Consider AT

Every activity imposes specific task-demands on the user.

Task-demands come from:

• Outcome expectations of the activity (e.g. curriculum standards)
• Context (environment) in which activity is performed (including tools and materials provided)

What's the difference between a generic AT feature and a specific product or tool?

• AT features are generic descriptions, not brand-names. Many specific products or tools can have the same feature (e.g. text-to-speech)
• AT features are often found in mainstream devices (e.g. iPads, Chromebooks). Some AT features are only found in specialized devices (e.g. AAC, switches, wheelchairs)
• AT features might only be one part of the whole tool (e.g. spell check is just one feature of a word processor)

Request an AT consultation if the team needs assistance determining what AT is available or training to understand AT features

Request AT equipment if the team knows which type of AT or specific product will be assessed

Three-column "Feature Matching" chart

Open the document below to see examples for reading, writing, math and organization

• First column (blue): Various task-demands analyzed using the six categories discussed above
• Second column (red): Student performance information. Fill this in with student-specific data.
• Third column (green): List of matching AT features that augment or replace the specific task-demands that are difficult

NOTE: Assistive technology must be considered individually on a case-by-case basis for each student and there are many different reasons a student might need AT. These profiles are only intended to represent a few high incidence cases as instructional examples.

Profile 1: Specific Learning Disability in Reading (Decoding)

Johnny, a 5th grader, struggles to decode words accurately and his reading speed is significantly below peer norms. This impacts his reading comprehension. In pull-out sessions, his resource teacher focuses on decoding skills using a research-based intervention program. His general education classroom teacher helps him find books at his decoding level but Johnny struggles with grade level novels and non-fiction text for science and social studies. Whenever the teacher reads out loud to the class, though, Johnny is quick to raise his hand to answer comprehension questions.

AT recommended for trial: "Audio supported text" using a combination of text-to-speech software and audio-books.

Why this might be a match: Johnny struggles with decoding but but not listening comprehension. Text-to-speech and audio-books support the decoding function so he can focus on the meaning of the text.

Recommended assessment tool: Protocol for Accommodations in Reading

Profile 2: Difficulty with transcription aspects of writing

Jody, a 3rd grader, has difficulty holding a pencil. Her handwriting is large and teachers have trouble reading it. Many of the words drift off the lines and some of the letters are difficult to decipher. Jody tries hard and takes her time, but her handwriting has not improved even though an OT works with her for 20 minutes each week.

AT recommended for trial: If handwriting is the goal, low tech tools like a pencil grip, special lined paper, and a slant board might help. If legible writing is the goal, high tech tools like a keyboard (typing on a Chromebook) or speech recognition might help.

Why this might be a match: Low tech writing tools augment the fine motor demands of handwriting. High tech tools reduce, change, or eliminate the fine motor demands of writing. Of course, keyboards require the acquisition of a different skill set (typing) and speech recognition does not fit all environments. So a combination of writing tools is usually needed.

Recommended assessment tool: DeCoste Writing Protocol

Profile 3: Difficulty with spelling, grammar and punctuation

Juan, a 10th grader, is in co-taught sophomore English. His teachers know that spelling and grammar are difficult for him so they do not deduct points for spelling on his assignments. Juan tries to use spell check when he writes in a Google Doc because the red underline shows up a lot. But he isn't always sure that the word he needs is in the correction list. Sometimes spell check doesn't offer any suggestions as all because his spelling is too "inventive."

AT recommended for trial: Word prediction, contextual spelling and grammar checkers, and speech recognition. If these tools do improve his spelling, grammar and punctuation, his teachers can hold him accountable for using them by deducting points when he submits work with errors.

Why this might be a match: Regular spell check is actually AT and should be the first option tried. But it will only work if the spelling is close enough. Word prediction tools are better at getting to the intended word if the student doesn't know how to spell the word, but the user needs to be able to accurately sound out the first few letters. Contextual spelling and grammar checkers will look for more than just spelling errors. Speech recognition does the spelling for you, although it doesn't always transcribe accurately, so some editing is needed.

Recommended assessment tool: Pre/post comparison (before AT, after AT) of developmental spelling list from DeCoste Writing Protocol and classroom assignments. See protocol for assessing word prediction.

Profile 1: Specific Learning Disability in Reading (Comprehension)

Tommy, a 5th grader, is able to read fluently at about the same rate and accuracy as his peers. But he has difficulty answering comprehension questions. He struggles to identify the main idea of a passage and answer inferential questions. He seems to lack the background knowledge needed to make sense of texts. He doesn't always know the meaning of grade-level words. His teacher notices that Tommy doesn't seem to comprehend novels when she reads out loud to the class. When she calls on him, he doesn't know how to answer questions about the text.

AT considered: Tommy could use an online dictionary to look up the meaning of words but will he be able to use a formal definition to understand the passage? He could use highlighters (physical or virtual) to mark up the text, but will he know what sentences represent main ideas and which provide supporting details? The team could consider these features and trial them to find out if they work but the tools will probably need to be used instructionally.

Why might AT not work? It is difficult to augment or replace reading comprehension with technology. There are tool features that, when paired with instruction, will help Tommy engage with the meaning of words and construct meaning. For example, digital reading tools like highlighters or graphic organizers/mapping tools. But, on their own, these tools will not compensate for the cognitive functions needed to comprehend text.

Profile 2: Difficulty with composition aspects of writing

Tina, a 7th grader, becomes disruptive whenever writing is assigned in class. She has trouble coming up with ideas to write about. When she does have some ideas, she has trouble organizing them and gets frustrated. Her spelling is OK but her vocabulary choices are limited. Tina prefers to type rather than use pen and paper but the computer sometimes becomes a distraction. Her teacher notices that she doesn't produce more writing with a keyboard compared to just using a pen. Her resource teacher offers to scribe for Tina to help ease her frustration with writing tasks but it takes a lot of coaxing and coaching to get her to dictate even a few sentences.

AT considered: The class is already using Chromebooks to type longer writing assignments but this doesn't seem to improve Tina's engagement with the task. Speech recognition might be considered to bypass the transcription demands of writing (fine motor and spelling) but since Tina has trouble dictating to a scribe, it's not likely to be effective. Graphic organizers and mapping tools might make it easier or more engaging for Tina to organize her ideas, but if she can't come up with ideas or doesn't understand how to organize them, these tools are not likely to be effective unless they are combined with intensive instruction and coaching.

Why might AT not work? It is difficult to augment or replace the cognitive demands of composition with technology. The team might instead consider modifications to the grade-level writing task to increase engagement and decrease the cognitive demands. Picture prompts may help Tina generate ideas. Detailed graphic organizers might lead her through the step-by-step construction of a paragraph. Both picture prompts and detailed graphic organizers could be considered AT tools, but they need to be paired with instruction and they may modify the grade-level outcome expectations.

How do you know whether AT will work or not?

You won't know for sure unless you try it!

An AT trial is recommended to collect data.