Purpose: There are currently no best practice training methods with communication assistive devices (CAD) for individuals with deafblindness using a braille display notetaker connected to an iPhone. Therefore, to capture adoption and usability of braille CAD in clinic, the Technology development and evaluation model of Schulz et al. (2015) was applied. Objectives were 1-to measure the level of difficulty in life habits involving communication before, during and after training with a braille CAD, 2-to document the feasibility of training for face-to-face and remote communication, 3-to simulate and assess communication exchanges with an unknown hearing person face-to-face, and 4-to document the long-term usability and adoption of CAD.
Methods: A case study involved a 68-year-old woman and a 55-year-old man with Usher syndrome who have recently learned braille. Therapies were 90 min./week and 120 min. every two weeks. Data were collected with the Life habit 4.0 adapted (-3, 0, 6, 18 months), clinician workbook (monthly), filming scenario testing of communication (at 8-10 months) and observation grids (experience of usability, communication interaction).
Results: Results at 18 months revealed that communication with hearing persons, travelling outside the home alone and conducting non accessible leisure were still very difficult to impossible. Clinicians accomplished 12 modalities in therapy sessions. They encountered 14 challenges for face-to-face communication due to the instability of VoiceOver® with Notes® and French language skills. Scenarios involving commercial exchanges were not efficient (buying a pen, renewing health insurance card).
Conclusion: Adoption of a braille CAD for remote communication has proven satisfactory, effective but not efficient. Face-to-face communication has been non-adopted.
Keywords: adoption; braille notetaker; dual sensory loss; effectiveness; iPhone; usability.
The clinician should prepare written invitation along with instructions for the deafblind person to give to a stranger before using a communication assistive device (CAD), i.e., before handing over the iPhone.The clinician should practice turn-taking with the deafblind person during face-to-face communication using a word processor such as Notes®. Each interlocutor should send one message at a time, then type OK twice to signal the other person’s turn to reply. The temptation to press ENTER is great, but it disrupts the flow of the exchange. An improved CAD with a dedicated chat application for deafblind would make the conversation easier.An improved CAD should include an e-mail application that is fully compatible with a braille display, so, clinicians don’t have to create shortcuts.