{"id":507218,"date":"2026-02-25T20:23:44","date_gmt":"2026-02-25T19:23:44","guid":{"rendered":"https:\/\/www.dynseo.com\/reeducation-numerique-en-ergotherapie-guide-des-outils-sur-tablette-dynseo-2\/"},"modified":"2026-03-29T18:12:26","modified_gmt":"2026-03-29T16:12:26","slug":"digital-rehabilitation-in-occupational-therapy-tablet-tool-guide","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/digital-rehabilitation-in-occupational-therapy-tablet-tool-guide\/","title":{"rendered":"Digital Rehabilitation in Occupational Therapy: Tablet Tool Guide"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; 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12px;}\n.dbi-art-eeff08 .toc {padding:22px 20px;}\n}<\/p>\n<\/style>\n<div class=\"dbi-art-eeff08\">\n<header class=\"article-hero\">\n<div class=\"article-hero-inner\">\n<nav class=\"article-breadcrumb\">\n            <a href=\"https:\/\/www.dynseo.com\/en\/\">Accueil<\/a> &rsaquo;<br \/>\n            <a href=\"https:\/\/www.dynseo.com\/en\/healthcare-professionals\/\">Professionnels<\/a> &rsaquo;<br \/>\n            R\u00e9\u00e9ducation num\u00e9rique ergoth\u00e9rapie<br \/>\n        <\/nav>\n<p>        <span class=\"article-category\">&#x1F4CB; GUIDE PRATIQUE<\/span><\/p>\n<h1>R\u00e9\u00e9ducation num\u00e9rique en ergoth\u00e9rapie : <span class=\"hl\">int\u00e9grer la tablette<\/span> dans votre pratique<\/h1>\n<div class=\"article-meta\">\n            <span>&#x1F4C5; F\u00e9vrier 2026<\/span><br \/>\n            <span>&#x23F1; 12 min de lecture<\/span><br \/>\n            <span>&#x1F9D1;&#x200D;&#x2695;&#xFE0F; Par l&#8217;\u00e9quipe DYNSEO<\/span>\n        <\/div>\n<\/p><\/div>\n<div class=\"article-hero-curve\"><\/div>\n<\/header>\n<div class=\"container\">\n<article class=\"article-body\">\n<div class=\"toc\">\n<h4>&#x1F4D1; Sommaire<\/h4>\n<ol>\n<li><a href=\"#pourquoi\">Pourquoi le num\u00e9rique transforme l&#8217;ergoth\u00e9rapie<\/a><\/li>\n<li><a href=\"#avantages\">5 avantages concrets de la tablette en s\u00e9ance<\/a><\/li>\n<li><a href=\"#fonctions\">Quelles fonctions travailler sur tablette ?<\/a><\/li>\n<li><a href=\"#pathologies\">Pathologies concern\u00e9es : du cabinet au domicile<\/a><\/li>\n<li><a href=\"#integrer\">Comment int\u00e9grer les outils num\u00e9riques pas \u00e0 pas<\/a><\/li>\n<li><a href=\"#erreurs\">Les 5 erreurs \u00e0 \u00e9viter avec le num\u00e9rique en s\u00e9ance<\/a><\/li>\n<li><a href=\"#cas\">\u00c9tudes de cas : 3 profils, 3 r\u00e9sultats concrets<\/a><\/li>\n<li><a href=\"#balancier\">Focus : la tablette en balancier<\/a><\/li>\n<li><a href=\"#telesoin\">T\u00e9l\u00e9soin et exercices \u00e0 domicile<\/a><\/li>\n<li><a href=\"#choisir\">Comment choisir le bon outil num\u00e9rique ?<\/a><\/li>\n<\/ol>\n<\/div>\n<pee>L&#8217;ergoth\u00e9rapie \u00e9volue. Entre les s\u00e9ances classiques avec mat\u00e9riel physique et la mont\u00e9e en puissance du t\u00e9l\u00e9soin, <strong>les outils num\u00e9riques sur tablette<\/strong> s&#8217;imposent comme un compl\u00e9ment essentiel \u00e0 la pratique des ergoth\u00e9rapeutes. Mais comment les int\u00e9grer efficacement ? Quelles fonctions cibler ? Et surtout, quels r\u00e9sultats en attendre ?<\/pee>\n<pee>Ce guide pratique vous donne les cl\u00e9s pour <strong>enrichir votre pratique ergoth\u00e9rapique<\/strong> avec des outils num\u00e9riques adapt\u00e9s, du cabinet au domicile du patient.<\/pee>\n<p><!-- SECTION 1 --><\/p>\n<h2 id=\"pourquoi\">1. Pourquoi le num\u00e9rique transforme l&#8217;ergoth\u00e9rapie<\/h2>\n<pee>Traditionnellement, l&#8217;ergoth\u00e9rapeute s&#8217;appuie sur du mat\u00e9riel concret : jeux de plateau, exercices de pr\u00e9hension, mises en situation r\u00e9elles. Ces outils restent irrempla\u00e7ables. Mais ils pr\u00e9sentent des limites que le num\u00e9rique peut combler.<\/pee>\n<pee>Le mat\u00e9riel physique ne permet pas toujours un <strong>suivi objectif et quantifi\u00e9<\/strong> de la progression. Il est difficile \u00e0 utiliser \u00e0 domicile sans supervision. Et il ne s&#8217;adapte pas automatiquement au niveau du patient.<\/pee>\n<pee>C&#8217;est l\u00e0 que la tablette intervient : elle offre une <strong>graduabilit\u00e9 fine de la difficult\u00e9<\/strong>, un feedback imm\u00e9diat, et des donn\u00e9es de suivi exploitables pour ajuster votre plan de r\u00e9\u00e9ducation.<\/pee>\n<pee>De plus, les patients d&#8217;aujourd&#8217;hui sont familiers avec les \u00e9crans tactiles. Cette familiarit\u00e9 r\u00e9duit la courbe d&#8217;apprentissage et permet de se concentrer rapidement sur les objectifs th\u00e9rapeutiques plut\u00f4t que sur la manipulation de l&#8217;outil lui-m\u00eame. Chez les enfants, l&#8217;attrait naturel pour la tablette devient un <strong>levier de motivation<\/strong> que le mat\u00e9riel traditionnel peine parfois \u00e0 offrir.<\/pee>\n<div class=\"info-box\">\n    <pee><strong>&#x1F4A1; Le saviez-vous ?<\/strong> Selon une revue de litt\u00e9rature publi\u00e9e dans l&#8217;<em>American Journal of Occupational Therapy<\/em>, les interventions assist\u00e9es par tablette montrent une am\u00e9lioration significative de la motricit\u00e9 fine chez les enfants avec troubles de la coordination, avec un taux d&#8217;adh\u00e9rence sup\u00e9rieur aux exercices traditionnels. Les chercheurs soulignent notamment que le feedback visuel et sonore imm\u00e9diat renforce l&#8217;engagement du patient dans sa r\u00e9\u00e9ducation.<\/pee>\n<\/div>\n<p><!-- SECTION 2 --><\/p>\n<h2 id=\"avantages\">2. Les 5 avantages concrets de la tablette en s\u00e9ance<\/h2>\n<ol class=\"numbered-list\">\n<li><strong>Motivation du patient.<\/strong> L&#8217;aspect ludique de la tablette augmente l&#8217;engagement, particuli\u00e8rement chez les enfants dyspraxiques et les patients post-AVC qui peuvent se d\u00e9courager face aux exercices r\u00e9p\u00e9titifs. Le format \u00ab jeu \u00bb transforme l&#8217;effort en d\u00e9fi, et le patient demande souvent \u00e0 continuer.<\/li>\n<li><strong>Adaptation automatique de la difficult\u00e9.<\/strong> Les programmes num\u00e9riques ajustent le niveau en temps r\u00e9el selon les performances. Un patient qui progresse est stimul\u00e9, un patient en difficult\u00e9 n&#8217;est pas mis en \u00e9chec. Cette adaptabilit\u00e9 est quasi impossible \u00e0 reproduire manuellement avec du mat\u00e9riel physique.<\/li>\n<li><strong>Donn\u00e9es objectives de progression.<\/strong> Temps de r\u00e9action, taux de r\u00e9ussite, nombre de r\u00e9p\u00e9titions : vous disposez de m\u00e9triques pr\u00e9cises pour mesurer l&#8217;\u00e9volution et argumenter vos bilans. Ces donn\u00e9es facilitent aussi la communication avec les m\u00e9decins prescripteurs et les familles.<\/li>\n<li><strong>Continuit\u00e9 cabinet-domicile.<\/strong> Le patient peut s&#8217;entra\u00eener entre les s\u00e9ances avec les m\u00eames outils. Vous gardez le contr\u00f4le sur les exercices prescrits et suivez l&#8217;observance \u00e0 distance. Cette continuit\u00e9 th\u00e9rapeutique est l&#8217;un des facteurs les plus corr\u00e9l\u00e9s \u00e0 la r\u00e9ussite de la r\u00e9\u00e9ducation.<\/li>\n<li><strong>Polyvalence th\u00e9rapeutique.<\/strong> Un seul support pour travailler motricit\u00e9 fine, coordination oculomotrice, fonctions ex\u00e9cutives, orientation spatiale et autonomie dans les AVD. Cela simplifie votre logistique et r\u00e9duit le co\u00fbt du mat\u00e9riel n\u00e9cessaire en cabinet.<\/li>\n<\/ol>\n<p><!-- SECTION 3 --><\/p>\n<h2 id=\"fonctions\">3. Quelles fonctions travailler sur tablette ?<\/h2>\n<pee>Les outils num\u00e9riques en ergoth\u00e9rapie ne se limitent pas aux jeux cognitifs. Ils couvrent un spectre large de fonctions essentielles \u00e0 la r\u00e9\u00e9ducation fonctionnelle.<\/pee>\n<h3>Motricit\u00e9 fine et coordination<\/h3>\n<pee>La manipulation tactile de la tablette sollicite la <strong>pr\u00e9hension<\/strong>, la <strong>coordination oculomotrice<\/strong> et le <strong>contr\u00f4le du geste<\/strong>. Les exercices de glisser-d\u00e9poser, de tra\u00e7age et de toucher pr\u00e9cis reproduisent les exigences motrices de nombreuses activit\u00e9s quotidiennes. Certains dispositifs transforment m\u00eame la tablette en outil de motricit\u00e9 globale via des syst\u00e8mes de balancier qui travaillent la coordination bilat\u00e9rale.<\/pee>\n<h3>Fonctions ex\u00e9cutives<\/h3>\n<pee>Planification, s\u00e9quen\u00e7age, r\u00e9solution de probl\u00e8mes : ces comp\u00e9tences indispensables aux <strong>activit\u00e9s de la vie quotidienne (AVD)<\/strong> sont pr\u00e9cis\u00e9ment celles que les jeux num\u00e9riques stimulent le mieux, avec une difficult\u00e9 progressive. Les jeux de strat\u00e9gie, de logique et de cat\u00e9gorisation permettent de travailler la flexibilit\u00e9 mentale et l&#8217;inhibition, deux fonctions souvent alt\u00e9r\u00e9es apr\u00e8s un AVC ou un traumatisme cr\u00e2nien.<\/pee>\n<h3>Attention et concentration<\/h3>\n<pee>L&#8217;attention s\u00e9lective et soutenue conditionne la r\u00e9ussite de toutes les autres fonctions. Les exercices num\u00e9riques permettent de <strong>mesurer pr\u00e9cis\u00e9ment les temps de r\u00e9action<\/strong> et les erreurs d&#8217;inattention, offrant des donn\u00e9es objectives que l&#8217;observation seule ne peut fournir. Vous pouvez ainsi quantifier les progr\u00e8s attentionnels et ajuster la dur\u00e9e des s\u00e9ances en cons\u00e9quence.<\/pee>\n<h3>Autonomie et transfert aux AVD<\/h3>\n<pee>Le but ultime de l&#8217;ergoth\u00e9rapie est l&#8217;autonomie du patient. Les exercices num\u00e9riques qui simulent des t\u00e2ches quotidiennes (s\u00e9quen\u00e7age de l&#8217;habillage, organisation d&#8217;un repas, gestion d&#8217;un emploi du temps) permettent un <strong>transfert direct<\/strong> des comp\u00e9tences acquises vers la vie r\u00e9elle. La r\u00e9p\u00e9tition num\u00e9rique consolide les apprentissages avant le passage \u00e0 la situation r\u00e9elle.<\/pee>\n<div class=\"key-points\">\n<h3>&#x1F3AF; Les fonctions cl\u00e9s \u00e0 cibler<\/h3>\n<ul>\n<li>Coordination oculomotrice et motricit\u00e9 fine<\/li>\n<li>Coordination bimanuelle et contr\u00f4le postural des mains<\/li>\n<li>Planification et s\u00e9quen\u00e7age d&#8217;activit\u00e9s<\/li>\n<li>Attention s\u00e9lective et soutenue<\/li>\n<li>Orientation et rep\u00e9rage spatial<\/li>\n<li>M\u00e9moire de travail et m\u00e9moire proc\u00e9durale<\/li>\n<li>Gestion de la fatigue et strat\u00e9gies compensatoires<\/li>\n<\/ul>\n<\/div>\n<p><!-- SECTION 4 --><\/p>\n<h2 id=\"pathologies\">4. Pathologies concern\u00e9es : du cabinet au domicile<\/h2>\n<pee>Les outils num\u00e9riques sur tablette s&#8217;adaptent \u00e0 un large \u00e9ventail de pathologies rencontr\u00e9es en ergoth\u00e9rapie, tant en p\u00e9diatrie qu&#8217;en g\u00e9riatrie ou en neurologie adulte.<\/pee>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Population<\/th>\n<th>Pathologies<\/th>\n<th>Fonctions cibl\u00e9es<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Enfants 5-10 ans<\/td>\n<td>Dyspraxie, dysgraphie, TDAH avec troubles praxiques, TSA<\/td>\n<td>Motricit\u00e9 fine, fonctions ex\u00e9cutives, sch\u00e9ma corporel<\/td>\n<\/tr>\n<tr>\n<td>Adultes<\/td>\n<td>AVC (h\u00e9min\u00e9gligence), traumatisme cr\u00e2nien, scl\u00e9rose en plaques<\/td>\n<td>Attention, planification AVD, coordination<\/td>\n<\/tr>\n<tr>\n<td>Seniors<\/td>\n<td>Parkinson, Alzheimer, d\u00e9pendance progressive<\/td>\n<td>Orientation, s\u00e9quen\u00e7age, pr\u00e9vention chutes<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<pee>L&#8217;int\u00e9r\u00eat majeur des outils num\u00e9riques r\u00e9side dans la <strong>possibilit\u00e9 de couvrir l&#8217;ensemble de votre patient\u00e8le<\/strong> avec un m\u00eame support, en adaptant les exercices et la difficult\u00e9 \u00e0 chaque profil. Un m\u00eame jeu de coordination oculomotrice peut \u00eatre utilis\u00e9 en niveau facile avec un enfant dyspraxique de 6 ans et en niveau difficile avec un patient post-AVC de 55 ans. Seuls les param\u00e8tres changent.<\/pee>\n<p><!-- SECTION 5 --><\/p>\n<h2 id=\"integrer\">5. Comment int\u00e9grer les outils num\u00e9riques pas \u00e0 pas<\/h2>\n<pee>L&#8217;erreur fr\u00e9quente est de vouloir remplacer le mat\u00e9riel existant par le num\u00e9rique. La bonne approche est de l&#8217;<strong>int\u00e9grer comme un compl\u00e9ment<\/strong>, en suivant une progression logique.<\/pee>\n<h3>\u00c9tape 1 : Identifier les besoins non couverts<\/h3>\n<pee>Quels patients gagneraient \u00e0 s&#8217;entra\u00eener entre les s\u00e9ances ? Quelles fonctions manquent de suivi objectif ? Quels exercices b\u00e9n\u00e9ficieraient d&#8217;une graduabilit\u00e9 plus fine ? Posez-vous ces questions pour chaque patient de votre file active. Souvent, les r\u00e9ponses convergent vers les m\u00eames besoins : continuit\u00e9 \u00e0 domicile et donn\u00e9es de suivi.<\/pee>\n<h3>\u00c9tape 2 : Commencer en s\u00e9ance supervis\u00e9e<\/h3>\n<pee>Introduisez la tablette pendant vos s\u00e9ances pour observer la r\u00e9ponse du patient, ajuster la difficult\u00e9, et d\u00e9finir les exercices pertinents. Commencez par 10-15 minutes en fin de s\u00e9ance. Cette phase est essentielle pour que le patient comprenne l&#8217;outil et que vous puissiez calibrer les niveaux de difficult\u00e9 optimaux.<\/pee>\n<h3>\u00c9tape 3 : Prescrire \u00e0 domicile progressivement<\/h3>\n<pee>Une fois le patient \u00e0 l&#8217;aise, prescrivez des exercices quotidiens courts (10-15 minutes). Utilisez la <strong>plateforme de suivi<\/strong> pour v\u00e9rifier l&#8217;observance et ajuster le programme entre les s\u00e9ances. Commencez par 2-3 exercices cibl\u00e9s plut\u00f4t que de submerger le patient avec un programme trop ambitieux.<\/pee>\n<h3>\u00c9tape 4 : Mesurer et ajuster<\/h3>\n<pee>Exploitez les statistiques pour documenter la progression dans vos bilans. Les donn\u00e9es objectives renforcent la cr\u00e9dibilit\u00e9 de votre suivi aupr\u00e8s des m\u00e9decins prescripteurs et des familles. Elles permettent aussi d&#8217;identifier les plateaux de progression et de modifier votre strat\u00e9gie th\u00e9rapeutique au bon moment.<\/pee>\n<div class=\"article-quote\">\n    <pee>&#8220;La tablette ne remplace pas mes mains d&#8217;ergoth\u00e9rapeute. Mais entre les s\u00e9ances, c&#8217;est elle qui maintient les progr\u00e8s de mes patients. Et les statistiques m&#8217;aident \u00e0 ajuster en temps r\u00e9el.&#8221;<\/pee>\n<div class=\"quote-author\">&mdash; Camille D., ergoth\u00e9rapeute lib\u00e9rale, Lyon<\/div>\n<\/div>\n<p><!-- SECTION 6 \u2014 NOUVELLE : ERREURS --><\/p>\n<h2 id=\"erreurs\">6. Les 5 erreurs \u00e0 \u00e9viter avec le num\u00e9rique en s\u00e9ance<\/h2>\n<pee>Int\u00e9grer la tablette dans votre pratique est une excellente initiative, mais certaines erreurs courantes peuvent compromettre les b\u00e9n\u00e9fices attendus. Voici les pi\u00e8ges \u00e0 \u00e9viter, et comment les contourner.<\/pee>\n<div class=\"error-box\">\n<div class=\"error-box-title\">&#x274C; Erreur 1 : Remplacer le mat\u00e9riel physique au lieu de le compl\u00e9ter<\/div>\n<pee>La tablette n&#8217;est pas un substitut universel. Les exercices de pr\u00e9hension r\u00e9elle, les mises en situation concr\u00e8tes et la manipulation d&#8217;objets du quotidien restent irrempla\u00e7ables pour le transfert aux AVD.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">&#x2705; La bonne approche<\/div>\n<pee>Utilisez le num\u00e9rique pour ce qu&#8217;il fait mieux que le physique : le suivi objectif, la r\u00e9p\u00e9tition motivante \u00e0 domicile, et l&#8217;adaptation automatique de la difficult\u00e9. Gardez le mat\u00e9riel concret pour le travail de pr\u00e9hension et les mises en situation r\u00e9elles.<\/pee>\n<\/div>\n<div class=\"error-box\">\n<div class=\"error-box-title\">&#x274C; Erreur 2 : Proposer la tablette sans supervision initiale<\/div>\n<pee>Donner l&#8217;outil au patient ou \u00e0 sa famille sans phase d&#8217;accompagnement en s\u00e9ance conduit souvent \u00e0 un mauvais calibrage des exercices et \u00e0 un abandon rapide.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">&#x2705; La bonne approche<\/div>\n<pee>Consacrez au minimum 2 \u00e0 3 s\u00e9ances \u00e0 l&#8217;utilisation supervis\u00e9e de la tablette. Profitez-en pour identifier les exercices les plus adapt\u00e9s, calibrer les niveaux de difficult\u00e9, et former le patient (ou l&#8217;aidant) \u00e0 l&#8217;utilisation autonome.<\/pee>\n<\/div>\n<div class=\"error-box\">\n<div class=\"error-box-title\">&#x274C; Erreur 3 : Laisser le patient uniquement sur des exercices cognitifs<\/div>\n<pee>Beaucoup d&#8217;applications se concentrent sur la stimulation cognitive pure (m\u00e9moire, attention). En ergoth\u00e9rapie, n\u00e9gliger la dimension motrice revient \u00e0 passer \u00e0 c\u00f4t\u00e9 de l&#8217;essentiel.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">&#x2705; La bonne approche<\/div>\n<pee>Choisissez des outils qui combinent stimulation cognitive ET motricit\u00e9 fine. Les exercices de coordination oculomotrice, de glisser-d\u00e9poser pr\u00e9cis, ou de balancier sollicitent les fonctions motrices que vous travaillez en s\u00e9ance.<\/pee>\n<\/div>\n<div class=\"error-box\">\n<div class=\"error-box-title\">&#x274C; Erreur 4 : Ne pas exploiter les donn\u00e9es de suivi<\/div>\n<pee>Disposer de statistiques d\u00e9taill\u00e9es et ne pas les consulter revient \u00e0 gaspiller l&#8217;un des atouts majeurs du num\u00e9rique. Sans suivi des donn\u00e9es, vous perdez la capacit\u00e9 d&#8217;ajuster votre intervention entre les s\u00e9ances.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">&#x2705; La bonne approche<\/div>\n<pee>Consultez les statistiques du patient avant chaque s\u00e9ance. Identifiez les exercices r\u00e9ussis, les points de blocage, et les tendances de progression. Int\u00e9grez ces donn\u00e9es dans vos bilans pour argumenter vos choix th\u00e9rapeutiques aupr\u00e8s des prescripteurs.<\/pee>\n<\/div>\n<div class=\"error-box\">\n<div class=\"error-box-title\">&#x274C; Erreur 5 : Imposer des s\u00e9ances num\u00e9riques trop longues \u00e0 domicile<\/div>\n<pee>Prescrire 30 \u00e0 45 minutes d&#8217;exercices quotidiens par enthousiasme est contre-productif. La fatigue cognitive et la lassitude s&#8217;installent rapidement, surtout chez les patients neurologiques ou les enfants.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">&#x2705; La bonne approche<\/div>\n<pee>Prescrivez 10 \u00e0 15 minutes par jour, avec 2 \u00e0 4 exercices cibl\u00e9s. La r\u00e9gularit\u00e9 prime sur la dur\u00e9e. Un patient qui pratique 10 minutes chaque jour progresse davantage qu&#8217;un patient qui fait une heure une fois par semaine.<\/pee>\n<\/div>\n<p><!-- SECTION 7 \u2014 NOUVELLE : CAS PRATIQUES --><\/p>\n<h2 id=\"cas\">7. \u00c9tudes de cas : 3 profils, 3 r\u00e9sultats concrets<\/h2>\n<pee>Comment le num\u00e9rique s&#8217;int\u00e8gre-t-il concr\u00e8tement dans le parcours de soin ? Voici trois situations r\u00e9elles rencontr\u00e9es par des ergoth\u00e9rapeutes utilisant les outils DYNSEO.<\/pee>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F466;<\/div>\n<div>\n<div class=\"case-study-label\">P\u00e9diatrie<\/div>\n<div class=\"case-study-title\">Lucas, 7 ans \u2014 Dyspraxie visuospatiale et dysgraphie<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee><strong>Contexte :<\/strong> Lucas est suivi en ergoth\u00e9rapie pour une dyspraxie visuospatiale diagnostiqu\u00e9e en CP. L&#8217;\u00e9criture reste laborieuse, les lettres sont mal form\u00e9es et la fatigue survient rapidement. Les s\u00e9ances hebdomadaires progressent mais Lucas se d\u00e9courage entre les rendez-vous.<\/pee>\n    <pee><strong>Protocole num\u00e9rique :<\/strong> L&#8217;ergoth\u00e9rapeute introduit l&#8217;application COCO en s\u00e9ance avec des exercices de coordination oculomotrice et de rep\u00e9rage spatial (niveaux 1-2). Apr\u00e8s trois s\u00e9ances supervis\u00e9es, elle prescrit 10 minutes par jour \u00e0 la maison sur les m\u00eames exercices, compl\u00e9t\u00e9s par des jeux de s\u00e9quen\u00e7age.<\/pee>\n    <pee><strong>R\u00e9sultat au bout de 8 semaines :<\/strong> Lucas a maintenu sa motivation gr\u00e2ce au format ludique. Ses parents rapportent qu&#8217;il demande spontan\u00e9ment \u00e0 &#8220;jouer&#8221; sur la tablette. L&#8217;ergoth\u00e9rapeute int\u00e8gre ensuite la Bille qui Roule pour travailler la coordination bimanuelle sur le balancier, en pr\u00e9paration au geste graphique.<\/pee>\n<div class=\"case-study-result\">\n        <pee><strong>&#x1F4CA; R\u00e9sultats mesur\u00e9s :<\/strong> temps de r\u00e9action en coordination oculomotrice r\u00e9duit de 35 %, taux de r\u00e9ussite en rep\u00e9rage spatial pass\u00e9 de 52 % \u00e0 78 %. L&#8217;enseignante note une am\u00e9lioration de la tenue du crayon et de l&#8217;endurance \u00e0 l&#8217;\u00e9criture.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F469;<\/div>\n<div>\n<div class=\"case-study-label\">Neurologie adulte<\/div>\n<div class=\"case-study-title\">Sophie, 48 ans \u2014 AVC isch\u00e9mique avec h\u00e9min\u00e9gligence gauche<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee><strong>Contexte :<\/strong> Sophie a subi un AVC isch\u00e9mique il y a 4 mois. Elle pr\u00e9sente une h\u00e9min\u00e9gligence gauche mod\u00e9r\u00e9e et des difficult\u00e9s de planification des AVD. Elle vit seule et les s\u00e9ances en cabinet (2 fois par semaine) ne suffisent pas \u00e0 maintenir une progression constante.<\/pee>\n    <pee><strong>Protocole num\u00e9rique :<\/strong> L&#8217;ergoth\u00e9rapeute choisit l&#8217;application JOE avec des exercices d&#8217;attention visuelle ciblant l&#8217;espace gauche, des jeux de planification et de s\u00e9quen\u00e7age. En s\u00e9ance, la tablette est positionn\u00e9e l\u00e9g\u00e8rement \u00e0 gauche pour encourager l&#8217;exploration de l&#8217;h\u00e9mi-espace n\u00e9glig\u00e9. \u00c0 domicile, Sophie r\u00e9alise 15 minutes par jour d&#8217;exercices prescrits.<\/pee>\n    <pee><strong>R\u00e9sultat au bout de 12 semaines :<\/strong> Les statistiques de la plateforme montrent une am\u00e9lioration progressive de la d\u00e9tection des stimuli dans l&#8217;h\u00e9mi-espace gauche. Sophie parvient \u00e0 organiser ses repas de fa\u00e7on autonome, une activit\u00e9 qu&#8217;elle avait abandonn\u00e9e depuis l&#8217;AVC.<\/pee>\n<div class=\"case-study-result\">\n        <pee><strong>&#x1F4CA; R\u00e9sultats mesur\u00e9s :<\/strong> score d&#8217;attention visuelle gauche am\u00e9lior\u00e9 de 40 %, temps de planification d&#8217;une s\u00e9quence de 5 \u00e9tapes r\u00e9duit de 45 secondes. L&#8217;observance \u00e0 domicile a \u00e9t\u00e9 de 85 % sur la p\u00e9riode gr\u00e2ce aux rappels de la plateforme.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F475;<\/div>\n<div>\n<div class=\"case-study-label\">G\u00e9riatrie<\/div>\n<div class=\"case-study-title\">Marcel, 79 ans \u2014 Maladie de Parkinson stade 2<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee><strong>Contexte :<\/strong> Marcel vit en EHPAD et pr\u00e9sente un tremblement de repos, une rigidit\u00e9 mod\u00e9r\u00e9e et un ralentissement progressif de la motricit\u00e9 fine. L&#8217;ergoth\u00e9rapeute intervient une fois par semaine. Entre les s\u00e9ances, Marcel est inactif et perd en dext\u00e9rit\u00e9.<\/pee>\n    <pee><strong>Protocole num\u00e9rique :<\/strong> L&#8217;ergoth\u00e9rapeute met en place l&#8217;application EDITH avec des exercices adapt\u00e9s : grands boutons tactiles, pas de contrainte de temps, feedback positif syst\u00e9matique. Les exercices ciblent la coordination oculomotrice (niveaux faciles), le s\u00e9quen\u00e7age simple et l&#8217;orientation spatiale. L&#8217;aide-soignante r\u00e9f\u00e9rente est form\u00e9e pour accompagner Marcel 10 minutes chaque matin.<\/pee>\n    <pee><strong>R\u00e9sultat au bout de 10 semaines :<\/strong> Marcel a retrouv\u00e9 le go\u00fbt de l&#8217;activit\u00e9. L&#8217;aspect ludique et l&#8217;absence de mise en \u00e9chec (pas de chronom\u00e8tre, pas de score visible) ont \u00e9t\u00e9 d\u00e9terminants. L&#8217;\u00e9quipe soignante rapporte que Marcel est plus alerte le matin apr\u00e8s ses exercices et que la motricit\u00e9 fine de ses mains est mieux pr\u00e9serv\u00e9e qu&#8217;attendu.<\/pee>\n<div class=\"case-study-result\">\n        <pee><strong>&#x1F4CA; R\u00e9sultats mesur\u00e9s :<\/strong> maintien des scores de motricit\u00e9 fine sur 10 semaines (l\u00e0 o\u00f9 une d\u00e9gradation \u00e9tait attendue), am\u00e9lioration de 20 % en orientation spatiale. L&#8217;\u00e9quipe soignante note un b\u00e9n\u00e9fice inattendu sur l&#8217;humeur et le lien social.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"article-quote\">\n    <pee>&#8220;Ce qui m&#8217;a surpris, c&#8217;est la r\u00e9gularit\u00e9. Marcel n&#8217;a pas manqu\u00e9 un seul jour. Je n&#8217;ai jamais obtenu cette observance avec des exercices papier.&#8221;<\/pee>\n<div class=\"quote-author\">&mdash; Antoine R., ergoth\u00e9rapeute en EHPAD, Bordeaux<\/div>\n<\/div>\n<p><!-- SECTION 8 --><\/p>\n<h2 id=\"balancier\">8. Focus : la tablette en balancier, une innovation pour la motricit\u00e9 fine<\/h2>\n<pee>Au-del\u00e0 de l&#8217;utilisation classique de la tablette (toucher, glisser, appuyer), une approche innovante consiste \u00e0 <strong>transformer la tablette en outil de motricit\u00e9 globale<\/strong>.<\/pee>\n<pee>Le principe : la tablette est pos\u00e9e sur un support qui la transforme en <strong>balancier<\/strong>. Le patient doit incliner la tablette pour faire rouler une bille virtuelle \u00e0 travers un parcours. Ce dispositif sollicite simultan\u00e9ment plusieurs fonctions essentielles en ergoth\u00e9rapie :<\/pee>\n<div class=\"key-points\">\n<h3>&#x1F590; Ce que travaille le balancier<\/h3>\n<ul>\n<li><strong>Coordination bimanuelle<\/strong> : les deux mains doivent coop\u00e9rer pour contr\u00f4ler l&#8217;inclinaison<\/li>\n<li><strong>Contr\u00f4le moteur fin<\/strong> : dosage pr\u00e9cis de la force et de l&#8217;inclinaison<\/li>\n<li><strong>Coordination oculomotrice<\/strong> : suivre la bille tout en anticipant le mouvement<\/li>\n<li><strong>Renforcement musculaire<\/strong> : mains, poignets, avant-bras en contraction isom\u00e9trique<\/li>\n<li><strong>Graphomotricit\u00e9 indirecte<\/strong> : pr\u00e9paration au geste d&#8217;\u00e9criture par le contr\u00f4le postural de la main<\/li>\n<\/ul>\n<\/div>\n<pee>Ce type d&#8217;exercice est particuli\u00e8rement pertinent pour les <strong>enfants dyspraxiques<\/strong> (pr\u00e9paration \u00e0 l&#8217;\u00e9criture, comme pour Lucas dans notre \u00e9tude de cas), les <strong>patients post-AVC avec h\u00e9min\u00e9gligence<\/strong> (r\u00e9int\u00e9gration du c\u00f4t\u00e9 n\u00e9glig\u00e9 en imposant l&#8217;utilisation des deux mains) et les <strong>patients parkinsoniens<\/strong> (pr\u00e9vention de la perte de dext\u00e9rit\u00e9 et maintien du contr\u00f4le moteur fin).<\/pee>\n<pee>L&#8217;avantage unique du balancier est qu&#8217;il <strong>associe motricit\u00e9 globale et motricit\u00e9 fine<\/strong> dans un m\u00eame exercice, avec un feedback visuel imm\u00e9diat et une difficult\u00e9 progressive. Le patient voit directement l&#8217;impact de son geste sur l&#8217;\u00e9cran, ce qui renforce l&#8217;apprentissage moteur par la boucle sensorimotrice.<\/pee>\n<p><!-- SECTION 9 --><\/p>\n<h2 id=\"telesoin\">9. T\u00e9l\u00e9soin et exercices \u00e0 domicile : \u00e9tendre l&#8217;impact de vos s\u00e9ances<\/h2>\n<pee>Le t\u00e9l\u00e9soin en ergoth\u00e9rapie se d\u00e9veloppe rapidement, et les outils num\u00e9riques y jouent un r\u00f4le central. La combinaison <strong>visio + tablette + plateforme de suivi<\/strong> permet de maintenir une r\u00e9\u00e9ducation efficace \u00e0 distance.<\/pee>\n<pee>En pratique, cela signifie que vos patients \u00e0 mobilit\u00e9 r\u00e9duite, en zone rurale ou en EHPAD sans ergoth\u00e9rapeute sur place peuvent continuer \u00e0 progresser entre vos interventions. L&#8217;exemple de Marcel illustre parfaitement cette continuit\u00e9 : une intervention hebdomadaire en pr\u00e9sentiel, compl\u00e9t\u00e9e par des exercices quotidiens supervis\u00e9s \u00e0 distance via la plateforme de suivi.<\/pee>\n<pee>Le t\u00e9l\u00e9soin ne se limite pas \u00e0 la vid\u00e9o-consultation. Il inclut aussi la <strong>prescription d&#8217;exercices num\u00e9riques \u00e0 domicile<\/strong>, le suivi de l&#8217;observance via les statistiques de la plateforme, et l&#8217;ajustement du programme entre les s\u00e9ances sans que le patient ait besoin de se d\u00e9placer. Pour le patient, c&#8217;est la garantie d&#8217;une prise en charge continue. Pour vous, c&#8217;est la possibilit\u00e9 d&#8217;optimiser votre temps et d&#8217;augmenter votre impact th\u00e9rapeutique.<\/pee>\n<div class=\"info-box\">\n    <pee><strong>&#x1F3E0; L&#8217;entra\u00eenement \u00e0 domicile, la cl\u00e9 de la r\u00e9ussite.<\/strong> Les \u00e9tudes montrent que les patients qui pratiquent des exercices quotidiens \u00e0 domicile, m\u00eame courts (10-15 minutes), progressent significativement plus vite que ceux qui se limitent aux s\u00e9ances en cabinet. Le facteur cl\u00e9 n&#8217;est pas la dur\u00e9e mais la <strong>r\u00e9gularit\u00e9<\/strong>. Le num\u00e9rique rend cette continuit\u00e9 possible et mesurable, tout en d\u00e9chargeant le patient de la responsabilit\u00e9 de \u00ab trouver quoi faire \u00bb entre les s\u00e9ances.<\/pee>\n<\/div>\n<p><!-- SECTION 10 --><\/p>\n<h2 id=\"choisir\">10. Comment choisir le bon outil num\u00e9rique ?<\/h2>\n<pee>Tous les outils num\u00e9riques ne se valent pas pour l&#8217;ergoth\u00e9rapie. Voici les crit\u00e8res essentiels \u00e0 v\u00e9rifier avant d&#8217;investir.<\/pee>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Crit\u00e8re<\/th>\n<th>Pourquoi c&#8217;est important<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Profils patients illimit\u00e9s<\/td>\n<td>Vous ne devez pas \u00eatre limit\u00e9 dans le nombre de patients suivis sur la plateforme<\/td>\n<\/tr>\n<tr>\n<td>Plateforme de suivi statistique<\/td>\n<td>Indispensable pour documenter la progression dans vos bilans et communiquer avec les prescripteurs<\/td>\n<\/tr>\n<tr>\n<td>Adaptation de la difficult\u00e9<\/td>\n<td>Chaque patient a un niveau diff\u00e9rent, m\u00eame au sein d&#8217;une m\u00eame pathologie<\/td>\n<\/tr>\n<tr>\n<td>Exercices motricit\u00e9 + cognition<\/td>\n<td>L&#8217;ergoth\u00e9rapie n\u00e9cessite les deux, pas uniquement le cognitif<\/td>\n<\/tr>\n<tr>\n<td>Utilisation hors ligne<\/td>\n<td>Pour les EHPAD, domiciles sans WiFi, d\u00e9placements<\/td>\n<\/tr>\n<tr>\n<td>Conformit\u00e9 RGPD<\/td>\n<td>Protection des donn\u00e9es de sant\u00e9 de vos patients, obligatoire en France<\/td>\n<\/tr>\n<tr>\n<td>Essai gratuit<\/td>\n<td>Tester avant de s&#8217;engager, avec vos vrais patients en situation r\u00e9elle<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<pee>Au-del\u00e0 de ces crit\u00e8res techniques, un bon outil num\u00e9rique doit aussi \u00eatre <strong>agr\u00e9able \u00e0 utiliser pour le patient<\/strong>. Une interface claire, des consignes compr\u00e9hensibles, un design non infantilisant pour les adultes et les seniors : ces aspects ergonomiques conditionnent l&#8217;adh\u00e9rence au programme. Testez toujours l&#8217;outil avec vos patients avant de prendre une d\u00e9cision.<\/pee>\n<p><!-- CTA VERS PAGE PRINCIPALE --><br \/>\n<a href=\"https:\/\/www.dynseo.com\/en\/applications-for-speech-therapy\/\" class=\"internal-link\"><\/p>\n<div class=\"internal-link-icon\">&#x1F4F1;<\/div>\n<div class=\"internal-link-content\">\n<div class=\"internal-link-label\">Page d\u00e9di\u00e9e<\/div>\n<div class=\"internal-link-title\">D\u00e9couvrez nos applications pour ergoth\u00e9rapeutes<\/div>\n<div class=\"internal-link-desc\">BILLE QUI ROULE, COCO, JOE, EDITH &mdash; tarifs, fonctionnalit\u00e9s, cas d&#8217;usage et d\u00e9mo gratuite.<\/div>\n<\/p><\/div>\n<div class=\"internal-link-arrow\">&#x2192;<\/div>\n<p><\/a><\/p>\n<p><!-- CTA BOX --><\/p>\n<div class=\"cta-box\">\n<h3>&#x1F680; Pr\u00eat \u00e0 tester avec vos patients ?<\/h3>\n<pee>D\u00e9couvrez en 30 minutes comment int\u00e9grer nos outils dans votre pratique. D\u00e9mo gratuite en visio + 7 jours d&#8217;essai offerts.<\/pee>\n<div class=\"cta-buttons\">\n        <a href=\"https:\/\/calendly.com\/justine-monsaingeon\/30min\" class=\"btn-cta-white\">&#x1F4C5; D\u00e9mo gratuite<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/applications-for-speech-therapy\/\" class=\"btn-cta-outline\">Voir les applications &#x2192;<\/a>\n    <\/div>\n<\/div>\n<p><!-- TAGS --><\/p>\n<div class=\"article-tags\">\n    <a href=\"#\" class=\"article-tag\">ergoth\u00e9rapie<\/a><br \/>\n    <a href=\"#\" class=\"article-tag\">r\u00e9\u00e9ducation num\u00e9rique<\/a><br \/>\n    <a href=\"#\" class=\"article-tag\">tablette motricit\u00e9 fine<\/a><br \/>\n    <a href=\"#\" class=\"article-tag\">coordination<\/a><br \/>\n    <a href=\"#\" class=\"article-tag\">AVD<\/a><br \/>\n    <a href=\"#\" class=\"article-tag\">t\u00e9l\u00e9soin<\/a><br \/>\n    <a href=\"#\" class=\"article-tag\">outils ergoth\u00e9rapeute<\/a><br \/>\n    <a href=\"#\" class=\"article-tag\">DYNSEO<\/a>\n<\/div>\n<\/article>\n<\/div>\n<p><script type=\"application\/ld+json\">\n{\n  \"@context\":\"https:\/\/schema.org\",\n  \"@type\":\"Article\",\n  \"headline\":\"Reeducation numerique en ergotherapie : integrer la tablette dans votre pratique\",\n  \"description\":\"Guide complet pour ergotherapeutes : comment integrer les outils numeriques sur tablette dans la reeducation fonctionnelle, la motricite fine et la coordination.\",\n  \"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\n  \"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2021\/03\/logo-dynseo.png\"}},\n  \"datePublished\":\"2026-02-22\",\n  \"dateModified\":\"2026-02-22\",\n  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.btn-cta-outline {width:100%;text-align:center;padding:13px 24px;font-size:13px;}\n.dbi-art-eeff08 .internal-link {flex-direction:column;text-align:center;gap:12px;padding:22px 18px;}\n.dbi-art-eeff08 .internal-link-arrow {transform:rotate(90deg);}\n.dbi-art-eeff08 .internal-link:hover .internal-link-arrow {transform:rotate(90deg) translateX(4px);}\n.dbi-art-eeff08 .comparison-table {font-size:12px;}\n.dbi-art-eeff08 .comparison-table thead th, .dbi-art-eeff08 .comparison-table tbody td {padding:10px 12px;}\n.dbi-art-eeff08 .toc {padding:22px 20px;}\n}\n\n<\/style>\n<script type=\"application\/ld+json\">\n{\n  \"@context\":\"https:\/\/schema.org\",\n  \"@type\":\"Article\",\n  \"headline\":\"Reeducation numerique en ergotherapie : integrer la tablette dans votre pratique\",\n  \"description\":\"Guide complet pour ergotherapeutes : comment integrer les outils numeriques sur tablette dans la reeducation fonctionnelle, la motricite fine et la coordination.\",\n  \"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\n  \"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2021\/03\/logo-dynseo.png\"}},\n  \"datePublished\":\"2026-02-22\",\n  \"dateModified\":\"2026-02-22\",\n  \"mainEntityOfPage\":\"https:\/\/www.dynseo.com\/reeducation-numerique-ergotherapie\/\"\n}\n<\/script>\n<div class=\"dbi-art-eeff08\">\n<header class=\"article-hero\">\n    <div class=\"article-hero-inner\">\n        <nav class=\"article-breadcrumb\">\n            <a href=\"https:\/\/www.dynseo.com\/\">Home<\/a> &rsaquo;\n            <a href=\"https:\/\/www.dynseo.com\/professionnels-de-sante\/\">Professionals<\/a> &rsaquo;\n            Digital rehabilitation occupational therapy\n        <\/nav>\n        <span class=\"article-category\">&#x1F4CB; PRACTICAL GUIDE<\/span>\n        <h1>Digital rehabilitation in occupational therapy: <span class=\"hl\">integrating the tablet<\/span> into your practice<\/h1>\n        <div class=\"article-meta\">\n            <span>&#x1F4C5; February 2026<\/span>\n            <span>&#x23F1; 12 min read<\/span>\n            <span>&#x1F9D1;&#x200D;&#x2695;&#xFE0F; By the DYNSEO team<\/span>\n        <\/div>\n    <\/div>\n    <div class=\"article-hero-curve\"><\/div>\n<\/header>\n\n<div class=\"container\">\n<article class=\"article-body\">\n\n<div class=\"toc\">\n    <h4>&#x1F4D1; Table of Contents<\/h4>\n    <ol>\n        <li><a href=\"#pourquoi\">Why digital technology is transforming occupational therapy<\/a><\/li>\n        <li><a href=\"#avantages\">5 concrete advantages of the tablet in sessions<\/a><\/li>\n        <li><a href=\"#fonctions\">What functions to work on with the tablet?<\/a><\/li>\n        <li><a href=\"#pathologies\">Relevant pathologies: from the office to the home<\/a><\/li>\n        <li><a href=\"#integrer\">How to integrate digital tools step by step<\/a><\/li>\n        <li><a href=\"#erreurs\">The 5 mistakes to avoid with digital technology in sessions<\/a><\/li>\n        <li><a href=\"#cas\">Case studies: 3 profiles, 3 concrete results<\/a><\/li>\n        <li><a href=\"#balancier\">Focus: the tablet as a balance tool<\/a><\/li>\n        <li><a href=\"#telesoin\">Telecare and home exercises<\/a><\/li>\n        <li><a href=\"#choisir\">How to choose the right digital tool?<\/a><\/li>\n    <\/ol>\n<\/div>\n\n<p>Occupational therapy is evolving. Between traditional sessions with physical materials and the rise of telecare, <strong>digital tools on tablets<\/strong> are becoming an essential complement to the practice of occupational therapists. But how to integrate them effectively? What functions to target? And above all, what results to expect?<\/p>\n\n<p>This practical guide provides you with the keys to <strong>enrich your occupational therapy practice<\/strong> with suitable digital tools, from the office to the patient's home.<\/p>\n\n<!-- SECTION 1 -->\n<h2 id=\"pourquoi\">1. Why digital technology is transforming occupational therapy<\/h2>\n\n<p>Traditionally, the occupational therapist relies on concrete materials: board games, grasping exercises, real-life situations. These tools remain irreplaceable. But they have limitations that digital technology can fill.<\/p>\n\n<p>Physical materials do not always allow for <strong>objective and quantified tracking<\/strong> of progress. They are difficult to use at home without supervision. And they do not automatically adapt to the patient's level.<\/p>\n\n<p>This is where the tablet comes in: it offers a <strong>fine gradation of difficulty<\/strong>, immediate feedback, and usable tracking data to adjust your rehabilitation plan.<\/p>\n\n<p>Moreover, today's patients are familiar with touch screens. This familiarity reduces the learning curve and allows for quick focus on therapeutic goals rather than on manipulating the tool itself. For children, the natural appeal of the tablet becomes a <strong>motivational lever<\/strong> that traditional materials sometimes struggle to provide.<\/p>\n<div class=\"info-box\">\n    <p><strong>&#x1F4A1; Did you know?<\/strong> According to a literature review published in the <em>American Journal of Occupational Therapy<\/em>, tablet-assisted interventions show a significant improvement in fine motor skills in children with coordination disorders, with a higher adherence rate than traditional exercises. Researchers particularly emphasize that immediate visual and auditory feedback enhances patient engagement in their rehabilitation.<\/p>\n<\/div>\n\n<!-- SECTION 2 -->\n<h2 id=\"avantages\">2. The 5 concrete advantages of the tablet in sessions<\/h2>\n\n<ol class=\"numbered-list\">\n    <li><strong>Patient motivation.<\/strong> The playful aspect of the tablet increases engagement, particularly in dyspraxic children and post-Stroke patients who may become discouraged by repetitive exercises. The \"game\" format transforms effort into a challenge, and the patient often asks to continue.<\/li>\n    <li><strong>Automatic adaptation of difficulty.<\/strong> Digital programs adjust the level in real-time according to performance. A progressing patient is stimulated, while a struggling patient is not set up for failure. This adaptability is nearly impossible to replicate manually with physical materials.<\/li>\n    <li><strong>Objective progression data.<\/strong> Reaction time, success rate, number of repetitions: you have precise metrics to measure progress and support your assessments. This data also facilitates communication with prescribing doctors and families.<\/li>\n    <li><strong>Continuity between clinic and home.<\/strong> The patient can practice between sessions with the same tools. You maintain control over prescribed exercises and monitor adherence remotely. This therapeutic continuity is one of the factors most correlated with successful rehabilitation.<\/li>\n    <li><strong>Therapeutic versatility.<\/strong> A single tool to work on fine motor skills, eye-hand coordination, executive functions, spatial orientation, and autonomy in daily living activities (ADLs). This simplifies your logistics and reduces the cost of necessary materials in the clinic.<\/li>\n<\/ol>\n\n<!-- SECTION 3 -->\n<h2 id=\"fonctions\">3. Which functions to work on with a tablet?<\/h2>\n\n<p>Digital tools in occupational therapy are not limited to cognitive games. They cover a wide spectrum of essential functions for functional rehabilitation.<\/p>\n\n<h3>Fine motor skills and coordination<\/h3>\n<p>The tactile manipulation of the tablet engages <strong>grasping<\/strong>, <strong>eye-hand coordination<\/strong>, and <strong>gesture control<\/strong>. Drag-and-drop, tracing, and precise touch exercises replicate the motor demands of many daily activities. Some devices even transform the tablet into a tool for gross motor skills through balance systems that work on bilateral coordination.<\/p>\n\n<h3>Executive functions<\/h3>\n<p>Planning, sequencing, problem-solving: these skills essential for <strong>activities of daily living (ADLs)<\/strong> are precisely those that digital games stimulate best, with progressive difficulty. Strategy, logic, and categorization games allow for the development of mental flexibility and inhibition, two functions often impaired after a Stroke or traumatic brain injury.<\/p>\n\n<h3>Attention and concentration<\/h3>\n<p>Selective and sustained attention conditions the success of all other functions. Digital exercises allow for <strong>precisely measuring reaction times<\/strong> and inattentional errors, providing objective data that observation alone cannot offer. You can thus quantify attentional progress and adjust session durations accordingly.<\/p>\n\n<h3>Autonomy and transfer to ADLs<\/h3>\n<p>The ultimate goal of occupational therapy is the patient's autonomy. Digital exercises that simulate daily tasks (sequencing dressing, organizing a meal, managing a schedule) allow for a <strong>direct transfer<\/strong> of acquired skills to real life. Digital repetition solidifies learning before transitioning to real-life situations.<\/p>\n<div class=\"key-points\">\n    <h3>&#x1F3AF; Key functions to target<\/h3>\n    <ul>\n        <li>Oculomotor coordination and fine motor skills<\/li>\n        <li>Bimanual coordination and hand posture control<\/li>\n        <li>Planning and sequencing of activities<\/li>\n        <li>Selective and sustained attention<\/li>\n        <li>Orientation and spatial awareness<\/li>\n        <li>Working memory and procedural memory<\/li>\n        <li>Management of fatigue and compensatory strategies<\/li>\n    <\/ul>\n<\/div>\n\n<!-- SECTION 4 -->\n<h2 id=\"pathologies\">4. Related pathologies: from the office to home<\/h2>\n\n<p>Digital tools on tablets adapt to a wide range of pathologies encountered in occupational therapy, both in pediatrics and geriatrics or adult neurology.<\/p>\n\n<table class=\"comparison-table\">\n    <thead>\n        <tr>\n            <th>Population<\/th>\n            <th>Pathologies<\/th>\n            <th>Targeted functions<\/th>\n        <\/tr>\n    <\/thead>\n    <tbody>\n        <tr>\n            <td>Children 5-10 years<\/td>\n            <td>Dyspraxia, dysgraphia, ADHD with praxic disorders, autism<\/td>\n            <td>Fine motor skills, executive functions, body schema<\/td>\n        <\/tr>\n        <tr>\n            <td>Adults<\/td>\n            <td>Stroke (hemineglect), traumatic brain injury, multiple sclerosis<\/td>\n            <td>Attention, AVD planning, coordination<\/td>\n        <\/tr>\n        <tr>\n            <td>Seniors<\/td>\n            <td>Parkinson's, Alzheimer's, progressive dependence<\/td>\n            <td>Orientation, sequencing, fall prevention<\/td>\n        <\/tr>\n    <\/tbody>\n<\/table>\n\n<p>The major interest of digital tools lies in the <strong>ability to cover your entire patient base<\/strong> with the same support, adapting exercises and difficulty to each profile. The same oculomotor coordination game can be used at an easy level with a 6-year-old dyspraxic child and at a difficult level with a 55-year-old post-stroke patient. Only the parameters change.<\/p>\n\n<!-- SECTION 5 -->\n<h2 id=\"integrer\">5. How to integrate digital tools step by step<\/h2>\n\n<p>The common mistake is to want to replace existing materials with digital ones. The right approach is to <strong>integrate it as a complement<\/strong>, following a logical progression.<\/p>\n\n<h3>Step 1: Identify unmet needs<\/h3>\n<p>Which patients would benefit from practicing between sessions? Which functions lack objective monitoring? Which exercises would benefit from finer gradation? Ask yourself these questions for each patient in your active file. Often, the answers converge towards the same needs: continuity at home and monitoring data.<\/p>\n\n<h3>Step 2: Start in supervised sessions<\/h3>\n<p>Introduce the tablet during your sessions to observe the patient's response, adjust the difficulty, and define relevant exercises. Start with 10-15 minutes at the end of the session. This phase is essential for the patient to understand the tool and for you to calibrate the optimal difficulty levels.<\/p>\n\n<h3>Step 3: Prescribe at home gradually<\/h3>\n<p>Once the patient is comfortable, prescribe short daily exercises (10-15 minutes). Use the <strong>monitoring platform<\/strong> to check adherence and adjust the program between sessions. Start with 2-3 targeted exercises rather than overwhelming the patient with an overly ambitious program.<\/p>\n\n<h3>Step 4: Measure and adjust<\/h3>\n<p>Utilize statistics to document progress in your assessments. Objective data reinforces the credibility of your follow-up with prescribing doctors and families. It also helps identify progress plateaus and modify your therapeutic strategy at the right time.<\/p>\n<div class=\"article-quote\">\n    <p>\"The tablet does not replace my hands as an occupational therapist. But between sessions, it is what maintains the progress of my patients. And the statistics help me adjust in real time.\"<\/p>\n    <div class=\"quote-author\">&mdash; Camille D., freelance occupational therapist, Lyon<\/div>\n<\/div>\n\n<!-- SECTION 6 \u2014 NEW: ERRORS -->\n<h2 id=\"erreurs\">6. The 5 mistakes to avoid with digital tools in sessions<\/h2>\n\n<p>Integrating the tablet into your practice is an excellent initiative, but some common mistakes can compromise the expected benefits. Here are the traps to avoid, and how to circumvent them.<\/p>\n\n<div class=\"error-box\">\n    <div class=\"error-box-title\">&#x274C; Error 1: Replacing physical materials instead of complementing them<\/div>\n    <p>The tablet is not a universal substitute. Real grasping exercises, concrete situational setups, and handling everyday objects remain irreplaceable for the transfer to ADLs.<\/p>\n<\/div>\n<div class=\"error-fix\">\n    <div class=\"error-fix-title\">&#x2705; The right approach<\/div>\n    <p>Use digital tools for what they do better than physical: objective tracking, motivating repetition at home, and automatic adjustment of difficulty. Keep concrete materials for grasping work and real situational setups.<\/p>\n<\/div>\n\n<div class=\"error-box\">\n    <div class=\"error-box-title\">&#x274C; Error 2: Offering the tablet without initial supervision<\/div>\n    <p>Giving the tool to the patient or their family without a support phase in session often leads to poor calibration of exercises and quick abandonment.<\/p>\n<\/div>\n<div class=\"error-fix\">\n    <div class=\"error-fix-title\">&#x2705; The right approach<\/div>\n    <p>Dedicate at least 2 to 3 sessions to supervised use of the tablet. Take the opportunity to identify the most suitable exercises, calibrate difficulty levels, and train the patient (or caregiver) for autonomous use.<\/p>\n<\/div>\n\n<div class=\"error-box\">\n    <div class=\"error-box-title\">&#x274C; Error 3: Leaving the patient solely on cognitive exercises<\/div>\n    <p>Many applications focus on pure cognitive stimulation (memory, attention). In occupational therapy, neglecting the motor dimension means missing out on the essentials.<\/p>\n<\/div>\n<div class=\"error-fix\">\n    <div class=\"error-fix-title\">&#x2705; The right approach<\/div>\n    <p>Choose tools that combine cognitive stimulation AND fine motor skills. Eye-hand coordination exercises, precise drag-and-drop tasks, or balancing activities engage the motor functions you work on in sessions.<\/p>\n<\/div>\n\n<div class=\"error-box\">\n    <div class=\"error-box-title\">&#x274C; Error 4: Not utilizing tracking data<\/div>\n    <p>Having detailed statistics and not consulting them is wasting one of the major advantages of digital tools. Without data tracking, you lose the ability to adjust your intervention between sessions.<\/p>\n<\/div>\n<div class=\"error-fix\">\n    <div class=\"error-fix-title\">&#x2705; The right approach<\/div>\n    <p>Consult the patient's statistics before each session. Identify successful exercises, points of blockage, and trends in progress. Integrate this data into your assessments to justify your therapeutic choices to prescribers.<\/p>\n<\/div>\n\n<div class=\"error-box\">\n    <div class=\"error-box-title\">&#x274C; Error 5: Imposing excessively long digital sessions at home<\/div>\n    <p>Prescribing 30 to 45 minutes of daily exercises out of enthusiasm is counterproductive. Cognitive fatigue and weariness set in quickly, especially in neurological patients or children.<\/p>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">&#x2705; The right approach<\/div>\n    <p>Prescribe 10 to 15 minutes a day, with 2 to 4 targeted exercises. Regularity is more important than duration. A patient who practices 10 minutes every day progresses more than a patient who does an hour once a week.<\/p>\n<\/div>\n\n<!-- SECTION 7 \u2014 NEW: CASE STUDIES -->\n<h2 id=\"cas\">7. Case studies: 3 profiles, 3 concrete results<\/h2>\n\n<p>How does digital technology concretely integrate into the care pathway? Here are three real situations encountered by occupational therapists using DYNSEO tools.<\/p>\n\n<div class=\"case-study\">\n    <div class=\"case-study-header\">\n        <div class=\"case-study-emoji\">&#x1F466;<\/div>\n        <div>\n            <div class=\"case-study-label\">Pediatrics<\/div>\n            <div class=\"case-study-title\">Lucas, 7 years old \u2014 Visuospatial dyspraxia and dysgraphia<\/div>\n        <\/div>\n    <\/div>\n    <p><strong>Context:<\/strong> Lucas is being followed in occupational therapy for visuospatial dyspraxia diagnosed in first grade. Writing remains laborious, letters are poorly formed, and fatigue sets in quickly. Weekly sessions progress, but Lucas becomes discouraged between appointments.<\/p>\n    <p><strong>Digital protocol:<\/strong> The occupational therapist introduces the COCO application in session with exercises for oculomotor coordination and spatial awareness (levels 1-2). After three supervised sessions, she prescribes 10 minutes a day at home on the same exercises, supplemented by sequencing games.<\/p>\n    <p><strong>Result after 8 weeks:<\/strong> Lucas maintained his motivation thanks to the playful format. His parents report that he spontaneously asks to \"play\" on the tablet. The occupational therapist then integrates the Rolling Ball to work on bimanual coordination on the balance board, in preparation for the graphic gesture.<\/p>\n    <div class=\"case-study-result\">\n        <p><strong>&#x1F4CA; Measured results:<\/strong> reaction time in oculomotor coordination reduced by 35%, success rate in spatial awareness increased from 52% to 78%. The teacher notes an improvement in pencil grip and endurance in writing.<\/p>\n    <\/div>\n<\/div>\n\n<div class=\"case-study\">\n    <div class=\"case-study-header\">\n        <div class=\"case-study-emoji\">&#x1F469;<\/div>\n        <div>\n            <div class=\"case-study-label\">Adult neurology<\/div>\n            <div class=\"case-study-title\">Sophie, 48 years old \u2014 Ischemic stroke with left hemineglect<\/div>\n        <\/div>\n    <\/div>\n    <p><strong>Context:<\/strong> Sophie suffered an ischemic stroke 4 months ago. She presents with moderate left hemineglect and difficulties in planning daily activities. She lives alone, and sessions in the clinic (twice a week) are not enough to maintain consistent progress.<\/p>\n    <p><strong>Digital protocol:<\/strong> The occupational therapist chooses the CLINT application with exercises for visual attention targeting the left space, planning games, and sequencing. In session, the tablet is positioned slightly to the left to encourage exploration of the neglected hemi-space. At home, Sophie performs 15 minutes a day of prescribed exercises.<\/p>\n    <p><strong>Result after 12 weeks:<\/strong> The platform statistics show a gradual improvement in detecting stimuli in the left hemi-space. Sophie is able to organize her meals independently, an activity she had abandoned since the stroke.<\/p>\n    <div class=\"case-study-result\">\n        <p><strong>&#x1F4CA; Measured results:<\/strong> left visual attention score improved by 40%, planning time for a 5-step sequence reduced by 45 seconds. Adherence at home was 85% over the period thanks to reminders from the platform.<\/p>\n    <\/div>\n<\/div>\n\n<div class=\"case-study\">\n    <div class=\"case-study-header\">\n        <div class=\"case-study-emoji\">&#x1F475;<\/div>\n        <div>\n            <div class=\"case-study-label\">Geriatrics<\/div>\n<div class=\"case-study-title\">Marcel, 79 years old \u2014 Parkinson's disease stage 2<\/div>\n        <\/div>\n    <\/div>\n    <p><strong>Context:<\/strong> Marcel lives in a Nursing home and presents with resting tremor, moderate rigidity, and a gradual slowing of fine motor skills. The occupational therapist intervenes once a week. Between sessions, Marcel is inactive and loses dexterity.<\/p>\n    <p><strong>Digital protocol:<\/strong> The occupational therapist implements the SCARLETT app with adapted exercises: large touch buttons, no time constraints, systematic positive feedback. The exercises target oculomotor coordination (easy levels), simple sequencing, and spatial orientation. The designated caregiver is trained to assist Marcel for 10 minutes each morning.<\/p>\n    <p><strong>Results after 10 weeks:<\/strong> Marcel has regained his interest in activity. The playful aspect and the absence of failure (no timer, no visible score) were decisive. The care team reports that Marcel is more alert in the morning after his exercises and that the fine motor skills of his hands are better preserved than expected.<\/p>\n    <div class=\"case-study-result\">\n        <p><strong>&#x1F4CA; Measured results:<\/strong> maintenance of fine motor scores over 10 weeks (where degradation was expected), 20% improvement in spatial orientation. The care team notes an unexpected benefit on mood and social connection.<\/p>\n    <\/div>\n<\/div>\n\n<div class=\"article-quote\">\n    <p>\"What surprised me is the consistency. Marcel hasn't missed a single day. I've never achieved this adherence with paper exercises.\"<\/p>\n    <div class=\"quote-author\">&mdash; Antoine R., occupational therapist in Nursing home, Bordeaux<\/div>\n<\/div>\n\n<!-- SECTION 8 -->\n<h2 id=\"balancier\">8. Focus: the tablet as a seesaw, an innovation for fine motor skills<\/h2>\n\n<p>Beyond the classic use of the tablet (touch, slide, press), an innovative approach consists of <strong>transforming the tablet into a tool for gross motor skills<\/strong>.<\/p>\n\n<p>The principle: the tablet is placed on a support that transforms it into a <strong>seesaw<\/strong>. The patient must tilt the tablet to roll a virtual ball through a course. This device simultaneously engages several essential functions in occupational therapy:<\/p>\n<div class=\"key-points\">\n    <h3>&#x1F590; What the balance beam works on<\/h3>\n    <ul>\n        <li><strong>Bimanual coordination<\/strong> : both hands must cooperate to control the tilt<\/li>\n        <li><strong>Fine motor control<\/strong> : precise adjustment of force and tilt<\/li>\n        <li><strong>Oculomotor coordination<\/strong> : follow the ball while anticipating the movement<\/li>\n        <li><strong>Muscle strengthening<\/strong> : hands, wrists, forearms in isometric contraction<\/li>\n        <li><strong>Indirect graphomotor skills<\/strong> : preparation for writing by controlling the posture of the hand<\/li>\n    <\/ul>\n<\/div>\n\n<p>This type of exercise is particularly relevant for <strong>dyspractic children<\/strong> (preparation for writing, like Lucas in our case study), <strong>post-stroke patients with hemispatial neglect<\/strong> (reintegration of the neglected side by enforcing the use of both hands) and <strong>Parkinson's patients<\/strong> (prevention of loss of dexterity and maintenance of fine motor control).<\/p>\n\n<p>The unique advantage of the balance beam is that it <strong>combines gross motor skills and fine motor skills<\/strong> in the same exercise, with immediate visual feedback and progressive difficulty. The patient directly sees the impact of their action on the screen, which reinforces motor learning through the sensorimotor loop.<\/p>\n\n<!-- SECTION 9 -->\n<h2 id=\"telesoin\">9. Telecare and home exercises: extending the impact of your sessions<\/h2>\n\n<p>Telecare in occupational therapy is developing rapidly, and digital tools play a central role. The combination of <strong>video + tablet + monitoring platform<\/strong> allows for effective rehabilitation at a distance.<\/p>\n\n<p>In practice, this means that your patients with reduced mobility, in rural areas or in a Nursing home without an occupational therapist on-site can continue to progress between your interventions. Marcel's example perfectly illustrates this continuity: a weekly in-person intervention, complemented by daily supervised exercises remotely via the monitoring platform.<\/p>\n\n<p>Telecare is not limited to video consultations. It also includes <strong>prescription of digital exercises at home<\/strong>, monitoring adherence through platform statistics, and adjusting the program between sessions without the patient needing to travel. For the patient, it guarantees continuous care. For you, it offers the opportunity to optimize your time and increase your therapeutic impact.<\/p>\n<div class=\"info-box\">\n    <p><strong>&#x1F3E0; Home training, the key to success.<\/strong> Studies show that patients who practice daily exercises at home, even short ones (10-15 minutes), progress significantly faster than those who limit themselves to in-office sessions. The key factor is not the duration but the <strong>regularity<\/strong>. Digital tools make this continuity possible and measurable, while relieving the patient of the responsibility to \"find what to do\" between sessions.<\/p>\n<\/div>\n\n<!-- SECTION 10 -->\n<h2 id=\"choisir\">10. How to choose the right digital tool?<\/h2>\n\n<p>Not all digital tools are equal for occupational therapy. Here are the essential criteria to check before investing.<\/p>\n\n<table class=\"comparison-table\">\n    <thead>\n        <tr>\n            <th>Criterion<\/th>\n            <th>Why it's important<\/th>\n        <\/tr>\n    <\/thead>\n    <tbody>\n        <tr>\n            <td>Unlimited patient profiles<\/td>\n            <td>You should not be limited in the number of patients followed on the platform<\/td>\n        <\/tr>\n        <tr>\n            <td>Statistical tracking platform<\/td>\n            <td>Essential for documenting progress in your assessments and communicating with prescribers<\/td>\n        <\/tr>\n        <tr>\n            <td>Difficulty adaptation<\/td>\n            <td>Each patient has a different level, even within the same pathology<\/td>\n        <\/tr>\n        <tr>\n            <td>Motor + cognition exercises<\/td>\n            <td>Occupational therapy requires both, not just the cognitive<\/td>\n        <\/tr>\n        <tr>\n            <td>Offline use<\/td>\n            <td>For nursing homes, homes without WiFi, travel<\/td>\n        <\/tr>\n        <tr>\n            <td>GDPR compliance<\/td>\n            <td>Protection of your patients' health data, mandatory in France<\/td>\n        <\/tr>\n        <tr>\n            <td>Free trial<\/td>\n            <td>Test before committing, with your real patients in real situations<\/td>\n        <\/tr>\n    <\/tbody>\n<\/table>\n\n<p>Beyond these technical criteria, a good digital tool must also be <strong>pleasant to use for the patient<\/strong>. A clear interface, understandable instructions, a non-patronizing design for adults and seniors: these ergonomic aspects condition adherence to the program. Always test the tool with your patients before making a decision.<\/p>\n\n<!-- CTA VERS PAGE PRINCIPALE -->\n<a href=\"https:\/\/www.dynseo.com\/application-ergotherapie\/\" class=\"internal-link\">\n    <div class=\"internal-link-icon\">&#x1F4F1;<\/div>\n    <div class=\"internal-link-content\">\n        <div class=\"internal-link-label\">Dedicated page<\/div>\n        <div class=\"internal-link-title\">Discover our applications for occupational therapists<\/div>\n        <div class=\"internal-link-desc\">ROLLING BALL, COCO, CLINT, SCARLETT &mdash; prices, features, use cases, and free demo.<\/div>\n    <\/div>\n    <div class=\"internal-link-arrow\">&#x2192;<\/div>\n<\/a>\n\n<!-- CTA BOX -->\n<div class=\"cta-box\">\n    <h3>&#x1F680; Ready to test with your patients?<\/h3>\n    <p>Discover in 30 minutes how to integrate our tools into your practice. Free demo via video + 7 days of free trial.<\/p>\n    <div class=\"cta-buttons\">\n        <a href=\"https:\/\/calendly.com\/justine-monsaingeon\/30min\" class=\"btn-cta-white\">&#x1F4C5; Free demo<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/application-ergotherapie\/\" class=\"btn-cta-outline\">See the applications &#x2192;<\/a>\n    <\/div>\n<\/div>\n\n<!-- TAGS -->\n<div class=\"article-tags\">\n    <a href=\"#\" class=\"article-tag\">occupational therapy<\/a>\n    <a href=\"#\" class=\"article-tag\">digital rehabilitation<\/a>\n    <a href=\"#\" class=\"article-tag\">tablet fine motor skills<\/a>\n    <a href=\"#\" class=\"article-tag\">coordination<\/a>\n    <a href=\"#\" class=\"article-tag\">ADL<\/a>\n    <a href=\"#\" class=\"article-tag\">telehealth<\/a>\n    <a href=\"#\" class=\"article-tag\">occupational therapist tools<\/a>\n    <a href=\"#\" class=\"article-tag\">DYNSEO<\/a>\n<\/div>\n\n<\/article>\n<\/div>\n\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582],"tags":[],"class_list":["post-507218","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Digital Rehabilitation in Occupational Therapy: Tablet Tool Guide - DYNSEO - Educational apps &amp; 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