Yu-Hsin Hsieh
About me
Yu-Hsin has a master's degree in pediatric physiotherapy. She is a licensed physiotherapist in Taiwan, working with children with physical disabilities and intellectual disabilities in home-based, school, and community settings for more than eight years. Her professional interests are working with families, teachers, and multidisciplinary teams to enhance participation, inclusion, and well-being for children with disabilities.
Her research interest is about participation and environmental affordances for children and youths with physical disabilities and multiple disabilities, focusing on the dynamic interaction or transactional process between children's participation and the environmental factors, based on the ICF-CY model. She started her PhD program since 2018. Her Ph.D. project aims to investigate using eye-gazed assistive technology as environmental support for students with physical disabilities and complex communication needs to access a computer for play, communication, and learning, and their interactions with communication partners at home or in educational settings. This research includes one study as part of an international multi-center eye-gaze intervention project and three studies based on an eye-gaze technology intervention project in a Taiwanese context. Her research applied different methodologies to answer research questions, including three-tiered methods of analysis, single case research design, and a mixed method approach. This doctoral research aims to add knowledge on the effects and feasibility of applying eye-gaze technology intervention in everyday contexts for students who need it the most and their communication partners.
Her main supervisor of doctoral research is Professor Helena Hemmingsson, Department of Special Education at Stockholm University. Her cosupervisors are Professor Mats Granlund from CHILD, School of Health and Welfare at Jonkoping University, and Docent Ai-Wen Hwang, Graduate Institute of Early Intervention, College of Medicine at Chang Gung University.
Funding
The Taiwanese eye-gaze assistive technology intervention has been funded by:
Stiftelsen Clas Groschinskys Minnesfond, Stiftelsen Kempe-Carlgrenska Fonden, Folke Bernadotte Stiftelsen, Helge Axe:son John-sons Stiftelse, and internal funding at Stockholm University.
Conference presentations
Yu-Hsin has presented her doctoral research in international conferences as follows,
- Joint International Conference on Digital Inclusion, Assistive Technology, and Accessibility, ICCHP-AAATE 2022, 11-15 July, 2022, Lecco, Italy. Oral presenation online: Impact of using an eye-gaze technology by a young adult with severe cerebral palsy without speech.
- The Nordic Educational Research Association (NERA) conference, June 1-3, 2022, Reykjavik, Iceland. Oral presentation: Using eye-gaze assistive technology for participation in computer activities in young pupils with severe motor and speech difficulties
- 34th EACD 2022 – Annual meeting - European Academy of Childhood Disability, May 18-21, 2022, Barcelona, Spain. Oral presentation: Eye-gaze technology for participation in computer activities in young children with complex needs: A single-case research design.
- The Combined 11th Australasia Academy of Cerebral Palsy and Developmental Medicine and the 3rd International Alliance of Academies of Childhood Disabilities Conference 'BETTER TOGETHER' (AusACPDM / IAACD 2022), March 1-5, 2022, Online. Oral presentation: The impacts of using eye-gaze technology on communicative interactions for children and youths with severe disabilities and their communication partners.
- The 2nd East Asian Regional Conference on Augmentative and Alternative Communication, Nov 15-17, 2019, Taoyuan, Taiwan. Poster: Applying eye-gaze assistive technology in daily life in children and youth with severe physical disabilities and complex communication needs- A study protocol.
Teaching
She has been teaching the lecture: “Assistive technology for children with disabilities” in the course of Special Education, Disability and Learning course during 2019-2021, at Department of Special Education, Stockholm University.
Publications
[1] Hsieh, Y.-H., Granlund, M., Odom, S., Hwang, A.-W., & Hemmingsson, H. (2022). Increasing participation in computer activities using eye-gaze assistive technology for children with complex needs. Disability and Rehabilitation: Assistive Technology, http:// doi.org/10.1080/17483107.2022.2099988
[2] Hsieh, Y.-H., Granlund, M., Hwang, A.-W., Hemmingsson, H. (2022). Impact of using an eye-gaze technology by a young adult with severe cerebral palsy without speech. In: Miesenberger, K., Kouroupetroglou, G., Mavrou, K., Manduchi, R., Covarrubias Rodriguez, M., Penáz, P. (eds) Computers helping people with special needs. ICCHP-AAATE 2022. Lecture Notes in Computer Science, vol 13341. Springer, Cham. https://doi.org/10.1007/978-3-031-08648-9_40
[3] Hsieh, Y.-H., Borgestig, M., Gopalarao, D., McGowan, J., Granlund, M., Hwang, A.-W., Hemmingsson, H. (2021). Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners. International Journal of Environmental Research and Public Health,18, 5134; https://doi.org/10.3390/ijerph18105134
[4] Hsieh, Y. H., Liao, H. F., Jeng, S. F., Tseng, M. H., Schiariti, V., Tsai, M. Y., & Sun, S. C. (2020). Collaborative Home-Visit Program for Young Children With Motor Delays in Rural Taiwan: A Pilot Randomized Controlled Trial. Physical Therapy, 100(6), 979–994. https://doi-org.ezp.sub.su.se/10.1093/ptj/pzaa033
[5] Liao, H. F., Hwang, A. W., Schiariti, V., Yen, C. F., Chi, W. C., Liou, T. H., Hung, H. C., & Hsieh, Y. H. (2020). Validating the ICF core set for cerebral palsy using a national disability sample in Taiwan. Disability and Rehabilitation, 42(5), 642–650. https://doi-org.ezp.sub.su.se/10.1080/09638288.2018.1504328
[6] Liao, H.F., Lin, H.F., Yang, M.H., Su, H.C., Lin, M.Y., Chen, S.L., Hwang, A.W., Liu, W.Y., Ko, Y.T., Chen, C.F., Hsieh, Y.H., Lin, H.C., Liang, C.C., Kuo, H.T. (2016). The Handbook of Community-Based Childhood Early Intervention. Formosan Journal of Medicine, 20, 344-54. (in Chinese)
[7] Liao, H.F., Hwang, A.W., Wang, H.H., Wang, P.J., Hsieh, Y.H. (2013) Reliability and Validity of Children Developmental Screening Inventories in Taiwan. Chinese Journal of Rehabilitation, 28, 403-7 (in Chinese)
[8] Hsieh, Y. H., Hwang, A. W., Liao, H. F., Chen, P. C., Hsieh, W. S., & Chu, P. Y. (2011). Psychometric properties of a Chinese version of the Home Environment Measure for Motor Development. Disability and Rehabilitation, 33(25-26), 2454–2463. https://doi-org.ezp.sub.su.se/10.3109/09638288.2011.574775
[9] Wang, T. H., Pan, Y. L., Hsieh, Y. H., Chien Y. H., Hwu, W. L., Huang, H. J., Liao, H. F. (2010). Applying International Classification of Functioning, Disability and Health model to describe the health status and environmental factors in children with infantile Pompe disease: A systematic review. Formosan Journal of Medicine, 14(3), 250-263. (in Chinese)
[10] Hwang, A.W., Liao, H.F., Hsieh, Y.H., Pan, Y.L. (2009). International Classification of Functioning, Disability and Health-Children and Youth Version: Introduction to Framework, Coding, and Environmental Factors. Formosan Journal of Physical Therapy, 34, 394-409. (in Chinese)
[11] Hsieh, Y.H., Ho, W., Liao, H.F. (2008). The Reliabilities and Validities of Assessment Tools for Physical Home Environment for Children Aged 0-3 Years: A Systematic Review. Formosan Journal of Physical Therapy, 33, 314-24. (in Chinese)
Publications
A selection from Stockholm University publication database
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Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners
2021. Yu-Hsin Hsieh (et al.). International Journal of Environmental Research and Public Health 18 (10)
ArticleRead more about Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication PartnersUse of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4-19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children's initiations and intelligibility, and facilitating symmetrical communication between dyads.
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Applying Eye-Gaze Assistive Technology in Daily Life in Children and Youth with Severe Physical Disabilities and Complex Communication Needs- A study protocol
2019. Yu-Hsin Hsieh (et al.).
ConferenceRead more about Applying Eye-Gaze Assistive Technology in Daily Life in Children and Youth with Severe Physical Disabilities and Complex Communication Needs- A study protocolBackground: Children and youth with severe physical disabilities and complex communication needs might have decreased participation in school and community life. Recent studies have shown that using eye-gaze assistive technology (AT) with support from social environments, engagement of main caregivers and team collaboration could help their voices been heard based on ICF framework. However, the research evidences are insufficient.
Purpose: This paper describes the study protocol that aims to investigate the feasibility of eye-gaze AT for participation and communication/social interaction in daily living in children and youth with severe physical disabilities and complex communication needs in Taiwan.
Methods: A nonconcurrent multiple probe design with mixed methods will be conducted from September 2019 to August 2020. The eye gaze AT intervention will be implemented in daily activities with support from the multi-professional team to explore the acceptability and implementation in Taiwan’s contexts. The research data will be collected at baseline, at 3 months, 6 months, and at 7 months since provision of the eye-gaze AT, encompassing quantitative outcomes on children’s daily participation and social communication and qualitative interviews with parents and service providers.
Expected results: This study expects to provide a preliminary evidence of eye-gaze AT implementation in Taiwan and bring new knowledge in both a national and international perspective.
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Collaborative Home-Visit Program for Young Children With Motor Delays in Rural Taiwan
2020. Yu-Hsin Hsieh (et al.). Physical Therapy 100 (6), 979-994
ArticleRead more about Collaborative Home-Visit Program for Young Children With Motor Delays in Rural TaiwanBackground. Caregiver engagement and collaborative team early childhood intervention (ECI) services are international trends; however, relevant evidence of collaborative home-visiting ECI in rural areas is as yet undetermined.
Objective. The study aimed to investigate the effectiveness of a collaborative ECI program in a rural area of Taiwan.
Design. The study was a pilot randomized control led trial.
Methods. Children aged 6 to 33 months experiencing motor delays and their caregivers were enrolled in Taitung, Taiwan. Using stratified randomization, 24 participants were allocated to either experimental or control groups, and both received 5 home visits within 3 months. The experimental group received ECI services based on the International Classification of Functioning, Disability and Health framework and family-centered approaches. The control group received regular home visits by local social workers. Child outcomes included Pediatric Evaluation of Disability Inventory Chinese Version and Peabody Developmental Motor Scale, 2nd edition. Family outcomes included the Disability-Adapted Infant–Toddler version of Home Observation for Measurement, and Chinese versions of the Knowledge of Infant Development Inventory and Parental Stress Index-Short Form. A tester blinded to the study conducted assessments at baseline, postintervention, and 3-month follow-up. Two-way mixed analysis of variance was used with α = .05 (2-tailed).
Results. The experimental group improved scores on the Disability-Adapted Infant–Toddler version of Home Observation for Measurement significantly more than the control group with an effect size of 0.64 at follow-up. In other outcomes, both groups showed no significant differences. The follow-up rate was 69%, and adherence to the ECI program was acceptable.
Limitations. A limitation of the study was the heterogeneity of the sample.
Conclusions. This pilot study revealed possible effectiveness in implementing collaborative ECI programs based on family-centered approaches and the International Classification of Functioning, Disability and Health in rural areas. Larger field studies are needed to confirm our findings.
Show all publications by Yu-Hsin Hsieh at Stockholm University