5 Assistive Technology Frameworks and/or Assessment Models - By: Amy Murnaghan and Nicole Holland

Why is Assistive Technology so valuable and important? Please watch the following video to gain a deeper understanding of the significance of Assistive Technology and the relevance of assessment models.

Assistive technology provides innovative solution enabling individuals with disabilities to be more independent and proactive while fostering inclusiveness. How do teachers and clinician know which assistive technology devices support the needs of the students who they are working with? Equally, how do individuals know which assistive technology best supports their needs? Different frameworks and models are available to support this decision-making process. The purpose of this post is to present 5 assistive technology framework and/or assessment models my partner and I located and researched. In particular, this post describes each model in detail, captures visuals, provides video links, and compares and contrasts the 5 models.

 

HAAT (The Human Activity Assistive Technology) Framework

 

 

HAAT is a framework that helps match the most appropriate technology for those with Special Needs. The four components incorporated into the HAAT framework are the following: human (student), activity (task), assistive technology and context (milieu/environment). Each component of the HAAT model is examined independently and collectively to ensure the assistive technology device is appropriate and effective.

Activity (task):

Activity describes our everyday lives and it includes self -care, productivity and leisure activities. When an individual with Special Needs is unable to do a particular activity, assistive technology devices will enable the person to participate in the particular activity. It is essential the most appropriate assistive technology is used so the individual can complete the desirable task.

Human (student):

Physical, cognitive and affective are three components to consider when examining the human.  When considering suitable assistive technology, the person’s strength, coordination and balance needs to be assessed. Cognitively assessing an individual’s needs involves examining the individual’s attention, concentration and problem solving skills. And finally the when determining their affective domain, emotions are considered and valued.

Context (milieu/environment):

There are four main components to the context. The milieu/environment includes: physical, social, cultural and institutional.  The physical context require examining the environment associated with the individual using assistive technology and confirming the technology is appropriate for their particular setting. The social component includes the people interacting with the individual with Special Needs (milieu). These people can be family, friends, teachers, and therapist(s) etc. who play an essential role in the individual’s life. These individuals are involved in the decisions-making process related to most appropriate assistive Technology. The cultural context consists of the individual’s family, heritage and relationships. These aspects need to be considered with choosing assistive technology because the individual’s views must align with the assistive Technology. The fourth component is the institutional context. The institutional context considers the individuals who make the laws and policies related to making the environment more inclusive for those with Special Needs.

Assistive Technology (tools)

Is also known as the “extrinsic enabler”, it allows for individual performance to improve. When considering the three main components of the HAAT model, the individual should have the most effective piece of assistive technology so that there are no barriers in their environment.

 

 

SETT (Student Environment Task Tools) Framework

 

 



This framework was designed to support a students’ Learning Team (teachers, assistants, clinicians, parent(s)/guardian, student) ability to successfully determine appropriate assistive technology for specific students. Similar to the HATT framework SETT starts by focusing on the student, environment, tasks, and tools. This framework identifies the needs of the student, within particular environment(s), in order to partake in tasks, which then leads to potential tools which can be used within that environment, to accomplish the tasks identified by the school.

 

Initially, the SETT framework identifies what tasks the student needs to complete he/she is unable to currently complete in a particular environment. By assessing the student’s current strengths, capabilities and potentials the learning team will be able to match appropriate assistive technology tools.

Secondly, the availability of materials, access to resources, presence of equipment, physical arrangement of space, instructional arrangement, accessibility of support are all important factors taken into consideration when assessing the environment. These factors aid in determining appropriate assistive technology for the student.

After the environment is assessed an analysis of the tasks the student is required to complete in the particular environment is then completed. Observations aid in determining what others are capable of doing in the environment and are used to support the identification of the assistive technology device supporting the student’s ability to actively participate in the environment.

Finally, using the assessment gained from the other components the Learning Team determines which assistive technology tools provide the most accessibility and support. No-tech, low-tech, high-tech tools will be explored. The assistive technology will be implemented initially as a trail basis and later assessed to determine if it is still the most appropriate assistive technology

Overall, there are several benefits related to the application of the SETT framework. When planning is effectively designed and assessment is used efficiently, assistive technology has the ability to successfully impact a student’s progress. A tailored plan allows students to feel success and confidence in their own learning journey. These aspects are all valuable when the Learning Team aspires to incorporate an effective Implementation Plan for students with diverse needs.

Please click the corresponding video link to view a Case Study related to SETT. This video provides an example of how SETT assessment is used when determining the most compatible assistive technology for a particular student.  

MPT (Matching Person with Technology) Framework

Due to the many features and functions assistive technology embodies, it is easy for users to become overwhelmed. The MPT assessment aspires to counterpart individuals with appropriate technologies. Similar to the HATT and SETT framework, MPT assesses the following: the environment, individuals characteristics and preferences, and the technologies function and purposes.

Using a series of instruments the MPT assessment determines the most efficient technology for the desirable person. These instruments are the following:

1) The Assistive Technology Device Predisposition Assessment (ATD PA) to help people select assistive technologies.

2) The Educational Technology Predisposition Assessment (ET PA) to help students use technology reach certain educational goals.

3) The Workplace Technology Predisposition Assessment (WT PA) for employers, vocational counselors, etc. who introduce new technologies into the workplace and who train persons in their use.

4) The Health Care Technology Predisposition Assessment (HCT PA) for health care providers who recommend or prescribe technologies for health maintenance, pain relief, and so on.

These instruments are paired and designed to be provided to both the milieu implementing the technology (educators, clinicians, parent(s)/guardians(s)) and the individual using the technology. The person-orientated MPT assessment is used to inform and potential eliminate any irrelevant technology or predispositions related to technology. The results from the instruments are used to ensure the person is matched to the technology which support their needs and enhances their quality of life.

 

 



WATI (Wisconsin Assistive Technology Initiative)

 

The WATI Assessment is a process for ensuring the most appropriate assistive technology device is used for an individual in their environment. The WATI Assessment process considers many factors when assessing the compatibility and appropriateness of Assistive Technology:

1) WATI Assessment outlines Assistive Technology laws affecting school districts.

2)  Assistive Technology Roles and Responsibilities- this section outlines who is responsible for the assistive technology.

3) Considering the Need for Assistive Technology- this step is when the Individual Educational Plan team meets together and discusses if a student needs assistive technology.

4) Using the Assistive Technology Consideration Guide- the team examines which tasks the student can accomplish at their current level of functioning.

5) Assistive Technology Assessment-this section examines the students’ abilities, difficulties, and the demands of the tasks given and it also examines the environment. The assessment has three parts; information gathering, decision making and trial use.

6) Who provides an Assistive Technology Assessment- anyone who works closely with the student can provide the assessment. Examples are; teachers, occupational therapists, speech pathologists etc.

7) Assessing a child’s need for assistive technology, where to start?- a team, such as the IEP team could be the designated group of people who decide where to start. Someone on the team must understand the curriculum, like the classroom teacher or special education teacher. If the student needs support from an occupational therapist, then a therapist needs to be on the team too. Parent(s)/guardian(s) need to be a part of this step as well, and when appropriate, the student.

8)  Gathering information about the student- in this section the WATI uses the SETT (student, environment, task and tools) framework to help gather information about the student. The team looks at what assistive technology the student is currently using and what has previously been used. There is a comprehensive WATI Student Information Guide which helps the team through the process of gathering information about the student.

9) Gathering information about environment and tasks- the environment is crucial for the team to examine carefully when making decisions about assistive technology. The team needs to observe the environments the student will use the assistive technology in, such as, the classroom, playground, home etc. Some specific features to observe in the environment are the following: lighting, equipment, the individuals interacting with the student etc. The WATI provides an Environmental Observation Guide to use for this process.

10) Using the AT decision making guide- when all the previously steps listed have been completed, the team reconvenes and makes a decision on what their next step will be. There are five steps in the decision making process: 1) Problem identification 2) Solution generation- list of possible solutions 3) Solution selection-choosing a solution and then creating a plan of action 4) Implementation-executing the plan and 5) Follow up-team has a follow up meeting and evaluates the solution.

11)  Implementing trials with assistive technology- the student must be able to try the assistive technology device. Students are given trial periods where they use the assistive technology device while being observed. The observer ensures the assistive technology is improving the student’s performance.

The WATI assessment takes into consideration the students skill set and needs, the environment and those individuals who are working with the student, the task the student is asked to perform, and if the technology is combatable for the student.

ALDI  (Advancing Learning in Differentiation and Inclusion) Initiative

This initiative is used for administrators, teachers and professionals to determine the suitable assistive technology. The ALDI Initiative is used in Quebec, Canada. It has been adapted from the SETT framework, by Zabala. There is no universal Assistive Technology device meeting the needs of all learners. ALDI Initiative is a framework implemented so costly technology isn’t purchased without making sure it meets the student’s needs, appropriate professional development is provided related to Assistive Technology, and school boards aren’t incurring unnecessary costs. As mentioned before the ALDI Initiative adapted the SETT framework by Zabala. The SETT framework considers the student, environment, task and tool; these four components should directly correspond with the Assistive Technology when assessing the compatibility.  With each piece of the framework, there are guiding questions to ensure the most appropriate Assistive Technology is used for the student. The ALDI Initiative has adapted the Assistive Technology Planning Guide from the Wisconsin Assistive Technology Initiative. This guide examines the student’s abilities and difficulties related to a particular task. The ALDI Initiative has adapted different frameworks from two well-known assistive technology assessment models. The ALDI Initiative focuses on the needs of the student, the environmental factors, the task, the characteristic of the assistive technology and the time.