michigan s assistive technology resource

3. This document was produced and distributed through an IDEA Mandated Activities Project for Michigan�s Assistive Technology Resource awarded by the Michigan Department of Education. The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. For further information or inquiries about this project, contact the Michigan Department of Education, Office of Special Education and Early Intervention Services, P.O. Box 30008, Lansing, Michigan 48909.

5. Keys to Success: Assistive Technology Data Collection�Evaluating Effectiveness Welcome to Keys to Success: Assistive Technology developed by Michigan�s Assistive Technology Resource. This presentation and handouts are also available through Michigan�s Assistive Technology Resource Center�s Web site: http://www.cenmi.org/matr/Welcome to Keys to Success: Assistive Technology developed by Michigan�s Assistive Technology Resource. This presentation and handouts are also available through Michigan�s Assistive Technology Resource Center�s Web site: http://www.cenmi.org/matr/

6. (Refer to learner objectives with audience.)(Refer to learner objectives with audience.)

7. What is Assistive Technology? The Individuals with Disabilities Education Act IDEA �97 (Public Law 105-17) mandates the provision of assistive technology (AT) and offers clear definitions of assistive technology devices and services. Section 300.308 of IDEA �97 clearly mandates that a school system is responsible for addressing assistive technology when required as a part of a student�s special education services, related services, or supplemental services. It also provides definitions of assistive technology devices and services. 300.308 Assistive Technology Each public agency shall ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in 300.5-330.6 are made available to a child with a disability if required as part of their child�s: a) special education, 300.17 b) related services, 300.16 or c) supplementary aid and services under 300.500(b)(2).Section 300.308 of IDEA �97 clearly mandates that a school system is responsible for addressing assistive technology when required as a part of a student�s special education services, related services, or supplemental services. It also provides definitions of assistive technology devices and services. 300.308 Assistive Technology Each public agency shall ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in 300.5-330.6 are made available to a child with a disability if required as part of their child�s: a) special education, 300.17 b) related services, 300.16 or c) supplementary aid and services under 300.500(b)(2).

8. Legal Definitions Section 300.5 defines an assistive technology device as�(read definition from slide). Section 300.5 defines an assistive technology device as�(read definition from slide).

9. Legal Definitions Section 300.5 defines an assistive technology device as�(read definition from slide). Assistive Technology Services a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child�s customary environment; b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; d) Coordinating and use of other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; e) Training or technical assistance for a child with a disability or, if appropriate, that child�s family; and f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Section 300.6) Section 300.5 defines an assistive technology device as�(read definition from slide). Assistive Technology Services a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child�s customary environment; b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; d) Coordinating and use of other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; e) Training or technical assistance for a child with a disability or, if appropriate, that child�s family; and f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Section 300.6)

10. Reference handout �Abandonment of AT.� Reference handout �Abandonment of AT.�

11. IDEA Facts Schools are required to provide assistive technology at no cost to the student/parents if it is needed for a student to receive a free appropriate public education (FAPE). The individualized education program (IEP) team is responsible for determining whether a student requires assistive technology to achieve goals and objectives. This is documented on the IEP. IDEA �97 requires IEP teams to consider the assistive technology needs of all students during the development of an IEP. IDEA �97 not only gives us definitions of assistive technology devices and services, but has additional components that help define the role of AT in the schools. IDEA �97 mandates that all children with disabilities are entitled to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). (Review bullets from slide.) IDEA �97 not only gives us definitions of assistive technology devices and services, but has additional components that help define the role of AT in the schools. IDEA �97 mandates that all children with disabilities are entitled to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). (Review bullets from slide.)

12. For more detailed information on Consideration and decision making see MATR Module �Consideration and Decision Making.� Reference handout-SETT For more detailed information on Consideration and decision making see MATR Module �Consideration and Decision Making.� Reference handout-SETT

13. When considering assistive technology for a student, it is important that the process a team uses to make these decisions be tailored to meet the needs of that individual student. Definition of a Team An Assistive Technology Team is an interdisciplinary group of professionals, para-educators, and family members who are knowledgeable regarding recommendations for a student�s Individualized Education Program (IEP) as it relates to assistive technology needs. In order to provide effective assistive technology services, input from more than one discipline is necessary. Having multiple perspectives from a number of disciplines will ensure that the needs of the student will be addressed and services are provided across all environments. Members may include: Parent(s) � Parents can provide valuable perspectives on the student�s, needs, habits, tastes and abilities across different environments. Student � The student�s input is essential to the determination of assistive technology Assistive Technology Specialist � The AT specialist can help identify the adaptations, accommodations or services necessary to increase, maintain or improve the functional capabilities of a student. Special Education Teacher � The special education teacher can recommend modifications, and strategies to meet student educational needs. General Education Teacher � The general education teacher can identify modifications to curriculum goals, materials and additional support to enable the student to successfully participate in classroom activities. Occupational Therapist � The occupational therapist can help with student fine motor skills, seating and mobility, and strategies to access technologies for learning and communicating. Speech and Language Pathologist � The speech and language pathologist can identify ways to expand and integrate a student�s speech, language and communication. Physical Therapist � The physical therapist can recommend positioning strategies, devices and techniques. School Psychologist � The school psychologist can provide information on the student�s level of cognitive functioning, learning styles and learning strategies. Para-Educator � The para-educator can provide input on issues that the student experiences throughout the school day. School Administrator � The administrator can oversee the IEP process, allocate staff time, support and funding. The IEP team is ultimately responsible for determining whether a student requires AT to achieve goals and objectives. Multiple perspectives from a number of disciplines ensure that the needs of the student will be addressed and services provided across all environments Team members, (including parents and student) offer differing knowledge, skills, and observations about the student�s areas of strength, needs, and barriers to success. When considering assistive technology for a student, it is important that the process a team uses to make these decisions be tailored to meet the needs of that individual student. Definition of a Team An Assistive Technology Team is an interdisciplinary group of professionals, para-educators, and family members who are knowledgeable regarding recommendations for a student�s Individualized Education Program (IEP) as it relates to assistive technology needs. In order to provide effective assistive technology services, input from more than one discipline is necessary. Having multiple perspectives from a number of disciplines will ensure that the needs of the student will be addressed and services are provided across all environments. Members may include: Parent(s) � Parents can provide valuable perspectives on the student�s, needs, habits, tastes and abilities across different environments. Student � The student�s input is essential to the determination of assistive technology Assistive Technology Specialist � The AT specialist can help identify the adaptations, accommodations or services necessary to increase, maintain or improve the functional capabilities of a student. Special Education Teacher � The special education teacher can recommend modifications, and strategies to meet student educational needs. General Education Teacher � The general education teacher can identify modifications to curriculum goals, materials and additional support to enable the student to successfully participate in classroom activities. Occupational Therapist � The occupational therapist can help with student fine motor skills, seating and mobility, and strategies to access technologies for learning and communicating. Speech and Language Pathologist � The speech and language pathologist can identify ways to expand and integrate a student�s speech, language and communication. Physical Therapist � The physical therapist can recommend positioning strategies, devices and techniques. School Psychologist � The school psychologist can provide information on the student�s level of cognitive functioning, learning styles and learning strategies. Para-Educator � The para-educator can provide input on issues that the student experiences throughout the school day. School Administrator � The administrator can oversee the IEP process, allocate staff time, support and funding. The IEP team is ultimately responsible for determining whether a student requires AT to achieve goals and objectives. Multiple perspectives from a number of disciplines ensure that the needs of the student will be addressed and services provided across all environments Team members, (including parents and student) offer differing knowledge, skills, and observations about the student�s areas of strength, needs, and barriers to success.

14. An AT Implementation Plan includes the following: (read from slide).An AT Implementation Plan includes the following: (read from slide).

15. A document created by the AT team that describes and tracks details about a student�s use of assistive technology. Assistive Technology Data Collection Plan The term data collection may sound like a complicated process. Educational staff collect information about student performance in a variety of ways and may not recognize it as data collection.The term data collection may sound like a complicated process. Educational staff collect information about student performance in a variety of ways and may not recognize it as data collection.

16. Baseline information may: 1) help identify a need for assistive technology strategies: 2) be gathered when a team is unsure what the specific barrier to success is, or 3) be collected prior to beginning a new strategy to show �before and after� performance. Data collection during AT tool trials supports team decisions. Data collection is ongoing and provides assessment information to determine student progress toward goals. Many questions can be answered by collecting data: Is there a need for assistive technology to help solve a specific problem? What is the specific difficulty with the use of assistive technology? What assistive technology is needed? Does a specific assistive technology tool make a difference in student performance? Which assistive technology tool should be selected? What is happening with assistive technology that is already in use? Baseline information may: 1) help identify a need for assistive technology strategies: 2) be gathered when a team is unsure what the specific barrier to success is, or 3) be collected prior to beginning a new strategy to show �before and after� performance. Data collection during AT tool trials supports team decisions. Data collection is ongoing and provides assessment information to determine student progress toward goals. Many questions can be answered by collecting data: Is there a need for assistive technology to help solve a specific problem? What is the specific difficulty with the use of assistive technology? What assistive technology is needed? Does a specific assistive technology tool make a difference in student performance? Which assistive technology tool should be selected? What is happening with assistive technology that is already in use?

17. Factors That Affect Data Collection Ease of data collection Unexpected events Frequency of data collected Learning curve for student Observer reliability Consider the following factors that can affect the accuracy of data collected: Ease of data collection�should allow for any individual working with the student the ability to collect data. Simple techniques make collection more likely. Consider simple forms and stored where they will be easily located. Unexpected events�e.g., disruptions in routine, health, fatigue (endurance), malfunctioning technology. Frequency of data collected�consistent documentation/observation captures information more accurately. Five times per week is better that 1-2 which allows for missed opportunity to observe specific events. Think about daily for a specific duration: 2-3 weeks vs 1-2 times per week for 6 weeks. More is generally better. *The data collection schedule should not be convenience or schedule driven. Learning curve for student�take into consideration the student�s learning curve with a new tool or device. This may impact duration of data collection. Observer reliability�multiple observers increase accuracy of data. Consider the following factors that can affect the accuracy of data collected: Ease of data collection�should allow for any individual working with the student the ability to collect data. Simple techniques make collection more likely. Consider simple forms and stored where they will be easily located. Unexpected events�e.g., disruptions in routine, health, fatigue (endurance), malfunctioning technology. Frequency of data collected�consistent documentation/observation captures information more accurately. Five times per week is better that 1-2 which allows for missed opportunity to observe specific events. Think about daily for a specific duration: 2-3 weeks vs 1-2 times per week for 6 weeks. More is generally better. *The data collection schedule should not be convenience or schedule driven. Learning curve for student�take into consideration the student�s learning curve with a new tool or device. This may impact duration of data collection. Observer reliability�multiple observers increase accuracy of data.

18. Observation�observation in the student�s natural setting allows opportunity to view: participation in various activities. work sample. participation patterns with peers. Review of finished product. Interviews�generate information about the student by asking specific questions of the student, family, and/or school personnel. Record review�past educational history, medical records or specialized assessment information (baseline information). A variety of techniques can be used by teams to collect data. The team must decide on the most appropriate data collection method(s) which is dependant on the type of data needed. Sometimes more than one method may be used (e.g., if �how� the student completes the task is more important than how fast or specific quality.) Review of finished product can be very descriptive but does not tell how the product was completed leaving out important information. Observation with anecdotal log may be more inclusive. Interview the student�s perceived performance and outcome with specific tool use can be important. Review of records can identify baseline performance and what strategies have been used in the past that were successful or unsuccessful.A variety of techniques can be used by teams to collect data. The team must decide on the most appropriate data collection method(s) which is dependant on the type of data needed. Sometimes more than one method may be used (e.g., if �how� the student completes the task is more important than how fast or specific quality.) Review of finished product can be very descriptive but does not tell how the product was completed leaving out important information. Observation with anecdotal log may be more inclusive. Interview the student�s perceived performance and outcome with specific tool use can be important. Review of records can identify baseline performance and what strategies have been used in the past that were successful or unsuccessful.

19. Recording Data Event Recording -Indicates each time an event occurs Anecdotal Recording -Describes �how� a task was completed (descriptive observation) Two ways to record data collected through observation: Event recording� the most accurate and common way to collect information. (e.g., switch activation, initiated communication, completed assignment, word counts). Anecdotal recording� describe every thing the student does and what is happening in the environment; give facts and indicate if something is an impression or opinion. Also include time and duration of observation. Anecdotal recording may help supplement other types of data. Video taping is another method of observation and allows multiple team members to observe the actual event. Two ways to record data collected through observation: Event recording� the most accurate and common way to collect information. (e.g., switch activation, initiated communication, completed assignment, word counts). Anecdotal recording� describe every thing the student does and what is happening in the environment; give facts and indicate if something is an impression or opinion. Also include time and duration of observation. Anecdotal recording may help supplement other types of data. Video taping is another method of observation and allows multiple team members to observe the actual event.

20. Elements of the Data Collection Plan

21. 1. Define criteria for performance of identified task. Select a functional, frequently-occurring activity from identified tasks. Identify present level of performance (baseline) for the task and what change is expected with tool/strategy use. Define what success will look like for this student. Specify when and how the student will use the device(s) in the activity and supports needed. This is how the student will use the strategy with expected outcomes.This is how the student will use the strategy with expected outcomes.

22. 2. Specify the variable to be measured. What aspect of student performance are you trying to measure? Accuracy/Quality Rate - speed/frequency/amount Spontaneity Duration Latency Level of assistance These variables are what can be measured while observing the student using the AT device or strategy. Define criteria for successful performance: Accuracy/Quality�What was the percentage of misspelled words. Does speed increase or decrease with quality? Did the student complete the task with the desired quality, and how many attempts did it take to accomplish the task with a particular level of quality (start overs, errors)? Rate (speed/frequency/amount)�How many times did the event occur in a specified amount of time (how many test questions were answered in how much time and with what accuracy)? Response speed can also be measured. Spontaneity�Initiates event without prompting, ask the question, �Was the student given the opportunity to initiate?� (e.g., requesting materials or snack). Duration�The amount of time the student spends attending or participating in the task. Latency�Measure how long it takes the student to respond once the opportunity is available. Level of assistance� These variables are what can be measured while observing the student using the AT device or strategy. Define criteria for successful performance: Accuracy/Quality�What was the percentage of misspelled words. Does speed increase or decrease with quality? Did the student complete the task with the desired quality, and how many attempts did it take to accomplish the task with a particular level of quality (start overs, errors)? Rate (speed/frequency/amount)�How many times did the event occur in a specified amount of time (how many test questions were answered in how much time and with what accuracy)? Response speed can also be measured. Spontaneity�Initiates event without prompting, ask the question, �Was the student given the opportunity to initiate?� (e.g., requesting materials or snack). Duration�The amount of time the student spends attending or participating in the task. Latency�Measure how long it takes the student to respond once the opportunity is available. Level of assistance�

23. 3. Identify how the data will be recorded. Customized forms to collect data Checklists Tally sheets Creative ways to tally Journals or logs Collected work samples Software with tracking features Refer to example data collection forms. Customize forms to collect data; consider time and ease of collection. Checklists to indicate how a task was completed (level of independence, setting). Tally sheets with targeted behaviors listed. Creative ways to tally: use coins or paper clips, and move them to a pocket or container to be counted at the end of the day. Journals or logs to record anecdotal information (it is helpful to list suggested areas to observe or comment on). Collect work samples and store in folders. Software with tracking features that track errors or time tasks or log computer responses. AAC devices Examples�LAM= Language Activity Monitor available on Prenke-Romich Devices. U-LAM records both the time and content of language events that are available either on a serial port or in audio form. PC software that facilitates the collection of language samples and provides for the inclusion. . . ? PERT (Performance Report Tool)�software for purchase from AAC Institute (www.aacinstitute.org) analyzes language samples collected with LAM. Intellitools Classroom Suite Stages Software from Assistive Technology ,Inc. Refer to example data collection forms. Customize forms to collect data; consider time and ease of collection. Checklists to indicate how a task was completed (level of independence, setting). Tally sheets with targeted behaviors listed. Creative ways to tally: use coins or paper clips, and move them to a pocket or container to be counted at the end of the day. Journals or logs to record anecdotal information (it is helpful to list suggested areas to observe or comment on). Collect work samples and store in folders. Software with tracking features that track errors or time tasks or log computer responses. AAC devices Examples�LAM= Language Activity Monitor available on Prenke-Romich Devices. U-LAM records both the time and content of language events that are available either on a serial port or in audio form. PC software that facilitates the collection of language samples and provides for the inclusion. . . ? PERT (Performance Report Tool)�software for purchase from AAC Institute (www.aacinstitute.org) analyzes language samples collected with LAM. Intellitools Classroom Suite Stages Software from Assistive Technology ,Inc.

24. 4. Identify schedule for data collection. Identify times, places, and duration of the trial. Collect data when it is most appropriate and reflects actual performance. Specify how and who will collect data. Identify when and what team members will reconvene to discuss data.

25. 5. Analyze/discuss data collected. Teams should reconvene to review and discuss data, then make decisions regarding appropriate tools/strategies. Plan for further intervention or data collection.

27. Documenting Team Decisions

28. IDEA regulations do not identify how or where to address assistive technology in the IEP; however, they do specify that �consideration� is documented somewhere in the IEP. AT should be identified in the part or parts of the IEP that best fit with the type of assistive technology provided and correspond to the areas addressed by IEP goals and objectives. A description of the type of assistive technology should include enough detail of features and device categories without specifying the brand name. IDEA regulations do not identify how or where to address assistive technology in the IEP; however, they do specify that �consideration� is documented somewhere in the IEP. AT should be identified in the part or parts of the IEP that best fit with the type of assistive technology provided and should correspond to the areas addressed by the IEP goals and objectives. Sections of the IEP where AT can be documented: Present levels of performance Special education Programs/Ancillary and other related services Supplementary aids and services Program modifications or support for school personnel Modification to assessments Transition services In the IEP, a description of the type of assistive technology with enough detail including features and device category without specifying the brand name should be included. This allows flexibility to update equipment without reconvening the IEP team. IDEA regulations do not identify how or where to address assistive technology in the IEP; however, they do specify that �consideration� is documented somewhere in the IEP. AT should be identified in the part or parts of the IEP that best fit with the type of assistive technology provided and should correspond to the areas addressed by the IEP goals and objectives. Sections of the IEP where AT can be documented: Present levels of performance Special education Programs/Ancillary and other related services Supplementary aids and services Program modifications or support for school personnel Modification to assessments Transition services In the IEP, a description of the type of assistive technology with enough detail including features and device category without specifying the brand name should be included. This allows flexibility to update equipment without reconvening the IEP team.

30. How can I learn more about assistive technology?

31. Included in your PowerPoint handout are Web sites for state and national resources. Included in your PowerPoint handout are Web sites for state and national resources.