Mental gymnastics
Rachel and Janneke's adventures with Brain Computer Interface technology.
Rachel, Janneke and I spent the first day of summer at the Holland-Bloorview Research Institute, learning about Brain Computer Interface (BCI). An unconventional approach to communication, BCI can help people with disabilities connect with others and take part more fully in everyday life.
The story starts here
Rachel furrowed her brow and looked intently at the computer screen in front of her. While dressed in her usual summer shirt and shorts, she was also wearing a black headband with numerous sensors over her skull. I watched as the occupational therapist (OT) said to her, “Rachel, we’re going to first take some deep breaths and let our brain rest.” The OT proceeded to do some audible deep breathing while sitting next to Rachel. We all turned to follow Rachel’s gaze, as the laptop recorded several seconds of quiet brain activity.
Once the laptop recorded Rachel’s quiet brain activity, the OT asked Rachel to think of something fun. I urged Rachel to think about her swing on our deck at home. She looked at me, and then looked at the laptop. It was sweet confirmation of what we suspected with Rachel’s cognition to see her active brain activity register differently from her quiet brain activity.
Now that two distinct recordings were in the system, the OT set up YouTube on the laptop, and we decided with Rachel to watch a video of ice dancing. The catch? The BCI program allowed the video to play for ten seconds but then paused it. Rachel looked at me, and the OT told her, “If you want the video to continue playing, use your active brain to command the video to continue playing.” I caught Rachel’s eye and reminded her of the swing. She then looked at the video, and it began to play. I felt like dancing.
When it was Janneke’s turn, she too was able to show a distinction between a quiet or resting brain and an active brain. Instead of a YouTube video, the OT decided to connect Janneke with a cause and effect toy, a whale-shaped bubble machine. Janneke was told that when she used her active brain, she would turn the bubbles on. If she let her brain rest, the bubbles would stop. It didn’t take long for her to have some fun and create a bubbly mess.
We decided with the OT that we’d like to borrow the equipment to try at home. Later this summer, we will have that chance to explore more video prompting and bubble-making with the hope of helping Rachel and Janneke experience some independence in a small but mighty way.
