ASNAT Assessing Student’s Needs for Assistive Technology

1. ASNAT Assessing Student’s Needs for Assistive Technology CommunicationWisconsin Assistive Technology Initiativewww.wati.orgThis PowerPoint was made possible by funding from IDEA grant number 9906-23. Its content may be reprinted in whole or in part, with credit given to the Wisconsin Assistive Technology Initiative (WATI) and the Wisconsin Department of Public Instruction (DPI) acknowledged. Reproduction of this PowerPoint in whole or in part for resale is not permitted.

2. Objectives • Participants will understand the SETT process as it relates to identifying appropriate AT for students with difficulty in communicating with others. • Participants will have basic knowledge of the AT continuum for Communication as identified in the draft ASNAT Communication Chapter. • Participants will be able to access resources and tools for trial with students who need AT communication supports.

3. Introduction • 2009 ASNAT revision(Assessing Students’ Need for Assistive Technology) • Uses the SETT framework for AT assessments Student Environment Tasks Tools • Framework developed by Joy Zabala 2002 • http://sweb.uky.edu/~jszaba0/SETTUPDATE.PDF • Implementation Plan & Follow-up added by WATI • Revised version has added Sensory Considerations

4. Using the SETT framework • Traditional” SETT • The Student • Identify the functional area(s) of concern? • Special needs (related to area of concern) • Current abilities (related to area of concern) • What does the student need to communicate that is difficult or impossible to do independently at this time?

5. Using the SETT framework • The Environment(s) • Arrangement (instructional, physical) • Support (available to both the student and the staff) • Materials and Equipment (commonly used by others in the environments) • Access Issues (technological, physical, instructional) • Attitudes and Expectations (staff, family, others)

6. Using the SETT framework • The Tasks • What SPECIFIC tasks occur in the student’s natural environments that enable progress toward mastery of IEP goals and objectives? • What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control)

7. Using the SETT framework • The Tools • Tools include devices, services and strategies… everything that is needed to help the student succeed. • Describe what a useful system of assistive technology devices and services for the student would be like. • Brainstorm Tools that could be included in a system that addresses student needs. • Select the most promising Tools for trials in the natural environments. • Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.) • Collect data on effectiveness. (Zabala 2002)

8. Using the SETT process Decision Making Guide WATI’s version of the SETT Framework for Communication Guide will be Different for every area of AT assessment

9. Using the Student Information Guide in the SETT Process • The Guide is intended to help the team discuss key issues when assessing the need for AT for a specific student. • It helps teams consider whole child & environment & not “jump” to a device! • It is a group (sped, reg. ed, support staff, admin., parent, student) process in which everyone contributes. • Important to write on a large format so that everyone can see, edit, remember (shared group memory), stay focused, and be informed! • Team members take roles of: Facilitator, Recorder, Time Keeper

10. Assistive Technology for The Student

11. Student List the functional areas of concern What are the student’s special needs related to the area of concern. What are the student’s abilities…. What motivates the student? Other questions you might ask?

12. Assistive Technology for The Environment

13. Environmental Considerations What specific environmental considerations need to be addressed? Obstacles? Supports? Attitudes of others? What are other the environments that need to be taken into account?

14. Sensory Considerations (new) New section as a subset of Student & Environment • Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ? • Do the learning environment(s) impact the sensory issues of the student?

15. Sensory Considerations STUDENT ENVIRONMENT Background noise Lighting (full spectrum vs. flourescent) Physical space • Visual (glare, color vs. black & white, white space between symbols, etc.) • Auditory (voice, volume, button click) • Tactile (velcro, weight) • Personal space • Student specific

16. Assistive Technology: past and present • Part of the Student’s past & current environment • Low tech communication systems • Picture exchange communication systems • Manual signs • Etc.

17. Assistive Technology for The Task

18. Tasks to Consider • What does the student need to do to achieve educational goals from their IEP and be an active participant in their environment? • What are other students doing in the same environments?

19. As a team, identify by circling or other means those few tasks the student needs to do that will have the most impact. Narrowing the Focus

20. Solution Generation: Tools/Strategies As a team, brainstorm and write on chart paper any assistive technologies &/or strategies you think will assist the student in successfully completing those tasks you identified. • Brainstorm possible AT • Don’t evaluate (yet)! • Remember to include AT that the student already uses • Use all resources including people

21. Assistive Technology for The Tools

22. AT Continuum • Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

23. Assistive Technology for Communication Low Tech Tools

24. AT Communication ContinuumLow Tech Concrete Representations Real Objects • Calendar box • Tangible Symbols • Miniatures • TOBIs (true object based icon)

25. AT Communication ContinuumLow Tech Communication system with pictures, symbols, letters &/or words

26. Assistive Technology for Communication Mid Tech Tools

27. AT Communication ContinuumMid Tech Simple Voice Output Devices Step-by-step BIGmack CheapTalk Hip Talk

28. AT Communication ContinuumMid Tech Speech Generating Device with levels Leo Tech series Bluebird II 7 Level Communication Builder Message Mate

29. Assistive Technology for Communication High Tech Tools

30. AT Communication ContinuumHigh Tech Speech Generating Devices with icon sequencing OR Vantage Plus Pathfinder Plus SpringBoard Lite

31. AT Communication ContinuumHigh Tech Speech Generating Devices with a Dynamic Display Eyegaze System Dynavox V series & V-Max M3 Tango! ChatPC

32. AT Communication ContinuumHigh Tech Text based device with speech synthesis DynaWrite LightWriter SL40 PolyTABLET with Persona Freedom LITE

33. Solution Selection: Tools & Strategies • Review the list of potential tools • Now is the time to evaluate for a match with: • Student (abilities, difficulties, likes/dislikes) • Environment (supports, obstacles) • Tasks (what 1-2 things do you want the student to do?) • Prioritize selections

34. Implementation Plan • Very Important! This is often where it breaks down! • Write down on the group chart (for top priorities) • Who is going to do… (get specific) • What (ditto) • When (do I need to say it again?) • For how long? • Write down your expectations (objectives) so you know if the AT is working or not! • Give everyone a job

35. Follow-up Plan • Before the meeting is over, plan the follow-up • For accountability • We are all busy, so plan it now! • Bring list from original meeting so group can review who, what, when, & expectations

36. Sample IEP objectives • Using a speech generating device, Johnny will combine 2 symbols to initiate a desired item during snack 3 out of 5 opportunities. • Kelly will activate a single message looped device to tell a joke to peers and adults 4 out of 5 opportunities. • Justin will ask and answer curriculum based questions in 4th grade social studies using a speech generating device 3 times during each class period 4 out of 5 days.

37. Tools Resources Some Concrete Representations communication systems • Object-Symbol Resource- vendor of object-symbol “kits” & displays for same http://www.objectsymbol.com/ • Project Salute- information about Tangible Symbols, how to set up, etc. http://www.projectsalute.net/Learned/Learnedhtml/TangibleSymbols.html • Rowland, C. & Schweigart, P., Tangible Symbol Systems: Making the Right to Communicate a Reality for Individuals with Severe Disabilities. Retrieved June 7, 2007 fromhttp://www.osepideasthatwork.org/toolkit/InstPract_tan_sym.asp

38. Tools Resources Some Communication systems with pictures, symbols, letters or words • AAC Intervention- Boardmaker tutorials and links to websites that provide free Boardmaker boards.  The tutorials are in .pdf and can be freely distributed as long as the creator remains referenced • http://aacintervention.com/boardmaker.html • Augmentative Resources is a great company for low-tech Velcro based materials • www.augresources.com • Autism Shop – online resource for schedule displays & materials • www.autismshop.com • Mayer-Johnson- developers of Boardmaker and other communication based software, displays, supportive materials, etc. • www.mayerjohnson.com • Scope-a resource for free alphabet & word boards • http://www.scopevic.org.au/therapy_crc_lfa.html

39. Tools Resources Some Simple Voice Output devices • Ablenet – developers of Big and Little Mack, Step-by-step and other simple durable devices. • http://www.ablenetinc.com/ • Enabling Devices – a range of lower cost simple to medium level devices • http://enablingdevices.com/catalog • Mayer-Johnson- developers of Boardmaker and other communication based software, displays, voice output devices, etc. • www.mayerjohnson.com

40. Tools Resources Some Speech Generating Devices with Levels • Ablenet – developers of FL4SH and other low to mid tech communication devices. • http://www.ablenetinc.com/ • AMDI – developers of TECH series & Smart 128 • http://www.amdi.net • Attainment – low tech devices (GoTalk series) and functional materials • http://www.attainmentcompany.com/xcart/home.php • Enabling Devices – a range of lower cost simple to medium level devices (7 level communication builder) • http://enablingdevices.com/catalog • Assistive Technology Inc. – manufacturer of LEO and other devices • http://www.assistivetech.com/prod-hardw-index.htm • Saltillo – variety of mid to high tech devices (Blubird II) • http://www.saltillo.com/ • Words+ - “tough” smaller devices (Message Mate) • http://www.words-plus.com/

41. Tools Resources Speech Generating Devices with icon sequencing • Prentke-Romich Company – manufacturer of Pathfinder, Vanguard, Springboard and many other devices with icon sequencing (plus ECO with eye gaze technology) • http://www.prentrom.com

42. Tools Resources Some Speech Generating Devices with Dynamic Displays • Dynavox – manufacturer of V series (including eye gaze systems) • http://www.dynavoxtech.com • Tobii ATI – manufacturer of Tobii eye gaze, C8 & other devices • http://www.assistivetech.com/corporate/home.aspx • Saltillo- manufacturer of ChatPC • http://www.saltillo.com • Talk to Me Technologies- distributor of Tango, ERICA eye gaze & other devices • http://www.talktometechnologies.com/ • Words Plus – SayIt! Sam series • http://www.words-plus.com

43. Tools Resources Some Text Based Devices with Speech Synthesis • Dynavox – manufacturer of DynaWrite and others • http://www.dynavoxtech.com/dynavoxv • TobiiATI- vendor for LightWriter SL 40 and other devices • http://www.assistivetech.com/corporate.aspx • Words Plus – manufacturer of Freedom LITE and other devices • http://www.words-plus.com/index.htm • Zygo Industries – manufacturers of Poly series, wireless Aid and others • http://www.zygo-usa.com/

44. Conclusion • It’s not about the technology/device- it’s about matching the Student, the Environment and the Task with the best Tool • Finally some research about using technology……. • …using technology for compensatory intervention actually also provides remedial benefits (Silver-Pacuilla, H., Ruedel K. & Mistrett, S. p. 8).

45. References • Silver-Pascuilla, H., Ruedel, K. & Mistrett, S. (2004). A review of technology based approaches for reading instruction: Tools for researchers and vendors. In National Center for Technology Integration: Reading Matrix. Retrieved March 30, 2007 from http://www.nationaltechcenter.org/matrix/default.asp • WATI (2009). Assessing Students’ Needs for Assistive Technology Chapter 3: Communication. Wisconsin Assistive Technology Initiative. http://www.wati.org

46. Resources • AAC Tech Connect is a web site which provides pictures of speech generating devices according to category and lists product and contact information for major AAC device manufacturers. Their Device Assistant is a tool the helps a team compare and match the features of devices to student skills. It is available on a limited trial basis or by subscription. • http://www.aacTechConnect.com • SET-BC (Special Education Technology-British Columbia) is a wonderful resource for AAC information, professional development, implementation ideas and strategies & AAC device comparison grids. • http://www.setbc.org/lcindexer/default.aspx