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Conducting Assistive Technology Assessments

Conducting Assistive Technology Assessments. University of New Orleans TRAC Rose Angelocci, Kenneth D. Lacho, Ken Zangla. 4 components. Consumer (abilities and disabilities) Activities Assistive Technologies Context . Consumer: Referral Documentation. Documentation from referral source

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Conducting Assistive Technology Assessments

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  1. Conducting Assistive Technology Assessments University of New Orleans TRAC Rose Angelocci, Kenneth D. Lacho, Ken Zangla

  2. 4 components • Consumer (abilities and disabilities) • Activities • Assistive Technologies • Context

  3. Consumer: Referral Documentation • Documentation from referral source • Social summary • Medical reports • Psychological reports • Academic reports • Ophthalmological • Audiological • Orthopedic

  4. Consumer: Referral Documentation • Physical • Abilities (gross/fine motor skills, sensory) • Functional limitations • Disability (progressive, stable, onset, etc.) • Sensory abilities (visual-auditory-tactile) • Strength/stamina

  5. Consumer: Referral Documentation • Cognitive Skills • Learning abilities (attention, memory, learning style) • Academic skills • Problem solving abilities • Retention learned material

  6. Consumer-Psychological Eval • Full WAIS • FS IQ • Verbal IQ • Verbal Comp Index • Perceptual Organization Index • Working Memory • Processing Speed • Abbreviated WAIS • Prorated FS IQ • Prorated Verbal IQ Based on only 6 of the 11 subtests (3 verbal + 3 performance subtests)

  7. Comprehensive Vocational Evaluation System for the Blind (CVES) • Ages 16 and older • Normed on Blind/low vision • Neurological basis (information comes from or must go the brain) • Gives results in terms of functional abilities • Converts visual tests to tactile format

  8. CVES Components • CTB (cognitive test f/t blind) • Verbal (story recall, vocabulary) • Performance (problem solving-pattern recall-tactile memory-spatial) • Motor: MAND • Upper body strength • Fine dexterity and motor control • Gross Motor (lower body strength) • SensoryDiscrimination

  9. CVES Components • Survey of Functional Adaptive Behaviors (Independent living questionnaire) • Emotional Behavior Checklist (anger management, frustration tolerance, etc)

  10. CVES: Cognitive Test for The Blind Subtest scores: 109 CTB Language Understanding and expressing language 106 CTB Verbal –Verbal Intellectual functioning 79 CTB Spatial – Understanding objects in space 85 CTB Non Verbal Memory: Memory for textures, designs and spatial configurations

  11. CVES Haptic Sensory Discrimination Test

  12. CVES: Motor Aptitude Assessent

  13. CVS: Emotional Behavior Check List and Survey of Functional Adaptive Behaviors

  14. Basic conclusions • Right hand tactile deficits: • use both hands to retrieve information • Velcro on keyboard may be needed on locator keys • Orientation to keyboard may be difficult • Orientation and Mobility skills may be limited

  15. Basic conclusions • Average learning aptitude • Independent living skills below average • Needs independent living skills training (this client is 4 years post vision lost)

  16. Consumer: Interview • Previous experience with AT • Computer skills • Knowledge of the keyboard • Previous work experience • Vocational Goals • (can supplement interview from teachers and parents)

  17. Consumer: Interview • Psychosocial • Adjustment to disability (onset, self image, etc.) • Support system (new role within the family) • Cultural (acceptance of disability/technology)

  18. Activities • Determination of activities • Examples: Reading, Writing, Communicating • Tasks analysis necessary to accomplish activities • Reading: holding book, turning pages, visual processing and comprehension

  19. The Assistive Technology • The link between the consumer and the activity • How will the consumer access/activate the technology (physical requirements). • How complicated is the equipment to operate? (cognitive skills) • Is it portable? • Technical Support • Training available

  20. The Assistive Technology • Is it compatible with the equipment in the work/school setting? • Flexibility: can it be used for more than one tasks? • Technical support • Complexity of Operation • Training availability

  21. Context • Environment • Noisy/quiet • Classroom/library • Home • Space for the equipment • Security • Accessible Environment • Light/dark

  22. Context • Family support • Peers’ view of A.T. • Support from the school district • Support from the teacher/principal • Parent involvement • Transition team involvement: LRS

  23. Professional Expertise • Know when to utilize other professionals • Augmentative Communication usually requires Speech Therapist • Seating for w/c assessment requires OT or PT

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