1. The document provides instructions for participating in a webinar on using assistive technology to promote children's participation. It includes dial-in details and information that the webinar will be recorded. 2. The webinar will discuss what assistive technology is and how it can be used as an intervention for infants and toddlers. It will explore the differences between participation and skill learning, and how adaptations and assistive technology can help children participate in functional skills. 3. The webinar will focus on embedding adaptations and assistive technology into typical activities and routines to promote children's inclusion and learning opportunities.

1. To Get Started
1. Please Dial: 1-866-842-5779
2. Enter Pin: 4818591002 and press #
Deana Buck
3. Your line will automatically be muted
4. If you become disconnected from the call or are “kicked”
from the webinar, simply call or login again.
5. This webinar will be recorded
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 1

2. Lets Get Started!
Today’s Presenter
Deana Buck
Hi Pip!
Pip Campbell
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 2

3. Using Assistive Technology To Promote
Children’s Participation
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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4. What Will You Learn About in this
Webinar?
• What is Assistive Technology & how can it be used
as an intervention with infants & toddlers?
• What are the differences between participation
and skill learning?
• In what ways can adaptations and AT be used to
help children participate and to perform
functional skills?
• How can I make adaptations/AT that can be used
successfully by caregivers to help children?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 4

5. Adaptations & Assistive Technology (AT) are not an
end in themselves – But are a means to promote,
enhance, and enable successful participation
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 5

6. What is the difference between skill
performance and participation ?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 6

7. Skill performance means ---
• Ability to do
something well
• Competence
• Excellence in
execution
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 7

8. Participation Means --the fact of taking part
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 8

9. Children are included when they are able to
participate in typical activities and routines
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 9

10. Name the routine that
providers most frequently use
with infants and toddlers?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 10

11. What are the 2 most frequent
routines that caregivers do
with infants and toddlers?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 11

12. Activities & Routines At Home
• Activities – things that families do together like
outings, errands, chores, outdoor play, etc.
• Routines – things that occur regularly each day
like morning and evening (bedtime) routines,
mealtimes, indoor play/activity
• Some routines/activities
go well, some not.
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 12

13. What are activities and routines
that occur in child care?
Name at least one
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 13

14. Activities and Routines
in Child Care
• Activities – things that occur at the early care and
education setting like literacy, art, learning centers,
outdoor play, etc.
• Routines – every day occurrences like naps, snack,
lunch, transitions, bathroom, arrival and leaving, etc.
• Some activities/routines go well, some not.
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 14

15. So – how do we ensure participation
for each person/child?
Embed adaptation &
Assistive Technology (AT)
interventions into Activities
& Routines
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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16. Think about ---Who is most
likely to have the most
information about a child’s
participation?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 16

17. First Step in Embedding:
Assess Activity & Routine
Participation
What strategies do you find useful in
gathering information from “first
hand” reporters?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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18. EXPECTATIONS SATISFACTION
Occasional
Somewhat
ly Meets
Does not
ROUTINE/ACTIVITY COMMENTS
Exceeds
Did Not
Meets
Is OK
meet
Very
Not
Ask
EVENING ROUTINE
(getting ready for bed,
going to bed, sleeping)
MEALTIMES (appetite,
level of assistance)
PLAYING INDOORS
PHYSICAL ACTIVITIES
(riding a bike, playing
outside, playing on
playground equipment,
swimming)
AT HOME CHORES
(cleaning, preparing
meals, watching TV,
caring for pets, etc.)
LEAVING THE HOUSE
TO GO SOMEWHERE
RUNNING ERRANDS
(grocery store,
mall/store shopping,
banking, wash/cleaners)
OUTINGS (visit a
friend/relative, eat at a
restaurant/fast food, go
to museums, amusement
parks, zoo, etc.)
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 18

19. Application in Child Care Settings for Preschoolers
Available through DEC at
http://www.dec-sped.org/index.aspx/Store/Additional_Resources
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21. What can you learn?
• Adults’ (e.g., caregivers, teachers, parents,
etc.) perspectives
• What goes well (is pleasurable or functions ok)
AND
• What does not go well
• What happens when something is
pleasurable? Or when something is not going
well?
• What would the adult like to have happen?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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22. How Do We Embed Adaptation & Assistive
Technology (AT) Interventions Into
Activities & Routines?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 22

23. Second Step in Embedding:
Identify the activity or routine in
where embedding will take place.
• Will adaptations/AT make an activity or
routine go better?
• Can adaptations/AT be embedded into a
activity or routine that goes well so
learning may occur?
• Which activities/routines will be
targeted?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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24. Think about types of
interventions—
What are some examples
where intervention is
specifically directed to the
child?
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 24

25. Two Categories of Child Interventions
Directed to the Child by Adaptations/AT Directed
Another person to the Environment
(e.g., caregiver, another adult-
provider, child, sibling)
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 25

26. Directed to the Child By Another Person
CUSTOM
Specialized,
Individualized
DIFFERENTIATED
Needed for
Some but not
all Children
UNIVERSAL
Used with ALL
Infants
&Toddlers
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 26

27. Adaptations/AT Directed to the Environment
CUSTOM
Specialized,
Individualized
DIFFERENTIATED
Needed for
Some but not
all Children
UNIVERSAL
Used with ALL
Infants
&Toddlers
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 27

28. What does Adaptation mean?
• Change in behavior of an individual or group
in adjustment to new or modified
surroundings is an adaptation.
• Something that is changed or changes so as to
become suitable to a new or special use or
individual situation is an adaptation.
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 28

29. Adaptations as Interventions
• Environments, activities & routines, have social
and physical expectations for participation
• Adaptations, including assistive technology allow
participation in typical family routines and
activities
• Adaptations function as a mediator to make a
bridge between the child’s abilities and the
“demands” or expectations of the environment
• By promoting participation, opportunities for
learning are increased
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 29

30. Tier 1: Universal Adaptations/AT
Are things that we might all use
with any infant or toddler
• What are some examples?
Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp

31. Tier 1: Universal Adaptations/AT
– Things that we might all use with infants and
toddlers
• Placing toys outside reach of child to promote
movement
• Safety plugs in outlets
• Bath seat
• Toys with large grips or safe to chew
• Rewards (i.e., preferred activity) after
doing something that is difficult
• Break multi-step directions into single
step (e.g., Go to the kitchen and get
the napkin” becomes 2 separate directions.)
Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp

32. Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp

33. Tier 2: Differentiated Adaptations/AT
Interventions we might use to enable children to do
something that they are unable to do and may not be
able to do for a while
– Bath seat for 18 month old
– Velcro on bottom of bowl so a 24 month old child
can learn to scoop
– Push play toy (e.g., baby stroller, shopping cart)
– Providing a more active child with a toy to
manipulate during circle time
– Schedule picture board
Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp

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35. Tier 3: Customized Adaptations/AT
Child Specific/Custom Interventions allow a child to do
something they cannot otherwise do
– Communication board for social interaction with
siblings and cousins
– Specialized positioning equipment so that a child
may sit up at a table to play, sit on the floor for
circle time, sit and swing, stand at the sink
– Motorized mobility device to get around from place
to place
– Switch to activate something that is part of an
activity/routine
Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp

36. Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp

37. Low Tech --------------------------------------High Tech
General; Readily Available Targeted; Specialized
General market Small market
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 37

38. The 3 YES Conditions of AT
Does the child have
a disability or a
significant delay in
Is
the area of
development ?
YES
Is this a device or Can the child perform
adapted material? the skill only with the
Can
device or adapted material?
YES YES
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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39. A word about Assistive Technology (AT) and
Augmentative & Alternative Communication
(AAC)
AT AAC
Socialization Sign
Communication Picture Exchange
Getting Around Picture Board
Use of Arms & Hands Single Switch Voice
Output
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 39

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41. Adaptation/AT
An Intervention to promote participation
This child is participating in
toy play by reaching &
hitting the switch to
activate a toy -- without
adult assistance & through
use of adaptations and AT
•Child chair – modified
with foam
•Motivating/engaging toy
that moves
•Simple switch
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 41

42. Facilitating Children’s Participation
and Learning
Environmental Accommodations
Adapt Room Set-Up
Adapt/Select Child Equipment
Equipment/Adaptations for Positioning
Adapt Schedule
Select or Adapt Activity
Adapt Materials
Adapt Requirements or Instructions
Have Another Child Help --
Peer Assistance/Tutoring
Cooperative Learning
Have an Individual Child Do Something Different
Have an Adult Help a Child Do the Activity
Have an Individual Child Do Something Outside
of the Room (with an Adult)
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 42

43. Continuum:
Adaptations to the Environment
• Adaptations to the environment change the setting.
For example:
• Rearrange the furniture in the room so that a child in a
wheelchair can move about freely.
• Adapt or add equipment (e.g.,
use a slant board to help
a child participate in coloring
activities, use wedge
to provide supportive seating
during circle activities).
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp

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45. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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46. Continuum:
Adaptations to Activities and Routines
An activity or routine may be adapted to accommodate special
needs. For example:
• Add periodic movement activities to a story time activity to
help children who have difficulty paying attention.
• Do the initial pieces of a routine for a child & let them do the
end parts – e.g., dress a child up to the point of pulling up long
pants
• Start dinner earlier for a child who needs longer to eat than the
rest of the family.
• Allow a child to “walk” to mealtimes by being a duck so that
the child is on task
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 46

47. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 47

48. Continuum:
Adaptations to Materials
Materials used in an activity or routine, when adapted, may
help a child participate. For example:
• Make the pencil thicker by putting a foam curler around it or
by wrapping the pencil with play dough or silly putty to help
a child who has problems gripping pencils/crayons.
• Use assistive technology—
as in the case of using
a simple switch interface
to help a child with motor
difficulties activate a toy.
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51. Ideas to Share
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52. Look Up By --
• Functional Skill • Activity or Routine
• Errands
– Communication • Chores
• Outings
– Socialization
• Mealtimes
– Mobility • Indoor Play
• Bathtime
– Arms and Hands • Morning
• Evening
• Outdoor Play (Physical)
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 52

53. Communication
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54. activities
Beach or bath
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 54

55. Bathtime
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56. Errands
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57. Continuum:
Requirements and Instruction
Changing the requirements of an activity or a routine, or
the way you provide instruction can enable a child to
participate.
For example:
• Use photographs to show each step rather than simply
speaking the instructions.
• Reduce the number of steps a child is expected to
perform to change requirements.
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58. http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 58

59. Hand Washing Sequence
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 59

60. Circle Time Sequence
Beginning view of Turn over picture as Hand the child the picture of
circle mini schedule activities are completed the next place to go
Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children
with Challenging Behavior. Tampa, Florida: University of South Florida,
Early Intervention Positive Behavior Support.
http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 60

61. Continuum:
Assistance
• Providing assistance is the most intrusive form of
adaptation because it involves another child or adult
actually helping the child do the activity or routine,
rather than allowing the child to do it independently.
Always try to have a peer provide the assistance first
before using an adult.
• Provide assistance only
when other adaptations
have not worked, and
only as a last resort.
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 61

62. Adaptations/AT Planning
What’s happening now? & Brainstorming
What would you like to see happen?
Environmental Modifications
Equipment for Positioning
(Room, Child Equipment)
Adapt/Modify Schedule
Adapt Activity
Adapt Materials
Adapt Requirements
Expected Outcome
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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63. It is hard to remember ---but
ADAPTATIONS & AT are NOT about
the “STUFF”
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 63

64. ADAPTATIONS & AT ARE ----
• INTERVENTIONS
• To help children participate in activities and
routines to the maximal extent possible
• To increase opportunities for incidental (or
unplanned) learning opportunities
• To increase functional skill performance across
activities/routines for children with significant
disabilities
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 64

65. ADAPTATIONS & AT ARE ----
Strategies /Interventions/Methods used by
professionals and family members for the
purpose of influencing
Child Participation & Learning
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 65

66. Use Resources
http://tnt.asu.edu
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
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67. Next Steps
• Attend Regional Training Sessions
– October 12 Tidewater
– October 13 Northern Virginia
• Registration information will be
emailed in the next few weeks
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