Pre-conference workshop, National AgrAbility Training2010, October 11, 2010
Charleston, West VirginiaPresented by
William E. Field & Samuel N. Mathew
This resource is developed as a part of the NIFA/USDA National AgrAbility ProjectGrant no. CSREES/USDA-2008-41590-04796
Workshop Objectives
At the end of session, the attendee will be able to:
1. Explain the reasons for higher workplace injuries in agriculture compared to other industries.
2. Explain the primary causes of agricultural workplace injuries.
3. Explain what is meant by secondary injuries
4. Explain how disabilities increase the risk of injury, especially in agricultural workplace
Workshop Objectives
5. Explain why safety assessment of AT for farmers with disabilities will result in successful vocational rehabilitation funding.
6. Identify critical hazards on AT used in agricultural workplaces
7. Conduct a basic safety assessment of AT used in agricultural workplace
Definition of Assistive Technology
Assistive Technology (AT) means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of an individual with a disability - ‘The Tech Act” (Technology-Related Assistance for individuals with Disabilities Act of 1988)
Examples of Assistive Technology in Agricultural Workplace
Person lifts
Added steps
Hand controls
Modified tools
Ramps
Definition of Secondary Injury
Secondary injury can be defined as injury caused by limitations associated with disabling conditions and/or resulting from the use of modified practices or AT to compensate for disabling conditions.
Examples of Secondary Injury
Burns
Fractures
Pressure sores
Amputation
Loss of hearing
BackgroundFarming is one of the most hazardous occupations among American industries– Working alone– Diverse hazards (fire, chemicals etc.)– Age of worker (young/old)– Repetitive motion– Unpredictable environment– Diverse terrain– Lack of workplace safety regulations
Background
Estimated number of farmers, ranchers and other agricultural workers with disabilities appears to range from 1.14 million to 2.23 million individuals (Deboy et al., 2008)
The NeedPhysical and mental disabling conditions can increase the potential of injuries for farmers who continue to perform tasks
Studies indicate that > 72% of farmers with disabilities fabricate their own AT to continue to perform tasks
Both commercial and home-fabricated AT can cause injuries
(Allen et al., 1995; Willkomm, 2004)
The NeedCurrently there are no comprehensive safety guidelines or regulations for farmers who fabricate AT
Currently, rehabilitation professionals and funding agencies like ‘VR’ do not have a validated assessment process to– assess suitability of AT– evaluate safety of home-fabricated AT– satisfy their procedural requirements for
providing funding
Prior Reports/ResearchTormoehlen, R. L., & Field, W. E. (1983). Plowshares #1.
Special Breaking New Ground technical report: Potential health and safety risks of farming with physical handicaps. West Lafayette, IN: Breaking New Ground Resource Center, Purdue University.
Allen, P. B., Field, W. E., & Frick, M. J. (1995). Assessment of work-related injury risk for farmers and ranchers with physical disabilities. Journal of Agricultural Safety and Health, 1(2), 71-81.
Willkomm, T. (1997). Risks in using modified tractors by operators with spinal cord injuries and their co-workers. (Doctoral Dissertation, University of Pittsburgh, Pittsburgh, PA, 1997), Dissertations and Theses (PQDT).
Prior Reports/Research
Gruver, M.L., Allen, P.B., Field, W. E., & Schweitzer, J. (1997). Plowshares #27. Special Breaking New Ground technical report: Potential health and safety risks of farming/ranching with a disability. West Lafayette, IN: Breaking New Ground Resource Center, Purdue University.
Yoder, A. M. (2002). Ergonomic evaluation of commercially available operator lifts for farmers with disabilities. (Doctoral dissertation, Purdue University, West Lafayette, IN, 2002), ETD Collection for Purdue University.
Prior Reports/Research
Breaking New Ground. (2005). Conducting agricultural worksite assessments: A user's guide for professionals assisting farmers & ranchers with physical disabilities (3rd ed.). West Lafayette, IN: Breaking New Ground Resource Center, Purdue University.
Kelso, S. A., & Mann, D. D. (2005). Assistive technology adaptations for farmers with physical disabilities Paper presented at the CSAE-SCGR 2005 Annual Meeting.
Prior Reports/Research
Kelso, S. A., Stangherlin, A. M., & Mann, D. D. (2008). Evaluation of mechanical tractor pedal extensions. Journal of Agricultural Safety and Health, 14(4), 431-439.
Cooperative State Research Education and Extension Service. (2008). Assistive technology program for farmers with disabilities: State and regional AgrAbility projects. Retrieved August 20, 2009. from http://www.csrees.usda. gov/funding/rfas/pdfs/08_agrability.pdf.
The Problem
Most AT used by farmers is locally made and may not comply with current engineering, regulatory or safe workplace standards
Assessment Tool Objectives
Building on work previously done for the agricultural workpace – “Conducting an Agricultural Worksite Assessment”
AgrAbility professionals should strive to ensure that whatever they recommend will result in NO HARM to the client
Assessment Tool - Objectives
Provide an evaluation method for funding agencies to reasonably estimate the safety of home-fabricated AT
Training tool for rehabilitation professionals to assess AT used by farmers with disabilities
Prevention of secondary injuries
Assessment Tool - Objectives
Help the assessor to identify potential for injury to the user
The assessor can provide suggestions for preventive /corrective measures to avoid or minimize risk of injury
Development Process
Case Studies of farmers
Inputs from professionals who serve farmers’ with disabilities having AT needs
Development of prototype assessment tool
Content validation by expert panel
Forms of Assistive Technology
Commercially available
Modifications to commercially available AT
Home-fabricated AT
Common AT Used by Farmers with Disabilities
Designed by self or friends and family
Fabricated by self or local craftsmen
Specific devices custom-built for a purpose or modifications to standard equipment
Both power- or manual- operated
Most complex ones are lifts of various kinds to access farm equipment operator seat
Home-fabricated AT – Lifts
Home-fabricated AT – Hand Control
Home-fabricated AT – Added Steps
Home-fabricated AT – Cultivating Cart
Home-fabricated AT – Utility Vehicle
Home-fabricated AT – Lift
Home fabricated AT –- Home Access Lift
Home-fabricated AT – Seat Actuator on Tractor
Home-fabricated AT – Sprayer
Home-fabricated AT – Lift
Home-fabricated AT – Added Steps
Home-fabricated AT – Added Spring Loaded Steps
Home-fabricated AT – Movement and Speed
Home-fabricated AT – Lift
Home-fabricated AT – Lift Attached to Tractor
Home-fabricated AT – Steps
Home-fabricated AT – Lift Attached to Combine
Home-fabricated AT – Sprayer Platform
BREAK TIME
Contents of Assessment Tool
Section I – Introduction
Section II – Steps in Assessment Process
Section III - Reference sheets– w/Descriptions and Pictures
Section IV – Assessment Example with all Worksheets filled
Section V Copy ready assessment sheets (Worksheets A to F)
Contents (…contd)
Worksheet A Client & Disability Information
Worksheet B AT Information
Worksheet C Quick Reference sheet
Worksheet D Assessment Questions
Worksheet E Problems Observed/Solutions
Worksheet F Results & Recommendations
Practice TimeOpen your packet to Section I page I-1
Familiarize with– Section descriptions at bottom of page I-1– The purpose of the tool Page I-1– Who should use the tool & why Page I-2– Component description (Worksheets) Page I-2– Computer program to enter data & print report
Page I-3– Recommended toolkit page I-4
Pause for Questions
Questions on Section I?
How to Use the Assessment Tool?Conversation with the client– Establish personal rapport– Understand client’s disabilities and strengths– Obtain & fill client information in worksheet A– Obtain & fill AT information in worksheet B
Observe operation of the AT /Examine AT
Read Quick Reference worksheet C and check mark (X) the items to be assessed. (Note: If in doubt, check the item)
How to Use the Assessment Tool?
Take pictures of AT where ever required
Refer to Section III as often as required
Systematically check items and answer questions in Worksheet D
Prepare Worksheet E based on Worksheet D
Discuss, the observations and possible solution suggestions with the client
Prepare Worksheet F based on Worksheet E
Computer Program
Start the program and enter all the items in Worksheet A,B,D and fill in Worksheet F.
Upload pictures simultaneously. Before uploading mark/highlight pictures, if needed
Save file in an appropriate directory with appropriate ‘filename’ and exit program
Open ‘filename.html’ in browser and print report that contains Worksheet A,B,D and F
Practice TimeTurn to Section II on page II-1
Review the sub-sections – Before the Evaluation– During the Evaluation– After the Evaluation
Turn to Section IV on page IV-1. Familiarize with Worksheet A and B
Demonstration of Computer Program: observe data being entered on screen in Worksheet A and B
Pause for Questions
Questions on :– Section II ?– Worksheet A or B?– Computer Program?
The Reference Sheets – Section III
One-to-one correspondence to Quick Reference sheet (Worksheet C) and Assessment Questions (Worksheet D)
Brief explanation of the intent of the question
How to Use the Reference Sheets?
Read the reference sheet before answering the assessment item
Understand the context, the importance of the assessment question
If more clarity is needed, ask an expert (e.g. electrician or Professional Engineer) or take a second opinion based on the observation
The Quick Reference Sheet – Worksheet C
Checklist to initially identify which all items are relevant to the AT under evaluation
Same sequence as Worksheet D
Overview of the assessment in one page
Field accessory for the assessor
Optional to use but helpful for organizing the assessment process
Assessment Questionnaire – Worksheet D
55 questions on potential situations for injuries
Items categorized in 8 groups for easier use
Each item has 3 choices
Items ‘not applicable’ can be marked and ruled out
Space for problems observed, solutions suggested
Alternate computer program to enter same data and produce a report with recommendations
Practice TimeTurn to Section IV. Worksheet C on page IV-5. Refer to Section III as needed
Turn to Section IV. Worksheet D on page IV-6 and familiarize with the questions from IV-6 to IV-12. Refer to Section III
Turn to Section IV Worksheet E page IV-15 to IV-24.
Turn to Section IV Worksheet E on page IV-25
Pause for Questions
Questions on :– Section III ?– Section IV Worksheet C, D, E or F?– Section V – Copy ready sheets of Worksheet A,
B, C, D, E and F?
Suggested Toolkit for Assessment
Clipboard
Digital Camera
Measuring tape
Angle finder
Calculator
Wire brush
Magnifying glass
Screwdriver
Pliers
Fish scale
Voltage tester
Level
Toolkit Price : Total $ 65.39
Screwdriver (4 piece) + 16’ measuring tape + Pliers + Knife (‘Task Force’ Brand kit from Lowe’s) $9.98
Angle finder (Swanson) from Lowe’s $9.86
Zebco Fish scale from Wal-mart- $5.59
Level from Lowe’s - $ 2.00
Ultraoptix Magnifying glass from Staples- $6.99
Wire brush from Tractor Supplies - $4.00
Ideal Brand Voltage tester from Lowe’s - $9.98
Clip board with calculator from Staples - $16.99
Tips on Completing Assessment
Don’t assume without knowing all facts
If in doubt, ask the client or an expert
Take variety of pictures, draw diagrams to explain the problem clearly, and take video clips. It will help during review session with the client or another expert
Tips on Completing Assessment
Describe situation in simple terms
Ask an expert if second opinion necessary
Observe the AT during operation
Take measurements, operate levers, examine closely
Tips on Completing ‘Solutions Suggested’
Discuss the possible solution(s)with client
Discuss the consequences of not implementing a solution for the observed problem
Consider cost, suggest economical solutions
Suggest easily achievable modifications
Provide information on resources available (e.g. VR)
Tips on Recommendations
Consider suitability of AT to the user
Discuss the problems observed with the user before making recommendations
Discuss solutions and help the user understand the potential for injury
Consult with experts or take a second opinion if required
Sample Home-fabricated AT - Lift•Frail construction (1)•No emergency exit (5)•Winch mechanism not certified for human lifting (6)•Dangling wires (18)•Sharp edges and corners (25)•Projections on moving parts (26)•No proper seat belts (38)•No stabilizing supports (41)•No back-up power source (47)•No back-up control switches (48)•No operating instructions (49)•And many more …..
Home-fabricated AT – Cultivating Cart•No brakes (12)•Pinch points (22)•Sharp edges and corners (25)•Unshielded moving parts (27)•Weather related restrictions (37)
Home-fabricated AT -Skid Loader Platform
• Overall weight (8)• Sharp edges or corners (25)• Slippery surfaces (30)• Handrails and handholds (42)
Limitations of Assessment Tool
Not a certification but a guideline
No pass or fail score
There may be features not included
All items not applicable to all ATs
No engineering details
Who Should Use This Tool ?
AT FabricatorsAT Assessment Professionals
BenefitTo estimate the potential for secondary
injury when implementing ATs for farmers with disabilities
Who Should Use This Tool ?AT users
BenefitTo have the assurance about the
general safety of the home-fabricated ATs (that do not undergo rigorous testing and certification as in the case of a commercially manufactured equipment)
Who Should Use This Tool ?
Rehabilitation Funding agencies
BenefitUse the assessment report that
documents the general safety aspects of home-fabricated ATs used by farmers with disabilities.
Who Should Use This Tool ?
AgrAbility Staff
BenefitAs a training instrument to identify
potential disability-related hazards on home-fabricated AT in the agricultural workplace
Practice Session
Time for practice
Use assessment process on a real AT
Follow instructions about group activity depending upon size of class