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