Assistive Technology Assessment Models

The purpose of assistive technology assessment is to help find devices that build on the strengths of the learners and help them overcome challenges that they may experience in their learning environment. Selecting the proper device to meet the needs of each unique student is key to the assistive technology assessment or the devices implemented to help a student may not be used, resulting in a device that might benefit the needs of another student not being available. It is essential that the students’ needs remain the focus through the assistive technology assessment and that devices that are selected match the needs of the learner. With this in mind, there are five main assistive technology assessment models that can aid in the selection of devices for students:

               

•  Education Tech Point Framework
•  Student Environment Task Tools (SETT)
•  Matching Person and Technology
•  Lifespace Access Profile for Individuals with Severe or Multiple Disabilities (LAP) 
• Human Activity Assistive Technology (HAAT)  

The Lifespace Access Profile for Individuals with Severe or Multiple Disabilities (LAP) framework uses client-centered, team-based collections of observations that helps provide the steps needed to take in program development and how technology will be used in the program. The LAP framework is used when working with students with severe or profound disabilities. The LAP evaluates the students’ current abilities in the following five areas: physical resources, cognitive resources, emotional resources, support resources, and environmental analysis.

Unlike the LAP, which focuses on students with severe or profound disabilities, the Matching Person and Technology (MPT) model focuses on a student’s expectations, preferences, background, family and environmental influences, and economic factors in determining the appropriate assistive technology.

The Education Tech Points model is based on the delivery of vocational rehabilitation services whereby the model integrates assistive technology in the special education service delivery process. The six key points making up the Education Tech Points include: referral, evaluation, extended assessment, plan development, implementation, and periodic review.   

The Student Environment Task Tools (SETT) framework has the programing planning team on the four areas: the student, the student’s environment, the tasks required for active participation in the environment, and the assistive technology tools that allow the student to access environments, participate, and gain skills or enhance performance. The members making up the program planning team take part in a series of questions in each of the four areas that help guide the decision-making process for the assistive technology devices that will be put in place for the needs of the student. When making decisions about assistive technology using this framework, team members will first look the student. The strengths, challenges, likes, and dislikes of the student will be assessed during this stage of the (SETT). Team members will then look at the student’s environment. Here, team members are interesting in looking at the student’s classroom and how the student is being taught in the classroom. Team members then looks at task that they want the student to complete such as math task or using school tools. Once team members move through the areas of student, environment, and task, they move on to looking at tools that can be used to help the student achieve set goals.   

The Human Activity Assistive Technology (HAAT) framework is made up of the following components: activity, human (intrinsic enabler), context, and the assistive technology (extrinsic enabler). There are three basic performance areas or components in regards to activity: self-care, work/school, and play/leisure. These components must be both considered individually and with each other when selecting, implementing, and evaluating an assistive technology device that is appropriate for the needs of the individual. The activity component is the process of doing a task. Activities are carried out on a daily basis. Activities could include such things as: eating, socialising, taking take of personal hygiene, educational activities, and activities related to relaxation and self-expressions. When an individual lacks the ability to complete a task or activity, then it is essential for the implementation of assistive technology. The human component includes such this as: physical attributes including strength and coordination, cognitive attributes including attention and problem solving, and affective attributes including emotional elements. The context component includes the: physical context, social context, cultural context, and institutional context. Finally, the assistive technology component, also known as the extrinsic enablers, is the tool put in place to provide support.   

All the models discussed above share the common goal of trying to match the needs of a student to the most effective assistive technology that will help that student meet their set goals in their learning environment. The Education Tech Point Framework, Student Environment Task Tools (SETT), Matching Person and Technology (MPT) model, Lifespace Access Profile for Individuals with Severe or Multiple Disabilities (LAP) model, and the Human Activity Assistive Technology (HAAT) model all assess the student, the environment, and the determined task. Each model requires a team to access the student, the environment of the student, and the tasks for which the assistive technology will be assigned.   

The five assistive technology assessment models discussed above. 

Sources:

http://cte.jhu.edu/accessibility/primer/resources/data/assistivetech/brochure_edy_burn.pdf

http://www.slideshare.net/mjmax/assessment-models-assistive-technology

https://www.youtube.com/watch?v=YHZ_shN7SxI