Embedded Files
- 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
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
2. Create an implementation plan
Implementation questions for the team to consider
Adapted from Bowser (2000) and Bowser & Reed (2012)Implementation questions for the team to consider
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, a district may require a form to be signed.
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.AT implementation forms
AT implementation forms
There are lots of ways to create an AT implementation plans, from simple tables to detailed questionnaires. Many different samples are available online if you do a search. Here are some available from Education Tech Points: https://educationtechpoints.org/knowledge-base/forms-to-guide-implementation/.
3. Monitor progress
3. Monitor progress
Implementation with progress monitoring is the same thing as an extended trial.
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:
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.
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