Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology

碩士 === 國立東華大學 === 特殊教育學系 === 102 === Students with Cerebral Palsy require using standing frames to train their standing or enhance their muscle during class, but they still need the reminder from other people of their slanted postures or keeping upright. A Nintendo Wii Remote Controller with behavio...

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Main Authors: Hsin-Yu Chien, 簡新又
Other Authors: Ching-Hsiang Shih
Format: Others
Published: 2014
Online Access:http://ndltd.ncl.edu.tw/handle/599cfr
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spelling ndltd-TW-102NDHU52840182019-05-15T21:32:17Z http://ndltd.ncl.edu.tw/handle/599cfr Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology 應用Wii遙控器行為偵測與回饋技術提升腦性痲痺生站立行為成效之研究 Hsin-Yu Chien 簡新又 碩士 國立東華大學 特殊教育學系 102 Students with Cerebral Palsy require using standing frames to train their standing or enhance their muscle during class, but they still need the reminder from other people of their slanted postures or keeping upright. A Nintendo Wii Remote Controller with behavior detector and feedback technology were applied in this study to evaluate whether two students with Cerebral Palsy could control their standing behavior. In this study, a Wii Remote Controller was used as the medium of behavior detector, and supplemented with feedback technology as integral mechanism to assess the effectiveness of improving standing behavior. This study adopted a multiple probe design and divided into three phases: (A) baseline phase, (B) intervention phase, and (A’) maintenance phase. Both participants took part in the baseline phase at the same time. Participant A underwent the intervention phase first, while participant B still collected his baseline data. Participant B proceed to the intervention phase after participant A’s performance was stable. This design showed the difference among each phase and the effective performance of standing behavior for both participants. During the 10-min experiments, the mean rate of standing behavior for participant A was 7.33% in the baseline phase, 56.98% in the intervention phase, and 57.4% in the maintenance phase. Meanwhile, the mean rate of standing behavior for participant B was 10.37% during the baseline phase, 89.45% during the intervention phase, and 90.7% during the maintenance phase. The experimental results showed that the standing behavior for both participants from the baseline to the intervention phase was significantly increased (p<.01). This study showed that the combination of a Wii Remote Controller with behavior detector and feedback technology could improve the standing behavior for students with Cerebral Palsy, and the effectiveness was significant. Ching-Hsiang Shih 施清祥 2014 學位論文 ; thesis 81
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description 碩士 === 國立東華大學 === 特殊教育學系 === 102 === Students with Cerebral Palsy require using standing frames to train their standing or enhance their muscle during class, but they still need the reminder from other people of their slanted postures or keeping upright. A Nintendo Wii Remote Controller with behavior detector and feedback technology were applied in this study to evaluate whether two students with Cerebral Palsy could control their standing behavior. In this study, a Wii Remote Controller was used as the medium of behavior detector, and supplemented with feedback technology as integral mechanism to assess the effectiveness of improving standing behavior. This study adopted a multiple probe design and divided into three phases: (A) baseline phase, (B) intervention phase, and (A’) maintenance phase. Both participants took part in the baseline phase at the same time. Participant A underwent the intervention phase first, while participant B still collected his baseline data. Participant B proceed to the intervention phase after participant A’s performance was stable. This design showed the difference among each phase and the effective performance of standing behavior for both participants. During the 10-min experiments, the mean rate of standing behavior for participant A was 7.33% in the baseline phase, 56.98% in the intervention phase, and 57.4% in the maintenance phase. Meanwhile, the mean rate of standing behavior for participant B was 10.37% during the baseline phase, 89.45% during the intervention phase, and 90.7% during the maintenance phase. The experimental results showed that the standing behavior for both participants from the baseline to the intervention phase was significantly increased (p<.01). This study showed that the combination of a Wii Remote Controller with behavior detector and feedback technology could improve the standing behavior for students with Cerebral Palsy, and the effectiveness was significant.
author2 Ching-Hsiang Shih
author_facet Ching-Hsiang Shih
Hsin-Yu Chien
簡新又
author Hsin-Yu Chien
簡新又
spellingShingle Hsin-Yu Chien
簡新又
Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology
author_sort Hsin-Yu Chien
title Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology
title_short Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology
title_full Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology
title_fullStr Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology
title_full_unstemmed Improve the standing behavior for students with Cerebral Palsy by using a Nintendo Wii Remote Controller and feedback technology
title_sort improve the standing behavior for students with cerebral palsy by using a nintendo wii remote controller and feedback technology
publishDate 2014
url http://ndltd.ncl.edu.tw/handle/599cfr
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