From SETT to TEST: Evaluating Assistive Technology Presenter: Nadiya Destiny .
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Transcript of From SETT to TEST: Evaluating Assistive Technology Presenter: Nadiya Destiny .
From SETT to TEST:From SETT to TEST:Evaluating Assistive Evaluating Assistive TechnologyTechnologyPresenter: Nadiya Destinyhttp://agapelearning.net
AgendaAgendaEvaluation Teams
◦MembersAssistive Technology Evaluation
◦SETT Framework◦WATI ◦QIAT Indicators◦Toolbelt Theory
AT Evaluation TeamAT Evaluation TeamVaries depending on place:
◦No one◦One person who has many other
responsibilities◦One person with a reduction in
responsibilities◦A small team
Usually SLP, OT, and teacher
◦A larger team◦AT Teams in every agency location with
a backup AT Resource team
AT Evaluation TeamAT Evaluation TeamEach member of the team should
have knowledge of the individualThey should focus on their area of
expertise◦Language – SLP◦Curriculum – Teacher◦Motor – OT/PT◦Resources of Agency – Administrator◦ Individual – Individual or Family of
IndividualTeams vary based on the needs of the
individual
SETT FrameworkSETT FrameworkDeveloped by Joy Smiley ZabalaGroup of questions to guide
Assistive Technology Decision Making
Focuses on:◦The Student◦The Environment◦The Tasks◦The Tools
Be as specific at possible when answering questions
The StudentThe StudentWhat does the student need to
do?What are the student’s
strengths?What are the student’s needs?
The EnvironmentThe EnvironmentWhat materials and equipment are
currently available in the environment?What is the physical arrangement? Are
there any special considerations?What is the instructional arrangement?
Are there going to be any changes?What supports are available to the
individual?What resources are available to the
people supporting the individual?
The TasksThe TasksWhat naturally occurring activities
take place in the environment?What is everyone else doing?
What activities support the student’s curricular goals?
What are the critical elements of the activities?
How might the activities be modified to accommodate the student’s special needs?
How might technology support the student’s active participation in those activities?
The ToolsThe ToolsWhat no tech, low tech, and high tech
options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments?
What strategies might be used to invite increased student performance?
How might these tools be tried out with the student in the customary environments in which they will be used?
WATI AT Consideration WATI AT Consideration GuideGuideConsideration not assessmentUses known informationInformation collected helps guide
further assessmentShould be able to complete this
form in one sittingLooks at:
◦What is already in place◦What is being looked at for the
future
Consideration Guide Page Consideration Guide Page 11
Consideration Guide Page Consideration Guide Page 22
WATI AT AssessmentWATI AT AssessmentAssessment goes into more detailThree parts
◦Information Gathering◦Decision Making◦Trial Use
Areas Information Gathered Areas Information Gathered AboutAbout Fine Motor Related to Computer or Device Access Motor Aspects of Writing Composing Written Material Communication Reading Learning and Studying Math Recreation and Leisure Seating and Positioning Mobility Vision Hearing General
AT Assessment Pages 1 AT Assessment Pages 1 and 2and 2
Section 4: CommunicationSection 4: Communication
Environmental Observation Environmental Observation GuideGuideBasically the Environment part of
SETTAreas:
◦Describe the environment◦Sensory Stimulation◦People Present During Observation◦Access to Assistive Technology◦Observation Summary
Activity/Task(s) Observed Ways that typical students participated Ways the target student participated Barriers to target student’s participation
AT Decision MakingAT Decision MakingKey Elements
◦Problem Identification Identification and definition of a specific
problem◦Solution Generation
Suggestion of possible solutions◦Solution Selection
Evaluation of suggestions and choosing a solution to create an action plan
◦Implementation Carrying out of the plan
◦Follow up Meeting again to evaluate the solution
AT Decision MakingAT Decision MakingThroughout the decision making
process◦Present information in written as well as
spoken format where everyone will have access
◦Record all information and meetings◦Share roles and responsibilities
Members at meetings: Facilitator – moderates the meeting Recorder – writes down information gathered Timekeeper – ensures that all topics are covered;
pace
AT Decision MakingAT Decision MakingDuring Problem Identification:
◦ SETT FrameworkDuring Solution Generation:
◦ Use brainstorming rules to create a climate of trust All suggestions are written down No comments allowed No judgments passed
◦ Goal is to generate as many ideas as possible◦ Create a two minute time limit◦ If there are few assistive technology ideas,
seek help◦ Use the WATI Assessment Technology Checklist
as a resource
WATI AT ChecklistWATI AT Checklist
AT Decision MakingAT Decision MakingDuring Solution Selection:
◦Encourage combining, sequencing, and prioritizing
◦Obtain consensus from all participants before adjourning meeting
During Implementation:◦Follow the plan completely
For Follow up:◦Have a planned schedule and follow it
AT Decision Making GuideAT Decision Making Guide
AT Trial SummaryAT Trial Summary
AT Trial SummaryAT Trial Summary
QIAT IndicatorsQIAT IndicatorsQuality Indicators for Assistive Technology
ServicesUsed to guide:
◦ School districts in the development and provision of quality AT services which are aligned to federal, state, and local mandates
◦ AT service providers in the evaluation and improvement of their services
◦ Consumers of AT services in the selection of adequate AT services
◦ University faculty and professional development providers in the delivery of programs that develop knowledge and skills needed to offer quality AT services
◦ Leaders in the development of regulations and policies related to the use of AT in education
QIAT IndicatorsQIAT IndicatorsQIAT Indicators in the following
areas:◦Consideration of AT needs◦Including AT in the IEP◦Evaluation of the Effectiveness of AT◦AT Transition◦Administrative Support of AT◦Professional Development and
Training in Assistive Technology
Toolbelt Theory: WhoToolbelt Theory: Who
Developed by Ira SocolGraduate Research and Teaching
Assistant at Michigan State University
Assistive Technology Specialist at Michigan Rehabilitation Services
http://speedchange.blogspot.com
Toolbelt Theory: Basic Toolbelt Theory: Basic IdeaIdeaTeach individuals
◦How to analyze tasks ◦The task-completion environment◦Their own skills and capabilities◦An appropriate range of available
toolsHelp them learn to make their
own decisions
Toolbelt Theory: DesignedToolbelt Theory: DesignedDesigned to:
◦Break the dependence cycle◦Develop lifespan technology skills◦Limit limitations◦Empower student decision making◦Prepare students for life beyond
school
Toolbelt Theory: TEST not Toolbelt Theory: TEST not SETTSETTTask
◦Choices about tools are based on the task at hand
Environment◦Where is the task to be completed
Skills◦What skills does the person have◦What skills does the person need
Tools◦What is available
Toolbelt Theory: TaskToolbelt Theory: TaskWhat needs to be done?
◦Good idea to break it down into a task analysis
Toolbelt Theory: Toolbelt Theory: EnvironmentEnvironmentWhere must the task be
completed or where is it typically done?
What are the time constraints?What is the standard method of
task completion?How does the individual interact
within this environment?Who is the task being done for?
Toolbelt Theory: SkillsToolbelt Theory: SkillsWhat specific strengths does the
individual bring to this task?What specific weaknesses
interfere with the individual’s ability to complete the task?
What is the individual’s tool acquisition aptitude?
What tools are they currently comfortable with?
Toolbelt Theory: ToolsToolbelt Theory: ToolsWhat tool best “bridges the gap”
between the current skill set?What is needed for task completion?If the tool is not already “in the
toolbox”, how does the environmental timeline match with the needed learning curve?
If it is not possible to use the “best tool” within this environment, what is the back-up tool?
How do we pre-train so the best tool can be used the next time?
ResourcesResources http://www.wati.org/ - Wisconsin Assistive Technology Initiative http://www.wati.org/curriculum/pdf/attransitionpacket.pdf - Transition
Packet http://www.wati.org/Products/pdf/wati%20assessment.pdf - Assessment
Package http://www.wati.org/Products/pdf/Assessment_Forms_only.pdf -
Assessment Forms http://www.wati.org/Products/pdf/AT_Checklist.pdf - AT Checklist http://sweb.uky.edu/~jszaba0/QIAT%202005%20with%20MATRIX
%20VARIATIONS.pdf - QIAT Indicators http://natri.uky.edu/assoc_projects/qiat/ - QIAT Home http://www.resna.org/ - RESNA Home http://www.pluk.org/AT1.html - Family Guide to Assistive Technology http://atto.buffalo.edu/ - Assistive Technology Training Online Project http://natri.uky.edu/ - National Assistive Technology Research Institute http://speedchange.blogspot.com – A Toolbelt for the Lifespan http://edweb.tusd.k12.az.us/Assistive_Technology/sett_framework.html -
SETT Framework