Ten things to know about AT 2017
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This document outlines 10 things to know about assistive technology. It defines assistive technology as any device that is used by a person with a disability to improve their functional capabilities. It discusses that assistive technology can support motor skills, communication, mobility, sensory abilities, cognition, academic or job skills, and play. It also notes that assistive technology is not a replacement for what went wrong, and may not always be the best answer. The document outlines the assistive technology continuum of low-tech, medium-tech, and high-tech options and emphasizes the importance of teamwork between professionals like occupational therapists and speech language pathologists, as well as assistive technology specialists. It discusses models of assistive technology practice and the
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Ten things to know about AT 2017
- 1. Ten Things To Know About Assistive Technology Stephanie Lancaster, MS, OTR/L, ATP, CAPS
- 3. 1 WHAT IT IS
- 4. Any device (off the shelf, customized, or modified) Used by a person with a disability To improve functional capabilities ATDevice
- 6. What can be supported by Assistive Technology? Motor SkillsCommunication Mobility Sensory Abilities Cognition Academic or Job Skills
- 7. Play Missiuna, C., & Pollock, N. (1991). Play deprivation in children with physical disabiities: The role of the occupational therapist in preventing secondary disability. American Journal of Occupational Therapy, 45(10), 882-888. Research
- 11. For a Young Child
- 12. 2 WHAT IT ISN’T
- 15. What went wrong? “Technology abandonment” Dunst, Trivette, Meter, and Hamby, 2012
- 16. Is A.T. always the best answer?
- 19. Three Categories of Assistive Technology Materials
- 20. Low Tech AT
- 21. Medium Tech AT
- 22. High Tech AT
- 23. 4 THE IMPORTANCE OF TEAMWORK
- 24. Is Every OT and SLP an AT Specialist?
- 25. Is every A.T. specialist an OT or an SLP?
- 26. SEATING & MOBILITY COMMUNICATION ACCESS Branches of Assistive Technology
- 28. HUMAN ACTIVITY A.T. The HAAT Model CONTEXT Cook, A., & Polgar, J. (2008). Cook & Hussey’s Assistive Technologies: Principles and practice (3rd ed.). St. Louis: Elsevier.
- 29. The SETT Framework A guideline for best practice in making effective AT decisions S – Student/Self E – Environment(s) T – Task(s) T – Tool(s) Zabala, J. S. (1995). The SETT Framework. Retrieved from http://www.joyzabala.com/Home.php
- 30. Reprinted with permission from Joy Zabala More info available at http://www.joyzabala.com
- 31. MatchingPerson & Technology (MPT) Process Source: http://www.matchingpersonandtechnology.com/index.html The environment in which the technology will be used The individual’s characteristics and preferences The technology’s functions and features
- 32. MatchingPerson & Technology (MPT) Process Source: http://www.matchingpersonandtechnology.com/index.html
- 33. The AT Decision-Making Process Consider Trial Implement Source: http://www.joyzabala.com
- 34. The AT Evaluation Process
- 35. Areas of the AT Evaluation Process Addressed by OT
- 36. AT Assessments
- 37. 6 CHALLENGES IN THE FIELD
- 39. What?!? You don’t use AT??
- 40. 7 THE LINK TO MOTIVATION
- 42. 8 THE DANGER OF MISCONCEPTIONS
- 43. Apps and “Top Ten” Lists
- 44. 9 RESEARCH
- 45. 10 HOW TO FIND OUT MORE
- 48. BreakingBad’sRJMitte A Conversation with a Person Who Communicates with an AT Device "Breaking Bad" as a Communicator with AAC
Editor's Notes
- Beginning with the re-auth of IDEA in 1990, there is a list of “special factors” that every IEP team MUST consider at every IEP meeting ever held for a child – and that list includes A.T. as one of those factors, including (but not limited to) A.T. evals.
- An AT service can be as simple as a conversation between service providers or a demo by a therapist provided to a parent to explore alternate ways or tools for helping a person with a disability accomplish his or her goals.
- AT can be used to help a person of any age – with any diagnosis – at any functional level.
- AJOT article on play What is it – and why does it matter?
- How does play help young children learn?
- IDEA identifies AT as one of the 14 early intervention services that children age birth through two are entitled to receive. AT can enhance the major areas of development that include cognitive, social-emotional, communication and sensorimotor domains.
- Research is showing that use of AT with young children can contribute to improving self-esteem, reducing frustration and resulting behavior problems, increasing communication and social skills, and enabling independence and participation in daily life.
- Interesting: the definition of A.T. from the 1990 version has not been modified over the years, despite the dramatic changes in technology, including a non-exhaustive list of what A.T. includes but is not limited to. ALTHOUGH some specifics about things that are EXCLUDED in this definition have been added since 1990 – ex. cochlear implants.
- Another common misunderstanding is that instructional technology – or information technology or educational technology – are one and the same as A.T. Each of these things, however, is distinct from the others.
- In the spectrum of technology, the purpose of the design and the application of materials as well as the experience, training, and knowledge of the individuals involved in recommending and implementing the use of those materials determines the category into which the service falls.
- These helpful tools can be as simple as a foam grip that makes it possible for someone to hold a paintbrush to create art, as common as as glasses that lets a person see, or as sophisticated as software as computer software that makes it possible for a student or an employee to convert what’s said to text on a computer screen.
- Low tech A.T. materials include slant boards, highlighters, colored overlays, pencil grips, sticky notes, index cards, and the like; in short, this category covers items that are relatively easy to access, quick to set up, and affordable – and that don’t take much, if any, training in order to use them effectively. The level of A.T. service that goes along with this type of materials is light intervention; this encompasses things like brainstorming with others about the best way to help someone organize their desk, advising on how to use Velcro to hold a schedule or another item in place, and recommending a method to support participation involving low-tech materials, such as having a student place a yellow overlay over reading materials to reduce the glare.
- High tech AT is what most people tend to think about when they talk about assistive technology. But, just like we need to recognize that the use of a tool or any type of device is not always the best solution and carries with it its own set of challenges, the same thing is true for high tech AT materials.
- Branches of A.T. and how practitioners in the field of OT and SLP fit into each
- The assistive technology decision-making/assessment process centers around 3 main models of practice in A.T.: Human Activity Assistive Technology (HAAT) Model Student Environment Task Tool (SETT) Model Matching Person and Technology Model
- A dynamic and interactive model with 3 factors that are considered individually, together, and within the context of participation for the individual.
- Student’s present levels of academic and functional performance and evaluation data Environment where the student will make progress toward mastering the curriculum goals and objectives Tasks and objectives that address the student’s needs within the general curriculum Tools/AT devices and services required for the student to make progress toward the objectives More info on page 527 in Case-Smith & O’Brien textbook
- The MPT Process uses a series of instruments which are selected for use by the practitioner based on the intended purpose of the AT device, including for educational purposes, vocational purposes, or health-related purposes.
- The MPT looks at the user’s familiarity with different types of technology and his views and previous experiences in using A.T. ---From Living in the State of Stuck: How Technology Impacts the Lives of People with Disabilities
- Zabala has provided specific steps for the decision-making process as a guideline for AT Assessment: Pre-evaluation Survey/Questionnaire for client, caregiver(s), therapists, other service providers, etc. Evaluate in a natural environment whenever possible. Consider resources, prognosis, and other relevant factors. All team members can provide valuable input: the individual with the disability, family members/caregivers, teachers, therapists (OT, PT, SLP, etc.) Include trials with different types of AT – the consideration of at least three options is ideal
- A dynamic process – included in the legislation addressing A.T. is wording like Selecting Designing Fitting Customizing Adapting Maintaining Repairing This is all an important part of the A.T. process – as is a plan for implementation, data collection, analysis and re-eval.
- MPT Model - http://www.matchingpersonandtechnology.com/mptdesc.html WATI – Wisconsin AT Initiative – free AT eval form (37 pages) and other online materials – www.wati.org SETT online form by Joy Zabala – http://sweb.uky/~jszaba0/ATConsidGuideADJZcomp.doc FEAT – Functional Eval for AT – available through http://www.nprinc.com/the-feat-functional-evaluation-for-assistive-technology/
- http://vimeo.com/71283262 (3 minute-long video)
- The BIGGEST thing to remember when setting up or implementing the use of an AT device or materials
- Many myths and misconceptions about A.T. – even among health care workers and educators.
- Top Ten lists are generalized which may make the recommendations they provide inaccurate of even discriminatory and stereotyping for individuals with special needs.
- When evidence is not available, practitioners must engage in data-based decision making with each client to document the impact of the AT intervention across settings. One thing that DOES have good research support is the need for training of all involved with the use of an AT device/materials. A 2012 Research Study - Dunst, Trivette, Meter, & Hamby, D. W. – “Influences of contrasting types of training on practitioners’ and parents’ use of assistive technology and adaptations with infants, toddlers and preschoolers with disabilities” - Research Brief, 6(1). Tots-n-Tech Institute. Retrieved from http://www.tnt.asu.edu *A systematic review of 35 studies examining adult learning methods and practices relative to the provision of AT training for children between 0 and 9 years old. Results indicate that greater benefits were gained by adult learners and children when AT devices were described, explained, and demonstrated by trainers; learners had input and practice with the device; trainer feedback and strategies for real-life application were provided; and learners engaged in a standards-based self-assessment for mastery
- Mike Phillips is a gamer and freelance technology writer born with spinal muscular atrophy (SMA). Using his thumb and a proximity switch to access his computer he is a prolific journalist and has contributed chapters to several books. Assistive technology has opened the world for him.
- http://www.assistiveware.com/theres-app-how-assistive-tech-changes-lives-people-autism