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ERIC Number: ED408782
Record Type: Non-Journal
Publication Date: 1994
Pages: 55
Abstractor: N/A
Reference Count: N/A
Comparing Scanning Modes for Youths with Cerebral Palsy. Final Report.
Ottenbacher, Kenneth J.; Angelo, Jennifer
This study of 22 individuals (ages 13-20) with cerebral palsy investigated the use of scanning, an interface technique that allows access to assistive devices such as communication boards, electronic augmentative communication devices, and computers by using a pointer, either a finger or a cursor. This packet of information includes the findings of a comparison of three basic modes of scanning use with electronic devices (automatic, inverse, and step), and information on the Scanning Assessment Tool. The study examined which scanning mode provides the greatest accuracy for individuals with cerebral palsy and the effects of cursor speed. A second analysis examined the difference between pre-hits, post-hits, no hits, and scanning mode. The study's results were not definitive; persons with different types of cerebral palsy may or may not be more successful when using a particular type of scanning. The results do indicate that when persons are potential candidates for using scanning, each mode should be evaluated separately. The study found that all subjects had higher accuracy scores when using a slower scanning speed and that there were significant differences between pre-hits, post-hits, and no hits and cerebral palsy type. An appendix includes the survey the clinicians used for the Scanning Assessment Tool and information on assessing selection control techniques. Instructions for installing and using the Scanning Assessment Tool are attached, along with a reprint of an article, "Scanning Assessment Tool: Assessing Selection Control Techniques" (Jennifer Angelo). (Contains 39 references.) (CR)
Publication Type: Non-Print Media; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A