Implement & monitor progress
- Provide training until the student can use the tool independently
- Create an implementation plan
- Determine whether the student will need to use the AT tool at home
- Monitor use and effectiveness over time
1. Provide more training as necessary
Assistive technology skills (adapted by OTAP from Binger & Light, 1998)
- Operational skills: How to operate the tool
- Functional skills: How to use the tool to do the task
- Strategic skills: When to use the tool and when not to use it
- Social skills: How to use the tool in the social context
Teaching Strategies
- Modeling: Demonstrate how to use the tool
- Scaffolded practice:
- Use the tool for easier, shorter tasks with assistance
- Use the tool for easier, shorter tasks without assistance
- Use the tool for grade-level tasks with assistance
- Independent use: Provide opportunities for independent practice
2. Create an implementation plan
Implementation questions for the team to consider
Adapted from Bowser (2000) and Bowser & Reed (2012)Student training questions
- What will the student use the AT tool to do?
- What specific technology use skills will the student need to learn?
- How much training does the student require?
- When will training be provided to the student?
- How will the student learn to use the AT tool in their customary environments?
- What kind of direct supervision and support will the student need in order to use the AT tool in a functional manner?
Equipment considerations
- Who will provide the AT tool and any consumable supplies needed?
- In what environments will the student use the AT tool?
- How will the AT tool be made available in each environment? (e.g. move with the child, on request, etc.)
- Where will the AT tool be located when the child is not using it?
- Will adaptations and modifications to the device be needed to help the student access the AT tool?
- Who will be responsible for AT tool repairs?
- Will the student need to use this AT tool at home or other settings?
On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE. (34 CFR § 300.105)
If school-purchased AT will be taken home, the student and family must sign the "Agreement for Use of School-Owned Assistive Technology Outside of School"
Staff and family training questions
- Which adults in the child's environment will require training in the use of the AT tool?
- What will various staff and family members need to know about the AT tools and how it works?
- Who will provide the needed training for these people?
- Who should be called if technical assistance is needed?
Outcome questions
- How will we know if the AT tool is successful?
- What level of task achievement is reasonable to expect with this AT tool?
- How will we know if the AT tool is not working?
- What criteria will be used to stop using the AT tool?
References:
Bowser, G. (2000). AT Management Questionnaire. Oregon Technology Access Project (OTAP) Bowser, G. & Reed, P. (2012) Assistive Technology Implementation Organizer. Educational Tech Points.Sample AT implementation plans
There are lots of ways to create an AT implementation plan, from simple to detailed. Here are two examples:
3. Monitor progress
Implementation with progress monitoring is the same thing as an extended trial.
- The team may need to closely monitor progress over a 6-8 week implementation period before making a final decision about the effectiveness of AT and documenting it in the IEP.
- The team will need to monitor progress over the course of the school year (until the next annual review) to determine the long-term effectiveness of AT. Reassess AT effectiveness at least once a year before the student's Annual Review.
Data to collect:
- Is the student using the tool regularly?
- Does the tool continue to be effective?
- Effective = Student's task performance with the tool is better than without the tool.
Remember, AT is part of the problem-solving cycle! The cycle is repeated as often as needed.