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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

Conducting Assistive Technology Assessments

University of New Orleans

TRAC

Rose Angelocci, Kenneth D. Lacho,

Ken Zangla

4 components
4 components
  • Consumer (abilities and disabilities)
  • Activities
  • Assistive Technologies
  • Context
consumer referral documentation
Consumer: Referral Documentation
  • Documentation from referral source
    • Social summary
    • Medical reports
    • Psychological reports
    • Academic reports
    • Ophthalmological
    • Audiological
    • Orthopedic
consumer referral documentation4
Consumer: Referral Documentation
  • Physical
    • Abilities (gross/fine motor skills, sensory)
    • Functional limitations
    • Disability (progressive, stable, onset, etc.)
    • Sensory abilities (visual-auditory-tactile)
    • Strength/stamina
consumer referral documentation5
Consumer: Referral Documentation
  • Cognitive Skills
    • Learning abilities (attention, memory, learning style)
    • Academic skills
    • Problem solving abilities
    • Retention learned material
consumer psychological eval
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)

comprehensive vocational evaluation system for the blind cves
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
cves components
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
cves components9
CVES Components
  • Survey of Functional Adaptive Behaviors (Independent living questionnaire)
  • Emotional Behavior Checklist

(anger management, frustration tolerance, etc)

cves cognitive test for the blind
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

basic conclusions
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
basic conclusions15
Basic conclusions
  • Average learning aptitude
  • Independent living skills below average
    • Needs independent living skills training (this client is 4 years post vision lost)
consumer interview
Consumer: Interview
  • Previous experience with AT
  • Computer skills
  • Knowledge of the keyboard
  • Previous work experience
  • Vocational Goals
  • (can supplement interview from teachers and parents)
consumer interview17
Consumer: Interview
  • Psychosocial
    • Adjustment to disability (onset, self image, etc.)
    • Support system (new role within the family)
    • Cultural (acceptance of disability/technology)
activities
Activities
  • Determination of activities
  • Examples: Reading, Writing, Communicating
    • Tasks analysis necessary to accomplish activities
      • Reading: holding book, turning pages, visual processing and comprehension
the assistive technology
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
the assistive technology20
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
context
Context
  • Environment
    • Noisy/quiet
    • Classroom/library
    • Home
    • Space for the equipment
    • Security
    • Accessible Environment
    • Light/dark
context22
Context
  • Family support
  • Peers’ view of A.T.
  • Support from the school district
  • Support from the teacher/principal
  • Parent involvement
  • Transition team involvement: LRS
professional expertise
Professional Expertise
  • Know when to utilize other professionals
  • Augmentative Communication usually requires Speech Therapist
  • Seating for w/c assessment requires OT or PT