Demo presentation deliverable_5
- 1. A²BC Abraham Perez Interview Count New 20 19 0 1 Total 44 43 0 1 Aaron Woods Brittany Rodriguez Cela Whitley For people who contribute to the care and development of children with delays or disabilities, our product will aid in children’s learning development by assisting in play activities.
- 2. Lessons Learned Hypothesis Experiments Results Iterate 95% of caretakers want to work with children at eye level to keep the child focus on tasks and to avoid backpain What is the hardest part about connecting with and maintaining the focus of a child with delays and disabilities? Can you explain how you are successful in maintaining a child’s focus on a task? 100% said maintaining the child at eye level is necessary for their focus 92% discussed backpain as a prominent issue & interferes with the ability to give adequate care. Focus is necessary to ensure developmental progress, because it determines if they have a connection. Can be achieved through singing, dancing, bubbles, sensory toys When does the care/object you give a child become more of a distraction than assisting in maintaining a child's focus? Where is the line between using the senses as a calming mechanism and when senses are overstimulated? 80% of caretakers see that children who are more often at eye level have better developmental progress How does having the child at eye level affect the development of the child? 100% of caretakers claimed that being at eye level is the way the child connects to others, and learns how they should personally act (mirroring actions) which has an immense effect on the child's development We have confirmed being at eye level is important. We would now ask the caretaker if they would you prefer to bring the child up to their eye level, or do they feel more comfortable going down to the eye level of the child? 60% of caretakers use sensory objects as the fastest and most efficient method to calm a child Describe a situation where you calmed a child. What actions or tools were the most effective - what worked and didn’t work? 70% of caretakers mentioned sensory objects as their preferred method to effectively calm a child. We learned sensory also includes lights and music. 100% mentioned that the child needs attention in order to be calmed. As well as mentioning sensory objects, answers include solitude, and other toys as a distraction to what is making them react Asking about what forms of sensory objects are most effective at calming a child – music, physical, or lighting? Most likely, our product will only have one of these features to prevent sensory overload, so we would need to narrow this down further.
- 3. Hypothesis Experiments Results Iterate 70% of children with d&d that have similar physical interactions at home and at centers are likely to develop at a better rate than those with distinct differences between home and the center How do you maintain consistency in children’s developmental interactions at home and at a center? (for example, what routines are needed from the parent to ensure consistency?) 90% mentioned that parents need to be more strategic with the interactions the children have at home. It is understood amongst professional caretakers that every action has the potential to have a developmental benefit, but such skills aren't adapted by parents such as "target language skills". Some mentioned they can't control what happens in the home Suggested by an interviewee: What activities can you imagine a parent doing easily at home to help the child succeed in the classroom? Due to the known correlation between eye contact and development, how could we ensure that caretakers both at home and at a center maintain eye contact when working with the child? 85% of caretakers believe that sensory objects are the most effective at keeping a child still when seated What methods do you use to keep a child with delays and disabilities seated? 80% of caretakers mentioned sensory objects are used to keep children seated. This is because sensory objects are what keep them focused enough to sit, but also, focus can be captured in many ways. "I can start reading a book with no children around me but once I get further into the book and they are interested, they sit in front of me and they'll stay seated" What qualities do you wish sensory objects had to maintain a child's focus? Where is the line between using the senses as a calming mechanism and when senses are in overload? 70% of caretakers think that children need to engage independently of assistive technology unless absolutely necessary What do you wish assistive technology could do that it doesn’t already in terms of helping the development of the child? 65% of caretakers mentioned that assistive technology takes the place of the child's ability to ask for things, express emotions and thoughts, and communicate with others in general. There are items such as communication boards that are useful in the extreme (but rare) circumstances We are likely to stray away from assistive technology. We have validated that technology in general has a negative connotation with development and is not likely to be well integrated into caretakers' routine. How do we maintain connections between physical and mental reality that can't be achieved through screens? Lessons Learned
- 8. Identifiers • Firm believer in assuring others in themselves because of their education – views working with the parent just as important/difficult as working with child • Relies on her education and access to resources (websites, textbooks) to find new ways to help children • Had a lot of sensory development toys available for the children (next slide) • “children with disabilities have a very hard time with separation from parents” Highly Educated Hamilton Demographics • Female, early 30’s Background • Highly efficient manager • Has a degree in early childhood education • Worked in multiple kinds of centers and exposure to different cultures Goals • Finding unique ways to help each individual child – working with their strengths and their weaknesses Challenges • Developing a single product that helps a wide range of needs and personalities • Through discussion, a lot of children seem to just need to be calmed down and this often requires physical attention that can’t always come from the parent Future Scenarios • Bridge coping with the different environment from home and daycare (calming) • Easily incorporated into routine • Keeps child busy with their hand • Have visible effect on child to prove to parent that there is a physical need
- 9. Identifiers • Will have to get creative if in a home with no toys, such as use a ball of paper. Still able to show that there is room for development in any arena, but there are clear advantages with having physical objects • “the environment has everything to do with the care I'm able to give.” • ”something that means I don't have to sit on the floor that has dog pee or something gross there” Restricted Ruth Demographics • Female, mid 40’s Background • In early intervention, visits homes where there are very limited resources and poor living conditions • Open and passionate to help, but is not able to personally introduce many physical aids • Has to rely on relationships for development Goals • Cheap • Easy for parents to use • Helps with parents relationship with child Challenges • Accessing products from lower economic status • Cultural acceptance of what needs to be changed in a home where there is a child with disabilities Future Scenarios • Ensure the product is extremely cost efficient • Not too hard to use so that those in the lower socio-economic scale find it easy to integrate into the at home routine without making special accommodations
- 10. Identifiers • Protective mother of the care her child gets, relies on love as the best treatment • Fears developmental relapse if the child is exposed to different routines between home and daycare • "When working with EIS, spent 4 months getting a child to get used to me being in the room with them." • "When the child becomes invested in the relationship because they are paying attention to the facial features and seeing the movement your mouth makes, the child starts to make associations with certain actions" Mary the Mom Demographics • Female, mid 40’s • Family of four, one child with disabilities (the youngest) Background • Large age difference between children means the older siblings get to help with care of child with d&d • Works full time • Child goes to daycare Goals • Consistent connection with people who aren't family • Children should function in a group without over-reacting emotionally Challenges • Shyness and social incompetence of child is so severe, they can't be around adults other than me • Coping with people who are't family. Not every person the child interacts with will be as affectionate as immediate family Future Scenarios • Introducing physical equipment that ensures that the child is comfortable and can interact with others in large group settings, possibly acts as a coping mechanism • Able to detach child from mother • Product doesn’t effect interactions with other children
- 11. Identifiers • Almost always empathetic towards children's needs. • Highly motivated and energic Future Scenarios • Now, she can have a classroom full of students and still give everyone individual attention/curation. • Despite the many distractions in the classroom, Susie can keep her students focused and stimulated. • She can integrate any kind of student, despite differences in ability and development, to perform successfully in the classroom. School Teacher Susie Demographics • Female, mid 20s Background • Has a bachelor's degree and necessary certifications. • Loves to engage children in concrete meaningful activities. • Provides gentle feedback to parents so that they can improve the child's care at home. Challenges • Having a classroom full of kids that all require individual attention. • Keeping their student's focused when their surroundings are filled with distractions. Goals • Wants every child to reach their full potential. • Wants to integrate every child to succeed in large classroom settings.
- 13. Mindmapping
- 16. Pugh Chart Concepts Criteria Lift & Sit (for child) Rise & Secure (for child) Stairs-In-A-Box (for child) Socket- roll cushion (for caretaker) Secure & Swing (for child) Maintain Eye Level 0 0 -1 0 0 Over Stimulating 0 0 0 +1 +1 Distracting 0 0 0 +1 +1 Mobile 0 +1 +1 +1 -1 Furthers development 0 0 0 +1 +1 Σ- 0 0 -1 0 -1 Σ+ 0 +1 +1 +4 +3 Σ 0 1 0 4 2
- 17. Rapid Prototyping with Analytical Models
- 18. Rapid Prototyping with Physical Models
- 20. What we learned • Our product should be durable enough to last through repeated heavy use. • If it's designed for children, it should be easy to use without direction. • If we can make it light weight and portable, then that's a plus. • The product should be visually appealing to catch the attention and focus of the child.
- 21. Product Specifications Sensory Chair Function Target Value (number) Units Test Withstand Weight 40 lb Place 40 kg on top of chair Recline at an angle in all directions without falling 45 Degrees Recline the chair in all directions and see if the chair falls Portability in Terms of weight 30 lb Weigh the product Accessible to small children (height) 12 - 14 in Measure with a measuring tape Enough area on the seat for children 156 in² Measure the dimensions of the seat with a measuring tape and calculate area
Editor's Notes
- #2: SLIDES Slide 1: Cover slide (Team member names, team pictures, Team name) and your people group and current value proposition, AND number of customer interviews completed since you last presented plus total number of interviews
- #3: Slide 2 - n What did you learn? Hypothesis: Here’s What We Thought, Experiments: So Here’s What We Did Results: So Here’s What We Found Iterate: So Here’s What We Are Going to Do Next