Assessment Procedures
Explain the difficulties of facilitating assistive technology evaluations.
Assistive technology practices are relatively new area of evaluation for individuals with special needs. Other disciplines have many specific evaluation protocols, but the number of comprehensive assisted technology assessment tools remain limited. The process for determining assistive technology supports are not standardized or systematic, and there is not a common definition of assistive technology evaluation protocols or service models. Many individuals like the training to conduct assistive technology evaluation's. At this time, the process for showing proficiency and knowledge of assistive technology is a volunteer licensing process, and there is a lack of standardization in college level courses that offer classes in assistive technology. In addition, many inconsistencies exist in the delivery of assistive technology for both adults who need access to technology and for students who are eligible under the individuals with disabilities education act (IDEA) mandates. Federal legislation and school district policies can be ambiguous regarding assistive technology practices and service delivery. The lack of standardized vocabulary, procedures, and practices can result in inappropriate supports and technology abandonment.
Describe how behaviors can be measured.
Behavioral recordings can provide precise information about a students behavior. The three methods of collecting behavioral information is there a frequency, interval, and duration recording. The method you would use depends on the type of behavior you are observing. Frequency recordings are used to count the number of times a behavior happens for a designated period. It is used to record discreet behaviors that have a short duration. Interval recording counts the number of occurrences of a behavior during a predetermined time interval. Interval data can help estimate the mount of time of behavior is occurring, and the result is recorded as a percentage. In the whole interval recording, the individual is watched during the whole period, and a "yes" is recorded if the behavior occurred. Impartial interval, the behavior is counted if it occurs at least some of the time in the interval. In momentary samples, the behavior is recorded if it is happening at the precise moment the observer looks at the student. Interval recording it's a good way to measure how much of the time behavior is happening out of a whole period. Duration recording counts the amount of time a behavior happens during a period. It is also displayed as a percentage: the total minutes of the behavior divided by the entire recording time. It is used to measure behaviors that vary or last for longer periods.
Describe some methods for collecting data.
Data can be collected through quantitative or qualitative methods. Quantitative results are expressed as numbers. Some examples are the number of words per minute and handwriting activity, the number of key activations per day in an Augmentative communication application, or the number of steps in individual can take before stopping. Quantitative data can be analyzed numerically and statistically, thereby providing rational and scientifically objective information. Qualitative data cannot be defined with number. It is defined by qualities. Some examples of qualitative measures include the comfort of the seat cushion, the ease of using an auxiliary grip on at all, or how well a custom bolster supports an individual. Qualitative data can be analyzed statistically; however, the analysis is more subtle and complicated than the typical mechanisms used with quantitative data. Qualitative data is best utilized dynamically to uncover relationships between information and outcomes. It also allows a researcher to delve deeper into complexities and better understand the social and personal side of the data.
Explain how data can be analyzed to determine a recommendation.
Data provides information that can help determine what supports a client requires. Formal and informal assessments provide significant insight into clients progress, recommendation effectiveness, and assistive technology strategies. Data analysis is an ongoing cycle of collecting data from multiple sources, analyzing the data to inform Recommendations, and implementing changes based on findings. The sources of data should be from previous records, recent assessment, formative assessment, summative assessments, and informal methods, observations, and interviews. Analyzing the data can be comparing results of different tests, such as the result of cognitive and psychological tests, to the results of academic tests or language and vocabulary tests. The analysis of the data should lead the evaluator to some hypotheses about what recommendations might be beneficial for a client. They evaluator then designs a trial to test the hypothesis the results of the trial could determine if the hypothesis was correct or if alterations need to be made and try it again before making a final recommendation.
Explain how the student, environments, tasks, and tools (SETT) framework can be applied to assessment.
Since the individuals with disabilities education act amendments of 1997, individualized education program (IEP) Teams have been mandated to "thoughtfully consider" assistive technology supports and services for all children who receive special education services. With the federal law does not stipulate is what constitutes thoughtful consideration. Cards have been developed to help guide IEP teams in the process. The student, environment, task, and tools (SETT) framework developed by Joy Zavala is one guide to support the decision making process. The team focuses on for areas for the assessment: the student, the customary environment the student, the tasks required for the student to actively participate in the environment, and the tools that enable the student access environments, participate, gain skills, or enhance performance. It is a collaborative process that incorporates the perspectives of participants who know the student. Each team member confirmed the process with his or her knowledge base to add pertinent information about the student. Data can be gathered and discussed, leading to a consensus for the individualization of the assessment process based on the students needs.
Explain how the human activity assistive technology (HAAT) model can be applied to assessment.
The human activity assistive technology (HAAT) model has continued to evolve as an assistive technology system since it was first published in 1995 by Cook in Hussey. The components of the model are the context, human, activity, and assistive technology. It incorporates information on the human operator, the functional activity to be performed, The environment in which the human activity functions, in the device or assistive technology. In the HAAT model, the activity is the fundamental element. The model place is the greatest level of importance on the activity; therefore, the assessment process seeks to understand the skill level, physical abilities, and capacity the human while accomplishing the activity. By following the HAAT model, a large amount of information is gathered about the human in the functional activities to be performed before device is even introduced. The emphasis is on the function rather than the device.
Explain how to synthesize data for recommendations.
The key to creating an assessment report that directly linked the pertinent information that the clinician gathered, analyzed from different sources, and learn through observations and through trials is by synthesizing the data in such a way that everyone reading the report can understand why certain assistive technology supports and services are recommended for a client. Synthesis is the combining of analyze data in a way that forms the information to explain how all the separate data points connect to each other. Synthesis accurately report information from the sources and organize it in such a way that the reader can immediately see where the information from the sources overlap with the recommendations. The reader should not be bombarded With undifferentiated facts and the results that do not help make sense of the clients need and explain them in greater depth. Assessment report should clearly show how the clients present abilities, environmental attributes, goals for assistive technology, and functional tasks they wish to accomplish our match the supports and services detailed in the report.
Explain why using a framework or model to organize assessment information is an effective practice.
They used a framework or model to guide the assistive technology assessment process can lead to better outcomes for assistive technology services. A framework or model can guide the assessment team in a collaborative and thorough manner. Assistive technology assessments require the input of many individuals with diverse backgrounds and specialized knowledge of the individual. If a specialist focuses on a specific area of expertise, he or she might miss important information in other areas of need. A model or framework helps ensure that there is a common focus for a team and everyone's input is valid and necessary. It helps the team look at all areas that affect the individual's needs and performance. A framework facilitates a systematic discussion in which all the areas that affect the outcomes for the individual will be explored, analyzed, and informed. Additionally, using the student, environment, task, and tools (SETT) Framework or the human activity assistive technology (HAAT) model ensures that the individual rather than the technology is the focus of the process.
