Assistive Technology Assessment Models

There are many different models for matching assistive technology to the user.  I have selected five models to share with you here, and below you will find a description of each, as well as links to useful websites where more detailed information can be found.  Each model is similar in that it considers the characteristics of the user, the location/environment where the technology will be used, and the task the user needs to perform.  Each model has different checklists, questionnaires, or templates for determining the best fit of AT for a particular user.  Some are more comprehensive than others, but all focus on the importance of considering all the important factors mentioned above when selecting a match.  Some have a central focus on a team approach to the support of our students, while others do not.  Finally, while some models appear to be driven to match school-age children to the appropriate technology, others focus on both children and adults, or adults only.  Each model requires flexibility and an appropriate amount of time to determine what the best match for a particular user is.  Selecting AT that will best support a learner/user cannot be implemented or dismissed without conversation, analysis, implementation, review, and re-implementation or trial of a new technology.  This process is on-going, as the four key factors - user, environment, task, and technology - are continuously changing.

1. Matching Person and Technology (MPT)

"When matching person and technology, you become an investigator, a detective.  You find out what the different alternatives are within the constraints." 

From Living in the State of Stuck: How Technology Impacts the Lives of People with Disabilities (As viewed at http://www.matchingpersonandtechnology.com/purpose.html)

"Continued advances in technologies have created a wide range of options in technology functions and features.  As a result, consumers and providers often report feeling  overwhelmed and confused when faced with decisions regarding device selection and use.  In response to this, and in hopes of providing a more personal approach to matching individuals with the most appropriate technologies for their use, the Matching Person and Technology (MPT) assessment process was developed.  The MPT process contains a series of instruments (self-report checklists about consumer predispositions to and outcomes of technology use) which take into account:

• the environments in which the person uses the technology
• the individual's characteristics and preferences, and
• the technology's functions and features."

A series of instruments are available, including:

1. Survey of Technology Use (SOTU) - helps to identify comfort level with available technologies
2. The Assistive Technology Device Predisposition Assessment (ATD PA) - helps select assistive technologies
3. The Educational Technology Predisposition Assessment (ET PA) - helps students use tech to reach certain educational goals

The instruments are built to be quick and user-friendly.  They were built through action research based upon the following goals for providers and users:

• User goals and preferences drive the MPT process
• The degree of match between user and provider perspectives is assessed
• Providers are guided into considering all relevant influences on the use of a technology while focusing on the user's quality of life
• Mismatches between a proposed technology and a potential user are identified in time to reduce non-use or inappropriate use 
• Most appropriate tech is selected when there is a choice of several
• Appropriate training strategies are identified for an individual's optimal use of technology

2. SETT (Student, Environment,Tasks, Tools)

The SETT framework, developed by Joy Zabala, provides an organizing structure for beginning the decision making process in matching a user to the appropriate AT.  At the school level, teams work together to collect information about the task the student needs to perform, the location in which the student needs to perform it, and information about the abilities, skills and needs of the particular student as they relate to the task.  The tools section is completed last, after working through a detailed consideration process.

3. Education Tech Points (ETP)

This model is a series of steps (a 'framework') in which a team works together to determine whether a student requires AT, and if so, how to implement the appropriate AT for a particular user.

Education Tech Point 1: Consideration and Referral
Education Tech Point 2: Evaluation
Education Tech Point 3: Trial Periods
Education Tech Point 4: Plan Development
Education Tech Point 5: Implementation
Education Tech Point 6: Periodic Review
Education Tech Point 7: Transition for students who use AT





4. Wisconsin Assistive Technology Initiative



"♦ A Change in the view of assistive technology assessment: From a one shot, separate event to an 
ongoing, continual part of educational planning. 
♦ A change in who conducts the assistive technology assessment: From an expert based at a center to 
the local team in the natural setting. 
♦ Change in the scheduling of an assistive technology assessment: From an isolated, one time event to 
an ongoing, continual process, which includes trials with potential assistive technology. 
♦ As a result, there are changes in support and follow through: From limited support and poor 
follow through to meaningful follow through involving all team members."

"These changes are significant because the research on abandonment of assistive technology indicates 
that student’s feelings about the assistive technology and the support of family, peers, and teachers are 
critical factors that determine successful use versus abandonment. Other factors that affect abandonment 
include having the training necessary to use the devices, being able to use it with little or no pain, 
fatigue, discomfort, or stress, and having it compatible with other tools and technologies used by the 
student (American Medical Association, 1996)."



5.  Human Activity Assistive Technology Model (HAAT)

The HAAT model looks at the human requiring the assistance, the activity they are required to conduct, and the context within which it needs to be performed.  The AT selected is based upon these 3 interconnecting factors.  The activity can be self-care, work/school, or play/leisure.  The human is the "do-er" of the activity, and their personal skills, abilities and level of proficiency need to be considered.  The context includes the environment, the social context, and the physical context (ex. light, temperature, sound).

Resources 
http://assistivetech-4alllearners.wikispaces.com/AT+Decision+Making+Process

http://www.homemods.org/resources/pages/ATAssess.shtml

http://www.slideshare.net/mjmax/assessment-models-assistive-technology

http://www.matchingpersonandtechnology.com/purpose.html

http://www.joyzabala.com/

http://www.wati.org/index.php

http://www.educationtechpoints.org/

assistivetech-4alllearners.wikispaces.com