Family-Centered Approach to AT

Benefits Myths of AT

1. Improves Independence 1: Turning to AT means giving up on the child’s potential.

2. Increases Social Engagement 2: Parents aren't interested in or capable of making AT decisions. 

3. Promote Participation in Daily Routines 3: Infants and toddlers are too young for AT.

4. Minimize Challenges of Daily Care 4: Early use of communication devices will hinder language development.

Developmental Domains

1. Language

2. Gross and Fine Motor Skills 

3. Cognitive

4. Social and Emotional

5. Adaptive

Areas Supported by AT

1. Communication

2. Seating and Mobility

3. Self Help

4. Playing

5. Learning and Behavior

Communication Strategies

• Reflect on the family's language and cultural influences

• Provide adequate support and training to family, caregivers, and team members, to include ways to prompt, respond to, and enhance communication attempts

• Integrate multiple methods of communication

• Consider the use of contextual displays for more complex AAC systems (selecting messages from a "scene" such as the kitchen, bedroom, playground, classroom, etc.)

Self Help Strategies

• Positioning devices that promote safety and stability, capitalize on existing motor skills, and enhance participation (including low-tech, such as beanbags or towel rolls, or high-tech, such as a custom-fit seating system for eating or bathing)

• Built-up handles on utensils

• Use of Velcro or anti-slip mats to stabilize objects

• Photo or symbol supports strategically placed throughout the environment

Play Strategies

• Rearranging the environment so toys are within reach and easy to manipulate.

• Having the child use a low-tech communication aid to play games like duck duck goose.

• Placing communication aids in creative play stations so the child can participate in role-playing or social play

• Adapting toys to make them easier to grasp and manipulate (handles or Velcro)

• Stabilizing a toy

• Providing switch-accessible toys that allow the child to turn a toy or game on or off independently

• Using switch-accessible toys like a spinner, art wheel or bubble machine to foster group play, such as board games or spin art

• Selecting computer software games and tablet apps to provide a virtual environment for building, crashing, creating, and interacting

Perl: Switch and Stander

An adult uses two adaptations, a switch device and a box to all a preschool-aged child to participate in a game with another child 

Learning and Behavior Strategies

• Low tech board to choose books

• Use page fluffers for easy page turning.

• Use talking books.

• Create a corresponding low-tech communication board so child can ask and answer questions about a story.

• Use a sequential message communication aid to retell a story.

• Use large or adapted manipulatives.

• Use letter stamps, apps or a keyboard to explore and play with letters.

• Use a sequential message communication aid to count items.

• Use interactive software and apps (with or without switch access) with virtual manipulatives to explore number concepts.

Legislation

IDEA

This law states that each public agency shall ensure that AT devices or AT services, or both, are made available to a child with a disability if required as part of the child's special education program, related services, or in the provision of supplementary aids and services (IDEA, 2004).

IDEA: Assistive Technology

Is defined as " any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." This does not include medical devices that are surgically placed (such as cochlear implants) or those that are medically necessary (IDEA, 2004).

IDEA: Assistive Technology Services

Are defined as "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device" (IDEA, 2004).

Principles for AT in Early Childhood 

• Team Approach to Intervention

• Considered for Every Child

• Foster Independence

• Ongoing Training

• Access to Info. about Funding

• Family Involvement

• Integrated into Routine

• Easy to Use and Adapt

• Access to Wide Range and Experimentation

Family-Centered Collaborative Approach

• Capitalizing on family strengths rather than weaknesses

• Promoting family choice and control

• Collaboration between family members and service providers

Role of Family

Given adequate support and training, parents have the greatest potential to influence their young child's development, learning, and participation.

Team Collaboration

• Seek Feedback on Understanding and Comfort

• Be Flexible

• Seek Administrative Support for Family, Community and Interdisciplinary Collaboration.

• Open & Honest Communication

• Recognize & Respect Perspectives

• Encourage Parent Participation

• Discuss Family Strengths,Values, Needs and Priorities

AT Implementation

• AT tool specifics - where, when, and how will the AT be used?

• Roles and responsibilities - who is responsible for supporting the daily use of the device, for troubleshooting technology problems, or for monitoring its effectiveness?

• Monitoring - what data are needed to monitor AT use, and how will data be collected? Who will collect the data?

Developing & Maintaining AT Competence

the prospect of successful AT implementation across natural environments is greatly improved when parents and children receive AT guidance, training and ongoing support from the professionals who interact with them.

AT Assessment: SETT Process

AT Assessment Process

• Set the stage: review goals and target behaviors.

• Activity based assessment: Trials of AT in natural environment.

• Ongoing intervention and assessment: what works and what doesn’t?

Where To Find AT

1. Lending Library

2. AL Toolkit from Agency

3. Vendors

4. Universal Design Approach

Helpful Resources

https://www.canva.com/design/DAFujI-6-bU/SJkcdFnZKrDmZk9X_CN0-g/view

Overview: https://atinternetmodules.org/m/808