Take into account the level of cognitive impairment when implementing technologies
Play video
Guidance
The level of cognitive impairment must be taken into account in the design of technology because people with severe dementia have different needs vs. mild dementia.
Explanation and Example
People with severe cognitive impairment will have more problems learning to use different and new devices. They need more explanation and a longer learning time, due to limited cognitive capacities. For example, the clinical experience with Gradior shows that people with moderate and severe dementia should have the therapist as a permanent guide. According to this, Gradior possibly would have to adopt new systems and tools to become effective in people with moderate and severe dementia, and in turn, allow a level of autonomy of the person with dementia who uses this technology. Indeed, the help of a therapist in the first steps of applying a technological-based therapy is strategic for implementing and accepting the approach.
Themes
Grade of Cognitive Impairment Implementation Usability
Target groups
People living with dementia Policymakers Researchers Technology developersType of evidence
RCT Gradior Validation
References
Fumero Vargas, G., Franco Martin, M.A., Perea Bartolomé, M.V. (2009). Start-up and study of usability of a computer cognitive rehabilitation program “Gradior” in the treatment of neurocognitive deficits (Doctoral thesis), Department of basic psychology, psychobiology and methodology of behavioural sciences, Faculty of psychology, University of Salamanca, Spain.
Toribio Guzmán, J. M., Franco Martin, M.A., Perea Bartolomé, M.V. (2015). Long Lasting Memories, an integrated ICT platform against age-related cognitive decline: usability study. (Doctoral thesis), Department of basic psychology, psychobiology and methodology of behavioural sciences, Faculty of psychology, University of Salamanca, Spain.
As training manager of INDUCT, I am responsible for the overall coordination and organization of the individual and network-wide training of our 15 ESRs. My main task is the organization of five INDUCT Summer and Winter Schools. Together with the local and management team, we identify needs and interests among the ESRs, compose a varied program for the week including training sessions, project meetings and social and networking events, invite academic and non-academic expert speakers, organize practical matters, and afterwards we evaluate the event, write a report, and try to incorporate all suggestions in our future training events.