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SETT

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SETT

  1. 1. From SETT to TEST: Evaluating Assistive Technology Presenter: Nadiya Destiny http://agapelearning.net
  2. 2. Agenda <ul><li>Evaluation Teams </li></ul><ul><ul><li>Members </li></ul></ul><ul><li>Assistive Technology Evaluation </li></ul><ul><ul><li>SETT Framework </li></ul></ul><ul><ul><li>WATI </li></ul></ul><ul><ul><li>QIAT Indicators </li></ul></ul><ul><ul><li>Toolbelt Theory </li></ul></ul>
  3. 3. AT Evaluation Team <ul><li>Varies depending on place: </li></ul><ul><ul><li>No one </li></ul></ul><ul><ul><li>One person who has many other responsibilities </li></ul></ul><ul><ul><li>One person with a reduction in responsibilities </li></ul></ul><ul><ul><li>A small team </li></ul></ul><ul><ul><ul><li>Usually SLP, OT, and teacher </li></ul></ul></ul><ul><ul><li>A larger team </li></ul></ul><ul><ul><li>AT Teams in every agency location with a backup AT Resource team </li></ul></ul>
  4. 4. AT Evaluation Team <ul><li>Each member of the team should have knowledge of the individual </li></ul><ul><li>They should focus on their area of expertise </li></ul><ul><ul><li>Language – SLP </li></ul></ul><ul><ul><li>Curriculum – Teacher </li></ul></ul><ul><ul><li>Motor – OT/PT </li></ul></ul><ul><ul><li>Resources of Agency – Administrator </li></ul></ul><ul><ul><li>Individual – Individual or Family of Individual </li></ul></ul><ul><li>Teams vary based on the needs of the individual </li></ul>
  5. 5. SETT Framework <ul><li>Developed by Joy Smiley Zabala </li></ul><ul><li>Group of questions to guide Assistive Technology Decision Making </li></ul><ul><li>Focuses on: </li></ul><ul><ul><li>The Student </li></ul></ul><ul><ul><li>The Environment </li></ul></ul><ul><ul><li>The Tasks </li></ul></ul><ul><ul><li>The Tools </li></ul></ul><ul><li>Be as specific at possible when answering questions </li></ul>
  6. 6. The Student <ul><li>What does the student need to do? </li></ul><ul><li>What are the student’s strengths? </li></ul><ul><li>What are the student’s needs? </li></ul>
  7. 7. The Environment <ul><li>What materials and equipment are currently available in the environment? </li></ul><ul><li>What is the physical arrangement? Are there any special considerations? </li></ul><ul><li>What is the instructional arrangement? Are there going to be any changes? </li></ul><ul><li>What supports are available to the individual? </li></ul><ul><li>What resources are available to the people supporting the individual? </li></ul>
  8. 8. The Tasks <ul><li>What naturally occurring activities take place in the environment? </li></ul><ul><li>What is everyone else doing? What activities support the student’s curricular goals? </li></ul><ul><li>What are the critical elements of the activities? </li></ul><ul><li>How might the activities be modified to accommodate the student’s special needs? </li></ul><ul><li>How might technology support the student’s active participation in those activities? </li></ul>
  9. 9. The Tools <ul><li>What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? </li></ul><ul><li>What strategies might be used to invite increased student performance? </li></ul><ul><li>How might these tools be tried out with the student in the customary environments in which they will be used? </li></ul>
  10. 10. WATI AT Consideration Guide <ul><li>Consideration not assessment </li></ul><ul><li>Uses known information </li></ul><ul><li>Information collected helps guide further assessment </li></ul><ul><li>Should be able to complete this form in one sitting </li></ul><ul><li>Looks at: </li></ul><ul><ul><li>What is already in place </li></ul></ul><ul><ul><li>What is being looked at for the future </li></ul></ul>
  11. 11. Consideration Guide Page 1
  12. 12. Consideration Guide Page 2
  13. 13. WATI AT Assessment <ul><li>Assessment goes into more detail </li></ul><ul><li>Three parts </li></ul><ul><ul><li>Information Gathering </li></ul></ul><ul><ul><li>Decision Making </li></ul></ul><ul><ul><li>Trial Use </li></ul></ul>
  14. 14. Areas Information Gathered About <ul><li>Fine Motor Related to Computer or Device Access </li></ul><ul><li>Motor Aspects of Writing </li></ul><ul><li>Composing Written Material </li></ul><ul><li>Communication </li></ul><ul><li>Reading </li></ul><ul><li>Learning and Studying </li></ul><ul><li>Math </li></ul><ul><li>Recreation and Leisure </li></ul><ul><li>Seating and Positioning </li></ul><ul><li>Mobility </li></ul><ul><li>Vision </li></ul><ul><li>Hearing </li></ul><ul><li>General </li></ul>
  15. 15. AT Assessment Pages 1 and 2
  16. 16. Section 4: Communication
  17. 17. Environmental Observation Guide <ul><li>Basically the Environment part of SETT </li></ul><ul><li>Areas: </li></ul><ul><ul><li>Describe the environment </li></ul></ul><ul><ul><li>Sensory Stimulation </li></ul></ul><ul><ul><li>People Present During Observation </li></ul></ul><ul><ul><li>Access to Assistive Technology </li></ul></ul><ul><ul><li>Observation Summary </li></ul></ul><ul><ul><ul><li>Activity/Task(s) Observed </li></ul></ul></ul><ul><ul><ul><li>Ways that typical students participated </li></ul></ul></ul><ul><ul><ul><li>Ways the target student participated </li></ul></ul></ul><ul><ul><ul><li>Barriers to target student’s participation </li></ul></ul></ul>
  18. 18. AT Decision Making <ul><li>Key Elements </li></ul><ul><ul><li>Problem Identification </li></ul></ul><ul><ul><ul><li>Identification and definition of a specific problem </li></ul></ul></ul><ul><ul><li>Solution Generation </li></ul></ul><ul><ul><ul><li>Suggestion of possible solutions </li></ul></ul></ul><ul><ul><li>Solution Selection </li></ul></ul><ul><ul><ul><li>Evaluation of suggestions and choosing a solution to create an action plan </li></ul></ul></ul><ul><ul><li>Implementation </li></ul></ul><ul><ul><ul><li>Carrying out of the plan </li></ul></ul></ul><ul><ul><li>Follow up </li></ul></ul><ul><ul><ul><li>Meeting again to evaluate the solution </li></ul></ul></ul>
  19. 19. AT Decision Making <ul><li>Throughout the decision making process </li></ul><ul><ul><li>Present information in written as well as spoken format where everyone will have access </li></ul></ul><ul><ul><li>Record all information and meetings </li></ul></ul><ul><ul><li>Share roles and responsibilities </li></ul></ul><ul><ul><ul><li>Members at meetings: </li></ul></ul></ul><ul><ul><ul><ul><li>Facilitator – moderates the meeting </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Recorder – writes down information gathered </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Timekeeper – ensures that all topics are covered; pace </li></ul></ul></ul></ul>
  20. 20. AT Decision Making <ul><li>During Problem Identification: </li></ul><ul><ul><li>SETT Framework </li></ul></ul><ul><li>During Solution Generation: </li></ul><ul><ul><li>Use brainstorming rules to create a climate of trust </li></ul></ul><ul><ul><ul><li>All suggestions are written down </li></ul></ul></ul><ul><ul><ul><li>No comments allowed </li></ul></ul></ul><ul><ul><ul><li>No judgments passed </li></ul></ul></ul><ul><ul><li>Goal is to generate as many ideas as possible </li></ul></ul><ul><ul><li>Create a two minute time limit </li></ul></ul><ul><ul><li>If there are few assistive technology ideas, seek help </li></ul></ul><ul><ul><li>Use the WATI Assessment Technology Checklist as a resource </li></ul></ul>
  21. 21. WATI AT Checklist
  22. 22. AT Decision Making <ul><li>During Solution Selection: </li></ul><ul><ul><li>Encourage combining, sequencing, and prioritizing </li></ul></ul><ul><ul><li>Obtain consensus from all participants before adjourning meeting </li></ul></ul><ul><li>During Implementation: </li></ul><ul><ul><li>Follow the plan completely </li></ul></ul><ul><li>For Follow up: </li></ul><ul><ul><li>Have a planned schedule and follow it </li></ul></ul>
  23. 23. AT Decision Making Guide
  24. 24. AT Trial Summary
  25. 25. AT Trial Summary
  26. 26. QIAT Indicators <ul><li>Quality Indicators for Assistive Technology Services </li></ul><ul><li>Used to guide: </li></ul><ul><ul><li>School districts in the development and provision of quality AT services which are aligned to federal, state, and local mandates </li></ul></ul><ul><ul><li>AT service providers in the evaluation and improvement of their services </li></ul></ul><ul><ul><li>Consumers of AT services in the selection of adequate AT services </li></ul></ul><ul><ul><li>University faculty and professional development providers in the delivery of programs that develop knowledge and skills needed to offer quality AT services </li></ul></ul><ul><ul><li>Leaders in the development of regulations and policies related to the use of AT in education </li></ul></ul>
  27. 27. QIAT Indicators <ul><li>QIAT Indicators in the following areas: </li></ul><ul><ul><li>Consideration of AT needs </li></ul></ul><ul><ul><li>Including AT in the IEP </li></ul></ul><ul><ul><li>Evaluation of the Effectiveness of AT </li></ul></ul><ul><ul><li>AT Transition </li></ul></ul><ul><ul><li>Administrative Support of AT </li></ul></ul><ul><ul><li>Professional Development and Training in Assistive Technology </li></ul></ul>
  28. 28. Toolbelt Theory: Who <ul><li>Developed by Ira Socol </li></ul><ul><li>Graduate Research and Teaching Assistant at Michigan State University </li></ul><ul><li>Assistive Technology Specialist at Michigan Rehabilitation Services </li></ul><ul><li>http://speedchange.blogspot.com </li></ul>
  29. 29. Toolbelt Theory: Basic Idea <ul><li>Teach individuals </li></ul><ul><ul><li>How to analyze tasks </li></ul></ul><ul><ul><li>The task-completion environment </li></ul></ul><ul><ul><li>Their own skills and capabilities </li></ul></ul><ul><ul><li>An appropriate range of available tools </li></ul></ul><ul><li>Help them learn to make their own decisions </li></ul>
  30. 30. Toolbelt Theory: Designed <ul><li>Designed to: </li></ul><ul><ul><li>Break the dependence cycle </li></ul></ul><ul><ul><li>Develop lifespan technology skills </li></ul></ul><ul><ul><li>Limit limitations </li></ul></ul><ul><ul><li>Empower student decision making </li></ul></ul><ul><ul><li>Prepare students for life beyond school </li></ul></ul>
  31. 31. Toolbelt Theory: TEST not SETT <ul><li>Task </li></ul><ul><ul><li>Choices about tools are based on the task at hand </li></ul></ul><ul><li>Environment </li></ul><ul><ul><li>Where is the task to be completed </li></ul></ul><ul><li>Skills </li></ul><ul><ul><li>What skills does the person have </li></ul></ul><ul><ul><li>What skills does the person need </li></ul></ul><ul><li>Tools </li></ul><ul><ul><li>What is available </li></ul></ul>
  32. 32. Toolbelt Theory: Task <ul><li>What needs to be done? </li></ul><ul><ul><li>Good idea to break it down into a task analysis </li></ul></ul>
  33. 33. Toolbelt Theory: Environment <ul><li>Where must the task be completed or where is it typically done? </li></ul><ul><li>What are the time constraints? </li></ul><ul><li>What is the standard method of task completion? </li></ul><ul><li>How does the individual interact within this environment? </li></ul><ul><li>Who is the task being done for? </li></ul>
  34. 34. Toolbelt Theory: Skills <ul><li>What specific strengths does the individual bring to this task? </li></ul><ul><li>What specific weaknesses interfere with the individual’s ability to complete the task? </li></ul><ul><li>What is the individual’s tool acquisition aptitude? </li></ul><ul><li>What tools are they currently comfortable with? </li></ul>
  35. 35. Toolbelt Theory: Tools <ul><li>What tool best “bridges the gap” between the current skill set? </li></ul><ul><li>What is needed for task completion? </li></ul><ul><li>If the tool is not already “in the toolbox”, how does the environmental timeline match with the needed learning curve? </li></ul><ul><li>If it is not possible to use the “best tool” within this environment, what is the back-up tool? </li></ul><ul><li>How do we pre-train so the best tool can be used the next time? </li></ul>
  36. 36. Resources <ul><li>http://www.wati.org/ - Wisconsin Assistive Technology Initiative </li></ul><ul><li>http://www.wati.org/curriculum/pdf/attransitionpacket.pdf - Transition Packet </li></ul><ul><li>http://www.wati.org/Products/pdf/wati%20assessment.pdf - Assessment Package </li></ul><ul><li>http://www.wati.org/Products/pdf/Assessment_Forms_only.pdf - Assessment Forms </li></ul><ul><li>http://www.wati.org/Products/pdf/AT_Checklist.pdf - AT Checklist </li></ul><ul><li>http://sweb.uky.edu/~jszaba0/QIAT%202005%20with%20MATRIX%20VARIATIONS.pdf - QIAT Indicators </li></ul><ul><li>http://natri.uky.edu/assoc_projects/qiat/ - QIAT Home </li></ul><ul><li>http://www.resna.org/ - RESNA Home </li></ul><ul><li>http://www.pluk.org/AT1.html - Family Guide to Assistive Technology </li></ul><ul><li>http://atto.buffalo.edu/ - Assistive Technology Training Online Project </li></ul><ul><li>http://natri.uky.edu/ - National Assistive Technology Research Institute </li></ul><ul><li>http://speedchange.blogspot.com – A Toolbelt for the Lifespan </li></ul><ul><li>http://edweb.tusd.k12.az.us/Assistive_Technology/sett_framework.html - SETT Framework </li></ul>

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