Once the need for an AT assessment has been identified, teams may desire a framework or assessment tool to guide them through the process of identifying needs, feature-matching, data collection methods and implementation. This module will introduce the reader to a variety of tools that can be used to guide this process. Some of the tools offer guidance for every step of the assessment process while others address specific components such as evaluation of AT supports for reading or writing. Further, this module aims to begin the discussion of system-wide integration of AT supports and services.
When a decision is made to conduct an initial AT assessment, the team must determine how to collect information to make a data-based decision. Data-collection methods are used to obtain information about a child's learning behaviors and characteristics. The information obtained is used to outline the student's needs and make connections with features of potential AT systems. The same data-collection methods could also be used once the AT has been selected to determine its effectiveness over time. The data-collection process consists of the following steps:
Establishing the target behavior
Deciding on a system for collecting the data
Deciding when and where the data will be collected
Determining who will collect the data
Determining a system for sharing data
Using information collected for decision-making.
The team would review the student's file or discuss the student during a team meeting in order to complete the Referral / Question Identification Guide. Upon learning that the student needs assistance with communication, the team would proceed to the Section 2 - Communication form of the Student Information Guide to take a closer look at the components of a communication system. It is recommended that teams who are new to the AT assessment process focus on just one area of concern at a time. If there are multiple areas of concern, the process may be revisited at a later date. Samples of these two forms are shown below and can be downloaded in their entirety from the "Documents" section of this module.
This guide aids in the collection of environmental information. It consists of three parts: Environmental Observation Guide, the Classroom Observation Guide, and the Environmental Observation Summary, which includes information from the Environmental Observation Guide as well as the Classroom Observation Guide. The document titled, "Gathering Information about Environments and Tasks" offers instructions about how to use these forms.
According to Babkie (2013), common examples of data-collection methods used during student observation include: event recording, latency recording, duration recording, and time sampling.
Event recording - event recording is an exact measure of the student's behavior. It is typically used where there is a discrete beginning and end to the student's behavior, and is used to count how many times the event occurs. Examples include how many times a student gets out of her seat, how many times she raises her hand, or how many times she calls out an answer without raising her hand.
Latency recording - latency recording is a measure of how long it takes for the student to begin a target behavior after a prompt. One example is the amount of time it takes for the student to turn to a particular page in his book once the teacher has asked him to do so.
Duration recording - duration recording is a measure of how long a target behavior exists. For example, Alex's target behavior is to stay seated. The amount of time that he remains in his seat during a lesson is listed on a chart. This is considered a duration recording.
Time sampling - time sampling, a method for estimating the target behavior, is used when a particular behavior is difficult to record because it is ongoing. Although not an exact measure, it may give insight into the overall expression of student behaviors. In time sampling, the person collecting the data checks in at certain intervals, such as every 3 minutes or every 30 seconds, and determines whether or not the target behavior is occurring. For example, if a student's target behavior is to "work independently," the teacher may check in every 3 minutes during a 15-minute lesson and record whether the student is on task at that moment.
Interviews and video recording are two additional methods of data collection that can be helpful for documenting the effectiveness of an AT intervention. Tips for capturing video and pictures for AT assessment may be found in the document entitled Using Video and Pictures for Informal AT Assessment.
The following assessment tools and frameworks are commonly found in educational and medical environments. SETT, HAAT, WATI and GPAT are tools or frameworks that guide the entire assessment process from looking at somebody's needs, the environments in which they are considering AT use, the tasks they need to accomplish, and the features of AT tools that might provide access to these tasks.
The Protocol for Accommodations in Reading (PAR) is also included in this category. While not a comprehensive tool to determine what AT might be needed, PAR provides an in-depth look at reading accommodations, including reading out loud, reading with an adult reader, or reading with a text-to-speech reader. PAR is a unique tool that helps educators make informed decisions about reading accommodations that may become part of the student's IEP.
The SETT framework is intended to serve as a "home" for the team's discussion and information collection. After the information is gathered and transcribed on the form, all team members receive a copy of the discussion and resulting decisions. SETT forms that assist the team through the AT decision-making process include Scaffold for Gathering Data-Annotated, Scaffold for Tool Selection - Part 1 - Identifying Tools, and the Scaffold for Tool Selection - Part 2 - Prioritizing Tools. SETT framework forms may be found at Joy Zabala's website.
Human, Activity, Assistive Technology (HAAT)
The HAAT model (Cook & Polgar, 2008) is based on a human performance model (Bailey, 1989). Cook and Hussey added AT to the human performance model recognizing that AT is an extrinsic enabler that enhances a person's abilities. They additionally expanded the human performance model's definition of context to include social and cultural aspects as well as environments and physical conditions such as temperature, noise, and lighting.
Assessing Students' Needs for Assistive Technology (ASNAT; 5th ed.), usually referred to as the WATI, was developed by the Wisconsin Assistive Technology Initiative (2009). This manual, including forms, was designed to guide the team through the process of AT assessment by addressing common difficulties and specific AT-related issues. The forms can be downloaded from the WATI website and many are also found in the "Resources" section of this module. The following WATI forms will be reviewed in this module:
WATI AT Assessment Directions/Procedure Guide
Gathering Information About the Student
Referral / Question Identification Guide
Student Information Guide
Gathering Information About Environments and Tasks
Environmental Observation Guide
Classroom Observation Guide
Environmental Observation Summary
AT Decision Making Guide
AT Assessment Checklist
Implementing AT Trials
AT Trial Use Guide
AT Trial Use Summary
Using the forms from the previous sections, the team completes the AT Decision Making Guide to summarize the area of concern that will be addressed. This is done by listing the student's abilities/difficulties, environmental considerations, tasks, and sensory considerations associated with the concern. The team then narrows the focus to a specific task. Once the team has identified the specific task, team members brainstorm tools and strategies that may be potential solutions. No idea is eliminated, as the team reviews the AT Assessment Checklist to identify possible solutions. An example of the AT Decision Making Guide: Communication completed for Sophia is available.
The AT Assessment Checklist lists AT solutions that correspond with the categories outlined in the Student Information Guide. After the brainstorming, the team discusses the options and selects a reasonable number of potential solutions from the AT Assessment Checklist. Please note that this checklist is a guide and is not meant to be an all-inclusive list of options for a students.
The AT assessment process is not finished when the needed assistive technology is determined. An important component of the process involves follow-up and follow-along. The individual's ability to use the selected tools and her satisfaction with the selection will affect the success of the AT system. Several of the tools mentioned below are standardized. They measure outcomes of implemented technologies as well as the individual's satisfaction with the selected technology.
In this module, various AT assessment tools were introduced, including AT assessment frameworks, guides, and assessments for specific needs such as reading and writing, as well as tools for outcomes measures. Finally, the Education Tech Points, a framework for integrating AT services and devices into everyday practices, was discussed.
While the nature of this module does not allow for in-depth study of these tools, the intent was to introduce a variety of options and additional resources in hopes that one or more may be integrated into current practices. Further, this module aims to begin the discussion of systemwide integration of AT supports and services.