A meta-analysis of cognitive and functional outcomes in severe brain trauma cases.

Background: Severe traumatic brain injuries (TBIs) are an important health issue worldwide, which are associated with harmful side effects. This meta-analysis investigates the cognitive and functional outcomes in severe brain trauma cases. It assesses the impact on memory, verbal and visual abilities, attention, learning, and the presence of depression. The study provides a comprehensive overview of the consequences of severe brain trauma injury on cognitive and functional domains. Objective: The main objective of the current comprehensive meta-analysis study is to assess and analyze the impact of severe TBI on functional and cognitive outcomes, including verbal, visual, attention, learning, memory, and emotional stability. Methods: We collected data from three online databases, including PubMed, Cochrane Library, and Embase. Case-control trials related to severe TBI association with cognitive and functional outcomes were included. Verbal strength, visual functions, learning abilities, attention, memory, and depression were considered primary outcomes. Results: We have included 13 case-control studies with 1,442 subjects in this meta-analysis, which provide adequate data to determine the pooled effect size for targeted outcomes. The effect of severe TBI on the inducement of depression and impairment of memory, verbal, visual, attention, and learning abilities compared to the control group showed statistically significant outcomes (p < 0.05). Conclusion: Severe TBI is strongly associated with impaired cognitive and functional abilities, including visual and verbal disabilities, impaired memory, depression inducement, attention deficits, and learning disabilities.

Innovative solutions to support individuals with disabilities accessing public transportation: A case study.

Individuals with cognitive disabilities have challenges with personal navigation and wayfinding, especially when traveling on public transportation. The purpose of this case study is to describe the structure and implementation of the Personal Navigation for Individuals with Disabilities (PNID) education and training program, which is based on a socio-technical architecture for individuals with cognitive disabilities within a fixed-route public bus system. A case study methodology was used to describe preliminary findings of the skills, attributes, and experiences of three individuals with cognitive disabilities as it relates to transportation on fixed-route bus systems in a midsized urban setting. The three individuals completed five training activities: safety, public bus, smartphone, WayFinder App, and fixed-route bus system. The case study provided a preliminary mixed-methods overview of training travelers with cognitive disabilities to use the WayFinder system while accessing fixed-route public bus system. The insights and strategies identified through the case study demonstrate the potential opportunities for development, implementation, and sustainability of the PNID program in other midsized urban settings. The PNID program (i.e. AT service delivery process), in combination with the WayFinder system (i.e. assistive technology), has the potential to meet the unique needs of individuals with cognitive disabilities when accessing public transportation.

The shame-blame complex of parents with cognitively disabled children in Italy.

This article aims to advance knowledge related to the concept of the 'shame-blame complex' by analysing the accounts and experiences of parents with cognitively disabled children. It draws on 29 interviews with parents of children with Down syndrome and shadowing sessions with one family, carried out in Italy. Results show how the feeling of shame as a consequence of being associated with a disabled child is turned into blame for bad parenting. The sources of this blaming process are twofold: firstly, neoliberalism has disseminated an intensive parenting model based on the imperative of individual responsibility and risk avoidance. Secondly, ableism acts as a network of processes and beliefs that produce a particular kind of self and body as the perfect and complete human being. Participants have been held responsible for their children's condition because they avoided prenatal screening or continued a pregnancy after receiving a positive result. Consequently, parents' moral culpability for their children's diversity and their social marginalisation were enhanced. Although the interviewees resist the shame of being associated with a cognitively disabled child and the blame for bad parenting, they seem unable to escape from the grips of the shame-blame complex. The latter has structural and cultural underpinnings. In an age of 'neoliberal-ableism', this complex is indeed a powerful weapon to erode the rights of families with cognitively disabled members.

NCLB Alternate Assessment Policies and Postschool Employment Outcomes for Individuals With Significant Cognitive Disabilities.

The participation of students with significant cognitive disabilities in accountability assessments aligned with general education standards is a heavily debated topic in the field of special education. Attempts to understand the impact of these assessments have generally been limited to correlational methods. We employed a difference-in-differences approach using select waves of the National Longitudinal Transition Study-2 dataset to estimate the impact of alternate assessment policies from the No Child Left Behind Act of 2001 on the employment outcomes of individuals with significant cognitive disabilities. Our hypothesis was that these policies would produce a detrimental effect. Analyses suggested that alternate assessment policies resulted in descriptively positive employment outcomes, yet estimates were highly imprecise, which yields a complicated picture requiring more research.

Cognitive Accessibility of Indoor Navigation Apps.

Advances in smartphone technology have made it possible to develop mobile apps that assist people with cognitive or learning disabilities in navigating indoor spaces more easily and independently. This paper reviews the state of the art in smartphone-based indoor navigation for this population and describes a usability trial that was conducted with four individuals in a German city hall. The trial was based on simulated tasks that required the use of the indoor navigation app XXX, during which data about different use cases were gathered. A guided interview was conducted to gather further feedback about the accessibility and the perceived usefulness of the app. The paper highlights the potential of smartphone-based indoor navigation apps for enhancing the independence and quality of life of individuals with cognitive or learning disabilities. The usability trial provided insights into the effectiveness and usability of these apps in real-world settings.

Including people with intellectual and other cognitive disabilities in research and evaluation teams: A scoping review of the empirical knowledge base.

We conducted a rapid scoping review of empirical studies to identify how persons with intellectual and other cognitive disabilities have been engaged as active members of research and evaluation teams. We conducted a literature search using a systematic method that accessed peer reviewed studies in relevant library databases and all major evaluation journals. The search resulted in 6,624 potential articles, of which 32 met the inclusion criteria for this study. The findings address three categories of interest: 1) methodological underpinnings and practical justifications for using inclusive approaches, 2) different inclusion processes, and 3) reflections by researchers with and without intellectual and other cognitive disabilities. Findings provide conceptual and practical insights for researchers and evaluators when designing inclusive methods involving persons with intellectual and other cognitive disabilities. Gaps in inclusive research and evaluation are discussed and suggestions for future research are proposed.

Pilot of a dog-walking program to foster and support community inclusion for people with cognitive disabilities.

PURPOSE: To evaluate a dog-walking program (called "Dog Buddies") designed to address the need for evidence-based programs that create opportunities for people with cognitive disabilities to be more socially included in mainstream society. The research question was: Does community dog walking foster social interaction for people with cognitive disabilities? MATERIALS AND METHODS: Single-case experimental design was used with four individuals (three with intellectual disability; one with Acquired Brain Injury (ABI)) recruited via two disability service providers in Victoria. Target behaviours included frequency and nature of encounters between the person with disability and community members. Change was measured from baseline (five community meetings with a handler but no dog) to intervention period (five meetings minimum, with a handler and a dog). Semi-structured interviews, audio-recorded and transcribed verbatim, provided three participants' subjective experiences of the program. RESULTS: Dog Buddies increased the frequency of encounters for all participants. The presence of the dog helped to foster convivial encounters, community members were found to be more welcoming, and some participants were recognised or acknowledged by name over time in the intervention phase. CONCLUSIONS: The dog-walking program offered a simple means of influencing the frequency and depth of community-based social interactions for people with cognitive disabilities.IMPLICATIONS FOR REHABILITATIONThe co-presence of people with disabilities in the community with the general population does not ensure social interaction occurs.Both disability policy, and the programs or support that is provided to people with disabilities, needs to have a strong commitment to the inclusion of people with disabilities in mainstream communities.Dog Buddies is a promising example of a program where the presence of a pet dog has been demonstrated to support convivial, bi-directional encounters of people with cognitive disabilities and other community members.Dog-walking offers a simple means of influencing the frequency and depth of community-based social interactions for people with cognitive disabilities.

Housing insecurity of medicaid beneficiaries with cognitive disabilities during the COVID-19 pandemic.

BACKGROUND: While people with cognitive disabilities are more vulnerable to COVID-19, and the COVID-19 pandemic significantly increased housing insecurity in the general population, less is known about Medicaid beneficiaries with cognitive disabilities' housing insecurity during the pandemic. OBJECTIVE: This study's aim was to explore housing insecurity of Medicaid beneficiaries with cognitive disabilities during the pandemic (April 2021-May 2022). METHODS: We analyzed Household Pulse Survey data from 473,626 (unweighted) people; frequency-person weights were applied. Data were analyzed using descriptive statistics, chi-square, and binary and ordinal logistic regression models. RESULTS: Findings revealed 26% of Medicaid beneficiaries with cognitive disabilities who rented or owned with a mortgage were behind on their housing payments between April 2021 and May 2022; more than half of which (52%) were very or somewhat likely to face eviction/foreclosure. Most (70%) were concerned about their ability to make their next housing payment. Medicaid beneficiaries with cognitive disabilities were more likely to experience housing insecurity than all other people with disabilities and nondisabled people. The people with Medicaid beneficiaries with cognitive disabilities more likely to experience housing insecurity included: renters; people with visual disabilities; cisgender women; transgender people; Black people; 'another' race or multiracial people; people with graduate degrees; people from lower income households; households that experienced income loss; and larger households. CONCLUSIONS: Attention to Medicaid beneficiaries with cognitive disabilities' experiences with housing insecurity during the pandemic is critical in order to develop programs and policies to facilitate housing security.

Supporting the Involvement of Adults with Cognitive Disabilities in Research: The Need for Reform.

This article examines current legal and ethical requirements concerning research about adults with cognitive disabilities. These requirements, the article argues, are complex, difficult to navigate, and inevitably act as a disincentive for research to be conducted. These requirements also do little to encourage active involvement by adults with cognitive disabilities in deciding whether to participate in research. The article argues that reforms are needed for State and Territory laws to require, wherever possible, adults to be supported to make their own decisions about research participation. State and Territory law reform is also required to clarify when, and on what basis, others may be appointed to make research participation decisions on behalf of adults with cognitive disabilities. The article concludes by seeking complementary reform of the National Health and Medical Research Council National Statement on Ethical Conduct in Human Research, which would result in it being more human rights compliant and simpler to apply.

Can a MacIntyrian Care about Severely Disabled Strangers?

I argue that Alasdair MacIntyre has important resources to provide in the debate over the moral status of severely disabled people. In contrast, Gregory Poore suggests that MacIntyre's virtue theory cannot account for our responsibilities to severely disabled people. Given that MacIntyre bases his theory around community membership, this charge is made especially severe in the case of severely disabled strangers. I present an interpretation of MacIntyre that accounts for responsibilities to severely disabled strangers. I then argue that Poore is wrong to conclude that MacIntyre does not include severely disabled people in communities.

Assistive Technology to Improve Collaboration in Children with ASD: State-of-the-Art and Future Challenges in the Smart Products Sector.

Within the field of products for autism spectrum disorder, one of the main research areas is focused on the development of assistive technology. Mid and high-tech products integrate interactive and smart functions with multisensory reinforcements, making the user experience more intuitive, adaptable, and dynamic. These products have a very significant impact on improving the skills of children with autism, including collaboration and social skills, which are essential for the integration of these children into society and, therefore, their well-being. This work carried out an exhaustive analysis of the scientific literature, as well as market research and trends, and patent analysis to explore the state-of-the-art of assistive technology and smart products for children with ASD, specifically those aimed at improving social and communication skills. The results show a reduced availability of products that act as facilitators of the special needs of children with ASD, which is even more evident for products aimed at improving collaboration skills. Products that allow the participation of several users simultaneously through multi-user interfaces are required. On top of this, the trend toward virtual environments is leading to a loss of material aspects in the design that are essential for the development of these children.

Supporting Digital Inclusion and Web Accessibility for People with Cognitive Disabilities.

The topic of digital inclusion and web accessibility for People with Cognitive Disabilities has increased over the COVID-19 pandemic times. The LIVE IT project is attempting to shed some light into this. This piece of work uses insights gained from focus groups and interviews that were held to assess the needs analysis and the existing knowledge gap of this societal problem. To this end, preliminary results of user engagement with digital tools and web services as well as their evaluation are presented herein.

Marijuana use in Pregnant Women with Disabilities in the United States.

OBJECTIVES: While perinatal marijuana use is increasing, limited research exists related to its use during pregnancy among vulnerable subpopulations of women with disabilities. The purpose of this study is to assess marijuana use in pregnant U.S. women with disabilities. METHODS: The analytic sample using 2015-2019 National Survey on Drug Use and Health (NSDUH) data included 3657 pregnant women. Descriptive statistics were performed and adjusted logistic regression models estimated the size and direction of the association between the type of disability and marijuana use. RESULTS: Approximately 13.0% of pregnant women with disabilities used marijuana in the past month, which was higher than pregnant women without disabilities (4.4%). The highest prevalence of past month marijuana use was observed among pregnant women with sensory disabilities (17.2%) followed by women with cognitive disabilities (14.6%) and daily living limitations (11.7%). Marijuana use was also associated with younger age (≤ 25 years old), Black non-Hispanic, high school education or less, non-married, and past month alcohol/tobacco use. Overall, pregnant women with any disability, and particularly those with sensory disabilities (AOR 2.32, 95% CI 1.21, 4.47), were significantly more likely (AOR 1.65, 95% CI 1.02, 2.69) to use marijuana than their counterparts without disabilities. CONCLUSIONS: The higher prevalence of marijuana use among pregnant women with disabilities in this study supports the American College of Obstetricians and Gynecologists recommendations for universal screening of maternal substance use. Screening for marijuana use in vulnerable populations is crucial and it may require training of health care providers to administer such screenings to women with disabilities.

Caregivers' Role in Cybersecurity for Aging Information Technology Users with Intellectual Disabilities.

Information technology (IT) users with intellectual disabilities (ID) are likely to experience online privacy violations without adequate support from their caregivers. Given that aging users face additional challenges when using IT than their younger counterparts, the goal of this exploratory study is to investigate caregivers' strategies and barriers for helping to protect the privacy of aging IT users with ID. Six caregivers (four paid caregivers, two family members) of aging users with ID completed a series of six focus groups about their experiences assisting the people they support with using IT, including their strategies and barriers for helping to protect these users' privacy. Participants were also asked about their own attitudes and experiences related to online privacy and information security. Based on our inductive thematic analysis of the qualitative data, participants used three main strategies to help protect the privacy of aging users with ID: (1) restricting access to personal information, (2) limiting disclosure of personal details, and (3) providing just-in-time instruction and feedback. We also identified four key barriers to privacy protection: (1) limited awareness and knowledge about information security, (2) balancing privacy and autonomy, (3) maintaining professional boundaries, and (4) residential care services' policies. Inclusive and transdisciplinary research is needed to address the elevated privacy and security risks for aging IT users with ID, and provide caregivers with training on how to support this population to use IT safely. Technology developers should create solutions to decrease aging users with ID's dependence on caregivers for privacy protection.

Restoring neuronal chloride homeostasis with anti-NKCC1 gene therapy rescues cognitive deficits in a mouse model of Down syndrome.

A common feature of diverse brain disorders is the alteration of GABA-mediated inhibition because of aberrant, intracellular chloride homeostasis induced by changes in the expression and/or function of chloride transporters. Notably, pharmacological inhibition of the chloride importer NKCC1 is able to rescue brain-related core deficits in animal models of these pathologies and in some human clinical studies. Here, we show that reducing NKCC1 expression by RNA interference in the Ts65Dn mouse model of Down syndrome (DS) restores intracellular chloride concentration, efficacy of gamma-aminobutyric acid (GABA)-mediated inhibition, and neuronal network dynamics in vitro and ex vivo. Importantly, adeno-associated virus (AAV)-mediated, neuron-specific NKCC1 knockdown in vivo rescues cognitive deficits in diverse behavioral tasks in Ts65Dn animals. Our results highlight a mechanistic link between NKCC1 expression and behavioral abnormalities in DS mice and establish a molecular target for new therapeutic approaches, including gene therapy, to treat brain disorders characterized by neuronal chloride imbalance.

Valproic acid use in fertile women with genetic generalized epilepsies.

OBJECTIVES: In genetic generalized epilepsies (GGE), valproic acid (VPA) is the most efficacious compound. However, due to teratogenicity and increased risk for impaired cognitive development after intrauterine exposure, its use in women of fertile age is strictly regulated but sometimes unavoidable. METHODS: All patients with GGE treated at the outpatient clinic of a tertiary epilepsy center with at least one visit between January 2015 and April 2020 were included in this retrospective study. The rate of women aged 18 to 49 years taking VPA was compared to that of men of the same age group and to women > 49 years. Furthermore, in each group, clinical variables associated with VPA use were sought. RESULTS: Twenty-eight out of 125 women of fertile age (22%) were treated with VPA, compared to 28 out of 56 men ≤ 49 years (50%; p = .002) and to 22 out of 40 female patients > 49 years (55%; p < .001). VPA dose was lower in fertile women compared to men, with no difference in seizure freedom rates. In women ≤ 49 years, multivariate analysis demonstrated age as the only variable independently associated with VPA use (OR 1.095; 95% CI 1.036-1.159). In the other two groups, no associated variables were identified. CONCLUSIONS: Despite warnings with respect to teratogenicity and impaired cognitive development with VPA, from 2015 to 2020, almost every fourth women of fertile age with GGE received this compound. Inevitably lower VPA doses in these women seem sufficient for favorable seizure freedom rates.

Architecture for Children With Autism Spectrum Disorder and Their Therapists.

OBJECTIVES: The objective of this study is to identify an architectural design framework that can be applied to create adaptable, transformative therapy rooms that benefit children with autism and their therapists. BACKGROUND: Previous research suggests that environment shapes and influences human behavior. However, there remains a lack of evidence of effective design for pediatric rehabilitation therapy rooms. This study specifically focuses on how the design of the therapy room influences the patient's level of comfort and participation as well as the therapists' quality and efficiency of treatment to improve the overall therapeutic experience. METHOD: Two different surveys were conducted to improve the design of a therapeutic room based on professional therapist experiences. A grounded theory approach was employed to identify specific codes and categories. RESULTS: The result of this study is an architectural framework based on specific design tenets and their properties that not only can be utilized by architects and interior designers for building a new therapy center but could also be used for remodeling existing therapy rooms.

Inter-rater reliability of the assessment of learning powered mobility use, version 2.0, when applied with children and adults engaged in Driving to Learn in a powered wheelchair.

INTRODUCTION: The Assessment of Learning Powered mobility use (ALP) tool including the ALP instrument and facilitating strategies, was developed for Driving to Learn. This therapeutic intervention aims to provide children and adults who have profound cognitive disabilities with opportunities to learn tool use through powered mobility practise. To allow for longer intervention periods, a partnership was developed between professionals supervising Driving to Learn and persons accompanying children or adults to their practice sessions. Accompanying persons (relatives or assistants) gradually took on shared responsibility for applying the intervention and conducting assessments with the ALP-instrument. The aim of this study was to test the inter-rater reliability of the ALP-instrument version 2.0 as applied in this novel partnership in assessment and intervention. METHOD: A psychometric analysis compared pair-wise assessments with the ALP-instrument version 2.0, made independently by professional supervisors and accompanying persons following each Driving to Learn session. Weighted kappa statistic was used to compare the matched pair ordinal data. RESULTS: Eight professional supervisors and 22 accompanying persons independently completed assessments with the ALP-instrument after 55 sessions with six children and five adults, who each participated in five Driving to Learn sessions. When the scores from the 55 pairs of assessments were compared, a weighted kappa value of 0.85 was obtained, indicating very good inter-rater reliability between the two rater groups. CONCLUSION: The resulting inter-rater reliability suggests that it is reliable to implement the ALP-instrument as part of partnership in intervention between supervisors and accompanying persons. Provision of longer periods of Driving to Learn is possible when those who accompany the child or adult are able to gradually assume responsibility for practice and assessment under the supervision of a professional. This partnership approach enables children and adults with multiple and complex disabilities to practise and learn in accordance with their conditions and needs.

Fonoaudiología y equinoterapia: efectividad para el desarrollo de lectura y escritura en personas con discapacidad cognitiva / Speech-language pathology & equine-assisted therapy: effectiveness for the development of reading and writing skills in people with cognitive disabilities / Fonoaudiologia e equoterapia: efetividade para o desenvolvimento de leitura e escritura em pessoas portadoras de deficiência cognitiva

Resumen Introducción: para la población en situación de discapacidad cognitiva, los procesos de lectura y escritura forman parte importante de su proyecto de vida; basados en las habilidades de comunicación y cognición, lo cual son ineludibles para fomentar la interrelación con el mundo, permitiendo desarrollar destrezas necesarias para los procesos de inclusión social, educativa y laboral. Objetivo: evaluar la efectividad de la intervención interdisciplinaria entre Equinoterapia y Fonoaudiologia para el desarrollo de lectoescritura en adolescentes y adultos jóvenes con discapacidad cognitiva. Materiales y métodos: se realizó un estudio Cuasiexperimental, evaluando 34 estudiantes con discapacidad cognitiva entre los 11 y 42 años pertenecientes a una institución educativa especial, a través de la evaluación la lectoescritura por medio del "Material para la investigación clínica del lenguaje de Martha Espeleta" en el antes y después de la intervención fonoaudiológica con apoyo de equinoterapia; el análisis estadístico en Stata v13 y el análisis descriptivo con medidas de frecuencia y tendencia central, el análisis bivariado se realizó utilizando el test de McNemar. Resultados: el 52,94% de los individuos eran mujeres, la mediana de edad fue de 22 años, con una edad mínima de 11 años y máxima de 42 años; la escritura espontánea con orientación y la escritura espontánea con apoyo sensoperceptual, fueron las habilidades que presentaron cambios estadísticamente significativos (p<0,05). Conclusiones: la intervención en los individuos es efectiva para mejorar algunas habilidades lectoescriturales pasando la lectura automática en el nivel de silabeo, a un nivel de silabeado con reintegración y en la escritura espontánea (redacción) de un nivel secundario de descripción enumerativa a esbozos de iniciación literaria.

Abstract Introduction: for people with cognitive disabilities, writing and reading processes are a vital part of their life Project. Based on communication and cognition abilities, which are unavoidable to promote interrelationships with the world, these allow to develop skills needed for social, education, and work inclusion processes. Objective: the objective of this study is to assess the effectiveness of an interdisciplinary intervention between equine-assisted therapy and speech-language pathology for writing and reading development in adolescents and adults with cognitive disabilities. Materials and methods: a quasi-experimental study was conducted to assess 34 cognitively disabled students between 11 and 42 years old from a special education institution using a literacy assessment instrument called "Material for clinical research on language by Martha Espeleta" before and after the speech-language intervention supported by equine-assisted therapy. Statistical analysis was made using Stata v13 and descriptive analysis using measures of central frequency and tendency. Bivariate analysis was made using McNemar's test. Results: 52,94 of individual were women. Average age was 22 years old, ranging from 11 to 42 years old. Both spontaneous-oriented writing and spontaneous sensoperceptive-supported writing abilities presented an important statistical change (p<0,05). Conclusions: individuals intervention is effective to improve certain literacy skills from an automatic reading at syllable level to a reintegrated syllable level. It also helps in spontaneous writing (composition) at a secondary level for enumerative description outlining a literary start.

Resumo Introdução: os processos de leitura e escritura fazem parte importante do projeto de vida das pessoas portadoras de deficiência cognitiva, sendo que estes processos baseados nas habilidades de comunicação e cognição são iniludíveis para promover a interrelação com o mundo, pois eles permitem desenvolver as habilidades necessárias aos processos de inclusão social, educacional e de trabalho. Objetivo: avaliar a efetividade da intervenção interdisciplinar entre Equoterapia e Fonoaudiologia para o desenvolvimento da leitura e escritura em adolescentes e adultos jovens portadores de deficiência cognitiva. Materiais e métodos: foi realizado um estudo quase-experimental, avaliando 34 estudantes portadores de deficiência cognitiva entre os 11 e 42 anos pertencentes a uma instituição educacional especial, através da avaliação da leitura e escritura a través do "Material para a pesquisa clínica da linguagem de Martha Espeleta" no antes e depois da intervenção fonoaudiológica com apoio de equoterapia; a análise estatística em Stata v13 e a análise descritiva com medidas de frequência e tendência central, a análise bivariada foi realizada utilizando o teste de McNemar. Resultados: 52,94% dos indivíduos eram mulheres, a mediana de idade foi de 22 anos, com uma idade mínima de 11 anos e uma idade máxima de 42 anos; a escritura espontânea com orientação e a escritura espontânea com apoio senso-perceptual, foram as habilidades que apresentaram mudanças estatisticamente significativas (p<0,05). Conclusões: a intervenção nos indivíduos é efetiva para melhorar algumas habilidades de leitura e escritura passando da leitura automática no nível silábico para um nível silábico com reintegração e na escritura espontânea (redação) de um nível secundário de descrição enumerativa para esboços de iniciação literária.

Protecting the privacy of technology users who have cognitive disabilities: Identifying areas for improvement and targets for change.

INTRODUCTION: Information Technologies (IT) may serve assistive roles that facilitate the interaction of people living with cognitive disabilities (CD) within their environments. However, there are some notable concerns related to privacy threats associated with the use of IT. The purpose of this study was to examine how assistive technology developers may best adapt over time to develop their IT to be resilient against threats to privacy. We therefore focused on the following areas: (1) developers' knowledge and practices related to privacy protection; (2) challenges when applying recommended practices, and; (3) preferred channels to acquire knowledge. METHOD: We conducted semi-structured interviews with ten technology developers who are members of the AGE-WELL network undertaking research and development of assistive technologies to be used by people who have cognitive disabilities. We used an inductive-deductive method for the analysis of qualitative data to examine participant responses and generate themes related to the study goals. RESULTS: Principal themes that emerged from the data include practices specific to populations with CD, challenges to obtaining consent to use of information, and preferred channels to acquire knowledge. CONCLUSION: We identify areas of focus for developing a knowledge mobilization strategy to improve relevant policies and practices.