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Cognitive Orthotics for Students with Cognitive Disabilities

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Western Michigan University ScholarWorks at WMU Dissertations Graduate College 5-2005 Cognitive Orthotics for Students with Cognitive Disabilities James V. Yanna Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Disability and Equity in Education Commons Recommended Citation Yanna, James V., "Cognitive Orthotics for Students with Cognitive Disabilities" (2005). Dissertations. 1077. https://scholarworks.wmich.edu/dissertations/1077 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. COGNITIVE ORTHOTICS FOR STUDENTS WITH COGNITIVE DISABILITIES by James V. Yanna Dr. George Haus - Advisor A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Education Department of Educational Studies Western Michigan University Kalamazoo, Michigan May 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3183601 Copyright 2005 by Yanna, James V. All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3183601 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS To begin, I would like to acknowledge my first teachers, my parents. They provided the experiences, the expectations, and the examples that eventually led me to this journey toward my doctorate. During my journey, I have had the opportunity to meet some people that, even in the absence of the degree, would have made the journey worthwhile. Chris Bahrl Dona Icabone, and Howard Poole. I learned a lot from you, both in and out of class. Lonnie Hannaford, you played a big part in my decision to enter the doctoral program, and I am honored that you also played a big part in its completion. Jim Lej a, thank you for taking the time to serve on my committee. I'm impressed at, and appreciative of, the amount of work that you did for me. Esther Newlin-Haus, thank you so much for serving as an unoffi­ cial member of my committee. I am certainly glad to be at a point where I no longer have to fear the dreaded "Esther edit!" Paula Mott, Arlyene Cox, Nancy McPike, Shelly Myers, Dixie Arrans, and Lyn Hover, you took the time to super­ vise my sessions when you didn't need to. BZ, RL, MI, ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Acknowledgments-continued LK, TT, TC, RM, JM, and JP, you graciously agreed to help with my study. Not only are you my students and sub­ jects, but you are all my friends as well. John Hotch­ kiss, you've been my long-term mentor, boss, and friend. Your assistance in working out the logistics of simulta­ neously working and completing my program is appreciated. Penny Axe, Sherry Miller, and Penny Martens, you supported me every day at work. You shouldered a lot of the work so that I could be off doing the things that needed to be done to complete this project. Jeff Conklin and Carmen Domanico, you have given me some fond memories. I'm tempted to reminisce at this point, but I've decided to do that later, in person. George Haus, you've been my mentor, my advisor, and most importantly, my friend. I owe you a lot. Last, but certainly not least, Brandon, Kelsey, and Lynn, this journey would have been infinitely more diffi­ cult without your support and love. Lynn, you form the central, and most important, part of my life from which I have been able to achieve my goals. You deserve this de- gree as much as me. James V. Yanna iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS . ii LIST OF TABLES . x LIST OF FIGURES . xi CHAPTER I. STATEMENT OF THE PROBLEM 1 II. REVIEW OF THE LITERATURE 4 Nomenclature . g.· Cognitive Orthotic Usage................ 9 Examples of Cognitive Orthotics......... 10 History of Cognitive Orthotics ......... ·. 16 Early Uses ...........................· 16 Simple Non-Electronic Devices........ 18 Early Microprocessor-Based Cognitive Or- thotic Systems . 2 0 Advanced Devices . 2 5 Efficacy Research....................... 26 Cognitive Orthotic Control of Cues Vs. Written Directions................... 27 Audible Timers..... 33 Speech Output. 35 Animated Graphic Output.............. 37 iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents-continued Portability.......................... 40 Subject Acceptance of Cognitive Orthot- ics . 4 9 Summary.............................. 52 Applicability of Previous Research to Cur- rent Research . 56 Summary . 60 III. OBJECTIVES AND HYPOTHESIS................ 63 Experimental Question.................... 63 Null Hypothesis . 63 IV. METHOD . 64 The Experimental Task................... 64 Subjects . 65 Setting................................. 81 Supervisors . 8 3 Apparatus . 84 Initial Probe and Human-Supervisor-Led Condition . 8 4 Orthotic-Led Condition............... 88 Design . 92 Initial Training..................... 93 Task Steps . 96 Supervisor-Led.................... 96 Orthotic-Led...................... 97 Task Protocols 100 v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents-continued Sessions . 103 Supervisor-Led Sessions .............. 103 Orthotic-Led Sessions . 105 Spacing of Sessions . 107 V . RESULTS . 1 0 9 Supervisor-Led Sessions Only . 109 BZ . 10 9 Initial Probe..................... 110 Supervisor-Led Sessions ........... 110 Session Observations .............. 111 MI . 112 Initial Probe..................... 112 Supervisor-Led Sessions ........... 113 Session Observations .............. 113 RL . 114 Initial Probe..................... 114 Supervisor-Led Sessions ........... 114 Session Observations .............. 116 Orthotic-Led Sessions Only .............. 116 JM................................... 116 Initial Probe..................... 116 Orthotic-Led Sessions ............. 117 Session Observations .............. 119 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents-continued TC . 12 0 Initial Probe. 12 0 Orthotic-Led Sessions............. 120 Session Observations. 122 JP . 12 2 '• Initial Probe. 122 Orthotic-Led Sessions............. 122 Session Observations.............. 124 Combined Supervisor-Led and Orthotic-Led Sessions . • . 12 5 TT . 125 Initial Probe. 125 Supervisor-Led Sessions ........... 126 Orthotic-Led Sessions............. 126 Comparison of Orthotic-Led and Super- visor-Led Sessions ................ 127 Session Observations. 127 LK. 12 9 Initial Probe. 12 9 Supervisor-Led Sessions ........... 130 Orthotic-Led Sessions. 130 Comparison of Orthotic-Led and Super- visor-Led Sessions ................ 131 Session Observations. 132 RM................................... 132 vii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents-continued Initial Probe. 132 Supervisor-Led Sessions ........... 133 Orthotic-Led Sessions. 134 Comparison of Orthotic-Led and Super- visor-Led Sessions ................ 134 Session. Observations .............. 134 Experimental Hypotheses ................. 136 Human-Led/Orthotic-Led Sessions ......... 136 VI. DISCUSSION . 137 Overall Subject Performance ............. 138 The Cognitive Orthotic .................. 139 Emotional Responses ..................... 143 Study-Related Observations .............. 146 Human-Led vs. Orthotic-Led .............. 147 Human-Led/Orthotic-Led .................. 148 Surrunary . 15 0 Future Research . 151 REFERENCES 153 APPENDICES A. Box Mix Directions ................... 159 B. Subject Guardian Consent Form ........ 161 C. Subject Consent Form . 164 D. Supervisor Handout ................... 167 E. Human Supervisor Protocol 171 viii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents-continued F. Modified Recipe Directions . 17 4 G. Orthotic Display ..................... 176 H. Orthotic Task Sequence............... 178 I. Orthotic-Led Protocol . 18 8 J. Data Chart Compilation . 193 K. Human Subjects Institutional Review Board Permission Form................ 195 ix Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES 1. Subject Test Summary . 7 2 2. Subject Characteristics . 72 3. Latency Period Between
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