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- Choose specific product with the desired AT features that also match the student's preferences and the environment(s) in which the activity is typically performed.
- Teach the student how to use the tool.
- Test-drive the tool using assessment protocols or extended trials.
- Compare performance with the tool to performance without the tool to determine AT effectiveness.
- Document the need for AT on IEP.
1. Choose a specific product
1. Choose a specific product
There are sometimes multiple products with similar features.
There are sometimes multiple products with similar features.
Choose a specific product based on:
- Task-demands: How well does the tool compensate for the difficult task-demands?
- Context: Which tool fits the learning environment best?
- Skills & preferences: Which tool matches the student's skills best? Which tool would the student choose to use?
2. Teach the student how to use the tool
2. Teach the student how to use the tool
Assistive technology competencies (adapted by Oregon Technology Access Program from Binger & Light, 1998)
- Operational skills: How to operate or use 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 (e.g. in front of peers) and self-advocate for use of the tool in the classroom
Before they try a tool, the student needs basic operational and functional skills.
- Show the the student how to use the tool and let them practice using it.
- Some tools take more training than others before you can collect data on effectiveness (e.g. speech recognition)
3. Test-drive the tool
3. Test-drive the tool
A short test-drive is used to determine the initial effectiveness of tools that don't require a lot of training to use. Some tools will require a longer trial before effectiveness can be determined.
Ultimately, implementation with progress monitoring is needed to determine effectiveness in the customary environments over a sustained period of time.
A. Use one of the published protocols for reading and writing
- Protocol for Accommodations in Reading (PAR)
- DeCoste Writing Protocol (DWP)
B. Create a custom protocol for other tasks
- Frame the question: Will a specific tool feature change the student's performance on a specific task?
- E.g. Will a picture schedule decrease the amount of prompting needed for student to complete a work task?
- Collect data on student's performance without the tool (baseline)
- Collect data on student's performance with the tool
4. Compare pre/post performance
4. Compare pre/post performance
See an (almost) immediate effect
See an (almost) immediate effect
When the compensatory effect of AT is added to the student's skills, it should improve task performance in a short amount of time because AT is compensating for a task-demand, not remediating the student's skills.
However, it may make take time for the student to learn the skills needed to use the AT independently. For example. speech recognition takes some training.
Augmentative communication is the one type of AT that generally requires a LOT of modeling and training because young children are learning language, not just how to operate a device. AAC trials are longer (a few months).
5. Document Assistive Technology in the IEP
5. Document Assistive Technology in the IEP
Follow your district guidelines to document AT in the IEP if effective
Follow your district guidelines to document AT in the IEP if effective
If effectiveness cannot be determined with a short test-drive, move to the Implementation with Progress Monitoring phase of the AT cycle before documenting AT on the IEP.
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