Borgestig et al. Learning opportunities are increased when flexible ways of engaging with learning … Course Modules and Learning Outcomes. Principles and practice of assistive technology provide the foundation for effective reasoning. VAT Registration No: 842417633. These are both aspects of the main criteria for a diagnosis of typical RTT and both impact the ability to communicate with others. One of our most bought pieces of kit, came from observing a Tobii Dynavox assessment where the consultant used a wireless keyboard and trackpad to control the device away from the user. Coverage of changing AT needs throughout the lifespan emphasizes how AT fits into people’s lives and contributes to their full participation in society. As with making the use of the equipment low-effort for the end user, we try to make it as little effort as possible to maintain and support for everyone else involved. Similarly it is important that professionals, family and support staff work collaboratively throughout the assessment and implementation to ensure effective implementation of AT for M. Rackensberg et al (2005) provided evidence to suggest that lack of support and training throughout the process led to abandonment of device. . Clarkson, T., LeBlanc, J., DeGregorio, G., Vogel-Farley, V., Barnes, K., Kaufmann, W.E. and Nelson, C.A., 2017. However, her parents noticed that speech started to disappear and M now has limited speech/vocalisations which have been evidence in the baseline functional communication assessment which was completed and carried out by the AT team around M. This included parents, house manager and support workers, community speech and language therapist and assistive technology officer. M scoliosis was diagnosed during stage four “Late Motor Deterioration” (Smeets, Pelc and Dan, 2011:116) Appendix 1 picture F shows M at 12 years in a supported chair with chest restraints at the beginning of scoliosis to Appendix 1 picture G M now aged 24 years old in a personalised moulded chair to reduce the speed of development of scoliosis curve. Townend, G.S., van de Berg, R., de Breet, L.H., Hiemstra, M., Wagter, L., Smeets, E., Widdershoven, J., Kingma, H. and Curfs, L.M., 2018. The result…. “Parsimony: Adoption of the simplest assumption in the formulation of a theory or in the interpretation of data, especially in accordance with the rule of Ockham’s razor”, “Everything should be made as simple as possible, but no simpler”. Communication intervention in Rett syndrome: A systematic review. Typically this is a developmental milestone for a six to nine month baby. We need to take the same approach with AT. Cook and Hussey’s (1995 in Cook and Polgar, 2014) HAAT model emphasises the person carrying out an activity using AT to support participation similarly the Matching Person Technology (MPT) model (Schere and Glueckauf, 2005) also includes the same concepts as the HATT model but the MPT assessment is based around person centred goals designed to identify AT most likely to be implemented by the person. M has shown evidence of developing her joint attention when using her eye gaze device as has started to use device to communicate her needs leading to less frustration M initially showed. Appendix 3 shows photo of M trialling eye gaze computer at 12 years old. Only once positioning and access is established (and regularly reflected upon, as bodies grow and change) then start to look at the control of their AT. Too many AT solutions are sitting in cupboards for being difficult to use, have bits missing - let’s not contribute to that further. evaluating transdisciplinary working and assistive technology design. I’ve recently enjoyed Black Box Thinking by Matthew Syed, in which he cites a case in the 1940s where B-17 bomber pilots were mistaking the flaps and landing gear controls as they were identical and similarly placed. PRINCIPLES OF ASSISTIVE TECHNOLOGY ASSESSMENT. & Know the principles of assistive technology assessment and its objectives and pitfalls. Appendix 5 Picture B shows an image of M current home grid page. PECS was not successful for M due to the loss of purposeful hand movement and the stereotypical hand movements. It’s quite a heavy going book, but Chapter 4, ‘Universal Principles and Guidelines’, struck a chord with me. [Online] [Accessed on 13. When assessing M there are a number of external barriers which could impact the implementation of AT to support M’s communication and learning. The Assistive Technology Assessment Begins With Considering Four Main Components: The Student (Or Individual), The Environment, The Task, And The Tool (AT). As illustrated above, this process should take into account not only the student's learning strengths and weaknesses, but also … People interact, learn, and communicate in diverse ways. That’s 30 homes, 60 parents, 40 siblings, 30 schools, 30 teachers, 30 teaching assistants, and over 100 NHS and Independent professionals including Physios, Occupational Therapists and Speech and Language Therapists. To support the diagnosis of RTT a frame of defined stages describing the progress of the disorder was introduced by Witt-Engerström and Hagberg (1990). If the seating is wrong, then focus on solving that first. Witt-Engerström, I. and Hagberg, B., 1990. Since completing the Talking Mat the environmental control folder has moved to the top of the core topics allowing easier access to Alexa, television and art programme. The buttons now had an intuitive meaning, How to Build a Successful Design Team — Part 1: Effective Leadership, Three Ways Designers Can Cultivate Mental Wellness, A Virtuous Circle: Persuasive Design for Values Alignment, Inside the Wild Design of the Playstation 5. Individuals who use AT commented in this study that the lack of individual exploration contributed to slower learning of device and software therefore it is important that M is provided regular opportunities to individually explore and be model to enable effective implementation of AT. By adding further load through poor design in any AT solutions, we creating unnecessary barriers to success. Cognitive performance in Rett syndrome girls: a pilot study using eyetracking technology. Therefore it is important M has access to eye gaze device to enable opportunities to interact with environmental controls, other residents, support staff and family. Principles of Assistive Technology Assessment and Intervention. One of the best solutions I’ve seen recently is from a local Headteacher who created a table of square cells in Word to enable a keyboard user to complete maths problems. The most fundamental role of AT assessment is to generate data on disabled students, which are later used to recommend an appropriate assistive technology device type (AT) to the learner. RTT is a rare disease which is a neurological non-degenerative condition caused by mutation on the X-chromosome. This supports findings found when data of usage of M device was collected and analysed prior and after initial training within the setting. See more ideas about Assessment, Assistive technology, Classroom assessment. Appendix 2 shows the completed assessment. *You can also browse our support articles here >, http://lindaburkhart.com/wp-content/uploads/2016/07/Rett_Linda_Judy_ISAAC_7_10_hand.pdf, https://www.rettsyndrome.org/document.doc?id=35, https://www.rettsyndrome.org/doent.doc?id=130. (2010) Rett Syndrome Apraxia and Communication. Stasolla et al (2014) found using a child centred practice and goals which are highly motivating encourage children with RTT to become more engaged therefore supporting their skill development. However, the text is arduous and not an easy resource to share (the book costs £100! Loncke (2014) supports this in his framework for successful implementation as highlighted four main areas which impact implementation these include communication and ease of use of device and software. Also the assessment provides evidence in identifying the need for AT to support M’s communication. As not every student will benefit from the same equipment, a formal assessment can … This has been evidenced in sessions with M as during an afternoon session M didn’t seem as engaged in the interaction with the eye gaze device and kept placing herself onto the rest button which pauses the eye gaze device. We live in a world where we all use hardware and software solutions to minimise effort (predictive text, washing machines etc.) Free resources to assist you with your university studies! This supports Woodyatt, Marinac, Darnell, Sigafoos, & Halle (2004) who observed that after seizure activity girls with RTT may not be fully engaged in communication interactions therefore it is important that support staff provide time and opportunities to follow up interactions during the day. We’re also usually desiring the user to access their AT for extended periods of time, so being comfortable is an absolute must. Principles and practice of assistive technology provide the foundation for effective reasoning. The Assistive Technology Assessment section describes how educators can utilize inclusive technologies to develop and guide learning plans with and for students to enhance their individual educational needs and goals (IEPs, Accommodations). Cass, H., Reilly, S., Owen, L., Wisbeach, A., Weekes, L., Slonims, V., Wigram, T. and Charman, T., 2003. • risk assessment 2 Be able to install assistive technology 2.1 Support an individual and carers to understand the purpose of installing assistive technology 2.2 Work in partnership with an individual and others to ascertain location for assistive technology devices 2.3 Complete safety and operational checks for assistive Health RESNA delivers the popular course a few times a year at different locations in the United States and abroad. Appendix 1 picture D shows M still being able to sit independently at 6 years old. and AT is a field that expands this concept further to the unique barriers that people with disabilities face. 6 out of 7 respond correctly to verbal instructions and the similar results found in the semantic categorisation task. 1. the principles of assessment and intervention and methods of gathering/interpreting information 2. service delivery practices used to determine needs, evaluate skills, and recommend/implement a system 3. measuring outcomes of AT systems 4. id and attain funding for services or equipment. From completing the Talking Mat with M it allowed further understanding of where she would like use her eye gaze and what she would like to use her eye gaze device for therefore allowing an evidence informed process to take place when organising vocabulary on her grid set. 5.1 INTRODUCTION Since the late 1970s, there has been major growth in the application of technology to ameliorate the problems faced by people with disabilities. Clinical Applications of AT. When looking at the supportive criteria M has developed several of these including “breathing disturbances when awake”, “intense eye communication” and “scoliosis”  (Neul et al 2010:11). Sep 13, 2016 - Explore Jan Hamilton's board "Assessment and Assistive Technology" on Pinterest. We also have to bear in mind the ongoing costs, maintenance and transport considerations. Assistive technology (AT) also provides a means for producing written information. 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