Class # 5

Assistive Technology Assessment Models

Critique:

This is the first time seeing these assistive technology assessment models. In my opinion, I find more similarities with all five models than I do differences. Since there is such a variety of AT available, accompanied by even more apps, bells and whistles ranging from free to VERY expensive, I'm happy to see guidelines put in place to help decision-makers (parents, teachers, student, school, etc) make informed choices about which technology would be best for each individual situation. Whether assessing a cognitive or physical need, each of these models collects extensive details about all aspects of the students life. One piece of technology might be suitable for student A, meanwhile be completely useless to student B, even if at first sight they appear similar in terms of academic needs.  Here is a breakdown of all five models. 

SETT Framework:

The SETT framework was created to provide guidelines for school-based program planning teams to ensure they are pairing students’ needs with appropriate assistive technology based on the following criteria:  Student                                                                                                                                   Environment                                                                                                                          Tasks                                                                                                                                     

Tools

Joy Zabala designed this widely used approach for collaborative decision-making in AT. Without the full cooperation of the entire school program planning team, critical mistakes can be made in regards to providing the best possible options for a particular student.

Some elements the team will analyze (student, environment, tasks & technology) include:

STUDENT-What are the student’s needs, why aren’t they being met? Knowing strengths, needs and preferences.

·         What does the student need to do?

·         What are the student’s special needs?

·         What are the student’s current abilities?

ENVIRONMENT- Are there adequate supports?

·         What materials and equipment are currently available in the environment?

·         What is the physical arrangement? Are there special concerns?

·         What is the instructional arrangement? Are there likely to be changes?

·         What supports are available to the student?

·         What resources are available to the people supporting the student?

TASKS - What tasks does the student need to accomplish?

·         What activities occur naturally in the environment?

·         What is everyone else doing?

·         What activities support the student's curricular goals?

·         What are the critical elements of the activities?

·         How might the activities be modified to accommodate the student's special needs?

Tools – What assistive technology might fit best?

·         What no-tech, low-tech, or high-tech tools should be considered when developing a

system for a student with these needs and abilities, doing these tasks, in these

environments?

·         What strategies might be used to invite increased student performance?

·         How might these tools and strategies be tried out with the student in the customary

environments in which they will be used.

H.A.A.T.

H.A.A.T., which stands for “Human Activity Assistive Technology”, was developed by Cook and Hussey and based on Bailey’s “Human Performance Model.” The components of the HAAT model are (1) Activity, (2) Human, (3) Context, and (4) the Assistive technology.

• Activity refers to self-care, work/school and play/leisure.

• Human refers to the doer or operator and considers the abilities and skills of the individual, as well as the level of skill or ability (i.e. novice or expert).

• Context refers to all aspects of where the activity is being performed: the setting (environment), social context (with peers, strangers, family), cultural context, and physical context.

• Assistive Technology includes all the interfaces that enable human performance to improve, both hard technologies and soft technologies.

MTP – Matching Technology to Person

The Matching Technology to Person model recognizes the immense technology options people with special needs are faced with. Even though there might be a perfect tool for a certain need, it may not be used appropriately or even go unused when personality preferences, social characteristics or environmental support are not considered. In order to properly match technology to person, data must be gathered and all aspects of the student’s life must be considered.   

L.A.P.

The LAP,  or Lifespace Access Profile, developed by Williams, Stemach, Wolfe and Stanger (1994), has two assessments for evaluation physical needs. The Lifespace Access Profile Upper Extension is for individuals with physical needs but not significant cognitive delays. The Lifespace Access Profile is for individuals with severe or multiple disabilities. It assesses five domains: physical resources, cognitive resources, emotional resources, support resources, and environmental analysis. Each domain has a series of rating scales for students’ abilities and preferences, and support services available.

Copley and Ziviani (http://stfx.worldcat.org/oclc/4900741410),  in their research paper,  Use of a Team-Based Approach to Assistive Technology Assessment and Planning for Children With Multiple Disabilities: A Pilot Study,  use LAP and LAPUE as the instrument in their study.

Education Tech Points (ETP)

http://www.educationtechpoints.org

Education Tech Points was developed by Bowser and Reed

 Navigating the process: Educational tech points for parents

Bowser, Gayl; Reed, Penny. The Exceptional Parent28.11 (Nov 1998): 28-36.

The process follows the following steps: Referral, Evaluation, Extended Assessment, Plan Development, Implementation, and Periodic Review. It takes into consideration student's current levels of performance, maturation process, learning disability, and changes in the educational environment.