Consecutive interactions |
7 | Multi-channeled attention, generally focused | Occupation, for its own sake | Fluent, precise use of the tool | Happiness, Satisfaction | Concurrent interactions |
8 Expert | Attention well established and sustained | Occupation composed of two or more activities | Integrated tool use | Dependent on the doing of “other” activities | Multi-level integrated interactions |
ALP Facilitating Strategies, Stage 3—Extrovert level | |||||
Focus attention to competent tool use and physical and social environment | |||||
Oriented at tool use interactions
|
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Nilsson, L.; Kenyon, L. Assessment and Intervention for Tool-Use in Learning Powered Mobility Intervention: A Focus on Tyro Learners. Disabilities 2022, 2, 304-316. https://doi.org/10.3390/disabilities2020022
Nilsson L, Kenyon L. Assessment and Intervention for Tool-Use in Learning Powered Mobility Intervention: A Focus on Tyro Learners. Disabilities. 2022; 2(2):304-316. https://doi.org/10.3390/disabilities2020022
Chicago/Turabian StyleNilsson, Lisbeth, and Lisa Kenyon. 2022. "Assessment and Intervention for Tool-Use in Learning Powered Mobility Intervention: A Focus on Tyro Learners" Disabilities 2, no. 2: 304-316. https://doi.org/10.3390/disabilities2020022