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The mission of Tots n’ Tech is threefold:

EI Assistive Technology National Research Institute: A Collaboration Between Thomas Jefferson University (Philadelphia) & Arizona State University. Mission. The mission of Tots n’ Tech is threefold:

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The mission of Tots n’ Tech is threefold:

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  1. EI Assistive Technology National Research Institute: A Collaboration Between Thomas Jefferson University (Philadelphia) & Arizona State University OSEP~NECTAC 2005

  2. Mission The mission of Tots n’ Tech is threefold: (1) to studyprevalence, policy and resources, individualized decision making, training and support, funding and other factorsrelated to use of assistive technology (AT) devices and services in early intervention. (2) todisseminate current knowledge and research findingsin timely ways to families, multidiscipline EI providers, administrators, educators ad policymakers using avariety of methods and approaches. (3) to partner with parentsof children with disabilities, withindividuals with disabilities, in the design and implementation of the national research program. OSEP~NECTAC 2005

  3. Gain an Understanding of Patterns of AT Prevalence and Use Understand and Improve Individualized AT Decision Making and Practices in Early Intervention Goals Multi-Media Dissemination of Institute Findings and Products Describe and Understand Policy and Resources that Promote AT in Early Intervention Identify Optimal Training/TA Practices for Establishing & Maintaining Knowledgeable Adults to Support Children’s AT use OSEP~NECTAC 2005

  4. Today You will learn about… • What Providers Told Us • Prevalence of State policy • Existing AT Tools Related to Decision Making • Resources • Training materials/curricula • Informational Booklets • How Your Community can Participate in the Institute Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  5. Initial Provider Survey N = 976 (N = 450 in follow-up survey) • 98% Female • Education Level • 61% Master’s Degree • 35% Bachelor’s • Yrs wk with I/T M = 9.95 (s.d. 7.24 yrs) • Community • Urban 13% • Suburban 26% • Rural 21% • Combination 39% OSEP~NECTAC 2005

  6. We asked providers… (N = 450) • Engaged in and to what extent with in the last 3 years: • Workshops/Presentations • College Course • Self-Study • Mentoring • Technology Fair/Expo • Other Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  7. Workshops 72% attended ---- 48% V. Helpful M = 19.4 hours (s.d. 28.1 hrs) Mentoring (formal) 11% attended ---- 67% V. Helpful M = 47.5 hours (s.d. 93.4 hrs) College Course 13% attended ---- 71% V. Helpful M = 15 c.h. (s.d. 25.8 c.h.) Tech Fairs/Expos 16% attended ---- 43% V. Helpful M = 12.7 hours (s.d. 13.2 hrs) Internet Self-Study 33% attended ---- 37% V. Helpful M = 24 hours (s.d. 48.9 hrs) Video, CD, Manual Self Study 39% attended ---- 57% V. Helpful M = 18.9 hours (s.d. 32.4 hrs) What Providers Told Us… (N = 450) OSEP~NECTAC 2005

  8. 61% (27) states indicate they have state EI statutes 71% (31) states indicate they have state EI regulations Policy documents (N = 44 states) Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  9. 36- 44% Specific policies Specific guidelines “Things to consider” list Statements considering the continuum of AT 10 - 20% Flow charts Check lists Criteria lists Assessment forms Process used to acquire AT devices and services Resources for making decisions(N = 50 states) Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  10. AT Implementation plan (N = 50 states) 24% - 36% • Determine when AT will be used • How AT will be used in natural settings • What will be done • Who will do it Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  11. 28% - 30% Ownership of AT devices AT when a child transitions < 4% Specified device loan time Location to trade devices Lost/stolen devices Insurance for devices AT Tools… (N = 50 states) Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  12. 54% During Use… Repairing Replacing Maintaining <16% Previously used… Recycled Added to lending library Returned to school/purchaser Parent Buy-out option AT Tools… (N = 50 states) Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  13. National Document Collection: Informational Sources Policy and Resources Part C or designated State contact Comprehensive web searches Training/TA Practices University Centers on Disability Technology Act Program Directors OSEP~NECTAC 2005

  14. What we found… (N = 102 docs.) • General trainer/organization information • ~ website print-outs, phone/email communication, no materials • Informational booklets • ~ reference materials that individuals can use through self-study • Handouts • ~ handouts associated with workshops/presentations • Assessment tools • ~ tools for parents/providers to determine AT needs • Training curricula • ~ training presentation package OSEP~NECTAC 2005

  15. Providers of resources… (N = 67 docs) Target audience Parents and providers: 70% State offices Content Specific devices/services 79% Funding 49% Policies/procedures 46% Monitoring/evaluations 30% Private organizations Intent Awareness 89% Skill-building 52% Implementation 34% Universities OSEP~NECTAC 2005

  16. Delivery format Interactive 67% Didactic 65% Consultatio 33% Mentoring 6% Self-study 6% Duration Single 63% Continuous 49% Series 35% With regard to training… (N = 49 docs) Policy and Resources Training/TA Practices OSEP~NECTAC 2005

  17. Summary… There is a clear need for increased number of trainings and reference materials which focus on AT for the infant/toddler population. Policy and Resources • Most trainings found were focused on general transference of knowledge about AT, and limited trainings focused on improving parents or providers’ use of AT in the context of service delivery. Providers reported little variability in the types of training accessed. Providers most frequently reported attending a workshop/presentation. Training/TA Practices Clearly, parents and providers need more opportunities to gain knowledge about AT, such as the development of trainings and training materials which focus on best practices of AT use with infants and toddlers. OSEP~NECTAC 2005

  18. Organization of materials… • National Technical Assistance Consortium for Children and Youth who are Deaf-Blind (NTAC) • Outcomes and Performance Indicators for • Service Providers • Children and Youth • Families • Systems • September 2004 OSEP~NECTAC 2005

  19. Example OSEP~NECTAC 2005

  20. Time to Peruse…… • AT Tools Related to Decision Making • Resource Materials • Training materials/curricula • Informational Booklets Next Steps… OSEP~NECTAC 2005

  21. Next Steps… AT Best Practice Field Test 30 communities 1 designated Research Coordinator • 3 or 4 providers OSEP~NECTAC 2005

  22. Nominate a Community in Your State AT Best Practice Field Test OSEP~NECTAC 2005

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