Biomedical Engineering Reference
In-Depth Information
TABLe 12.2
Case 2: Joh
n
Bodily
Functions
Activities and
Participation
Environmental
Factors
Assistive Technology
b117.2
b164.2
b16700.1
b2100.1
b2101.2
b230.0
b320.4
b7354. 4
b7300.2
d4103.4 (admission)
d4103.3 (currently)
d450.4 (admission
and currently)
e1150 + 1 (admission)
e1151 + 3 (currently)
e1201 + 0
e1201 + 3
- customized bathing chair
- customized wheelchairs
d335.3 (admission)
d335.2 (currently)
d330.4 (admission
and currently)
e1251 + 0 (admission)
e1251 + 3 (currently)
e1301 + 1 (admission)
e1301 + 3 (currently)
- sound switch
- verbalizations and “yes/no”
signs
- communication boards
- letter boards
- keyboard with template and
large adhesive letters
- talker
d440.4 (admission)
d440.3 (currently)
e1401 + 0 (admission)
e1401 + 3 (currently)
- acrylic letter boards to use in
water
d710.0 e355 + 2 (admission)
e355 + 4 (currently)
e410 + 4
e5852 + 4
e5850 + 2
Bodily functions were classified according to data obtained in the initial evaluation; activities,
participation, and environmental factors were classified according to performance at admis-
sion and today, in accordance with the rehabilitation process after the acquired injury.
12.7 Conclusions
These case studies show the importance of the functional application of AT tools
in neurorehabilitation programs. Michael's case illustrates how assistive solutions
enhance and foster the development of the child with brain injury. Notably, the
use of technological resources should be customized to the child's cognitive and
motor abilities, follow-up on his learning process, and attend to his setting and
needs for social interaction. It is important to stress that the combined use of more
and less technologically sophisticated devices can help expand the child's means of
communicating, socializing, and acting more independently, with the freedom for self-
expression and choice-making.
The case of John highlights how AT can contribute to helping the child return to
activities of daily life, school, leisure, and community on the basis of his motor and
neuropsychological potential. AT resources can be used in the neurorehabilitation of
the child with TBI according to their recovery process and can be used temporarily or
permanently, depending on the child's state. It is important to use AT tools adjusted to the
child's different communication settings and needs, expanding their social interaction, as
seen in Figure 12.11.
