The Preliminary Essential Elements of Assistive Technology Assessments
3.8.02
GENERAL INFORMATION (Student)
basic, foundational, identifying
name
date
birth date
age
identification number
disability
primary & secondary; student’s special needs
medical diagnosis
medical term for disability or syndrome; unknown; if appropriate
Medicaid ID number
if appropriate
social security number
parents name
address
phone(s)
current service sites
guardian/caregiver; primary contact & relationship
contact information, if appropriate
contact information, if appropriate; home & work
home, school, work, community, therapy, other
school
school phone
current placement/grade
school, system/district
teacher
current related services
IFSP/IEP goals and/or
desired outcomes
time in regular education (location, time, hours per week); support
of teacher/paraprofessional; grade level
from IFSP/IEP; type, hours per week, name of provider; special
education, general education, transition services, rehabilitation,
physical therapy, occupational therapy, speech/language therapy,
health services, psychological services, social services, orientation
& mobility, medical technology, instructional technology, assistive
technology
current existing & needed; short- & long-term educational,
therapy, daily living, vocational, communication, recreation, social
goals, objectives & outcomes; agreed upon by child/student; how
technology can assist in meeting; clear & specific
reason for referral
persons completing
AT team/persons actively participating in assessment & titles;
assessment/report
name & relationship to child/student
address of person completing
date(s) of assessment
location(s) of assessment
assessment team
team leader/coordinator & phone & if active member of
(consultant/evaluator)
assessment & planning team; assessment & planning team
members: multidisciplinary team - parents, caregivers,
siblings/relatives, speech language pathologist, occupational
therapist, physical therapist, adapted physical education specialist,
recreation therapist, developmental services case coordinator,
social worker, behavior specialist, teacher/trainer, teaching
assistant, development specialist, psychologist, vision specialist,
hearing specialist, nurse, physician, technology specialist, vocation
counselor, other support personnel necessary for assessment;
name, title/position/role, phone, email, address, agency affiliation;
assessment/evaluation goals what do want to learn regarding person's resources, abilities,
needs; what would like see person doing with technology; how
might change daily life; intervention goals; family needs/goals
SKILLS & ABILITIES
what know - personal resources; current capabilities, skills, strengths; satisfaction with skills &
development; difficulties & concerns; current & expected improvement or deterioration;
incentives or disincentives; barriers to participation; assistance needed/level of independence;
present level or performance
Communication/Speech/Language
receptive
formal measures of receptive language (date, test, results);
functional requirement of environment; understanding of spoken
language; current level of language comprehension; anticipation of
familiar routines; reaction to verbal commands within repertoire;
reaction to gestures or signed directions; interactions, response to
initiation
expressive
formal measures of expressive language (date, test, results);
functional requirement of environment; communication
interactions; how indicate yes/no response, communicate thoughts,
feelings, wants and/or needs, gain attention, request activity
choice, request assistance when needed, express novel ideas,
answer questions in class, complete academic assignments,
provide social greetings/farewells, express comments, interact
socially with peers, request objects, protest/reject, make choices,
engage in turn taking, initiate
method/mode
spoken, vocalizations, signed communication, gestures & number
of gestures, hand/finger pointing, eye pointing, coding, facial
expressions, pictures, scanning, alternative or augmentative
communication system; Braille; intelligibility of communication
mode; vocabulary
non-symbolic
facial expressions, eye gaze, non-conventional behavior, gestures,
vocalization (i.e. laughing, crying); meaningful vocalization
(identifiable sounds for specific activities)
symbolic
symbol based communication - manual signs, type, number; verbal
– word approximations, single word utterances, phrases/sentences
(number of words); intelligibility
augmentative
selection set - real objects, miniature objects, photographs, color
communication
pictures, black line drawings, symbols, words, other; primary or
system
preferred mode of communication; access technique; voice
recognition; needs related to devices/systems; typical
communicative behavior
oral/motor
structure is adequate or inadequate for speech production;
articulation/intelligibility; voice, fluency, vocabulary
communication partners
teachers, peers, family, other; who understands communication
attempts
Note: see also Learning/Cognition
Health/Medical
medical condition
description of diagnosis (or diagnoses) & relevant medical
information; current medication(s); health maintenance
interventions; pain, sleep/wake patterns, seizure, ear infection,
fatigue, upper respiratory infection, digestion, allergies
prognosis
history, onset, short-/long-term prognosis, progression, current &
expected improvement or deterioration in skills & abilities
affect on functioning
impact on program attendance; specific limitation(s); affect on
functional abilities
Learning/Cognition
specific limitations, barriers to learning; strengths, weaknesses; satisfaction with educational
attainment/academic status, skills & development; general intelligence;
cognitive skills & abilities
identifies receptively, expressively; categorizes, sequences,
associates, initiates, follows simple commands; attends; short/long-term memory; problem solving; organization; indication of
preferences; integration/assimilation of skills; comprehension,
sequencing, categorization; level of object representation; mental
ability; learning speed/rate, difficulties in learning new; learning
style & preference
cause & effect
understanding of cause & effect relationships; no reaction, reacts
to effects, contingent response (wait for cue); understanding of
effects/causality
choice-making
number of choices; visual & auditory reference for choice making;
discrimination - number, size, categories & levels
Motor
date and results of formal motor assessment based on formal/informal measures; copy of
physical therapy report(s); physical & functional abilities; means of control - dependence,
assistance, independence
fine motor skills
gross motor
upper extremity
control
lower extremity
control
mobility
seating and
positioning
muscle tone
coordination
range of motion (ROM)
results of most recent OT exam; hand preference; wrist, thumb,
finger movement; dexterity; grasping and holding; object
manipulation; means of control in scribbling & drawing,
handwriting & completing activities of daily living; most reliable
motor responses; accuracy; direct selection abilities - size of grid,
type/size of switch
results most recent PT exam; shoulder, elbow, forearm movement
means in which move within & between environment(s)/travel;
types of support used to facilitate movement (roll, crawl/scoot,
walk) (crutches, wheelchair, walker); satisfaction with mobility;
transportation
equipment system used (brand name/manufacturer, type) - side
lyer, prone stander, walker, vertical, supine, wheelchair, other;
adequacy & appropriateness of equipment systems; posture while
seated; modifications to maintain comfort/support; special
features, accessories/adaptations (head, trunk, knee abductor
pommel, strapped foot rest, arm positioning (adductor pad),
seatbelt, lap tray (for positioning and/or activities)); independent
use or with assistance; position(s) in relation to computer/device;
resting position; side preference
lack of tone or rigidity; body tone at rest & during activities;
normal/abnormal reflexes (startle, ATNR, STNR, extensor thrust);
motor facilitation through reflexes ; effects on motor control in
functional activities
degree of control; athetoid, mixed, involuntary, continuous, ataxic
; interfering reflexes; balance; two hand coordination; scanning
space/range able to control movements; consistency of responses;
affect of fatigue; affect of position changes; optimal positioning
physical strength/stamina; physical tolerance for activities; fatigue;
strength; endurance
physical strength and
comfort
Switch Access
switch type, size, sensitivity, feedback, durability, and placement; physical resources
primary access sites
range, target size (smallest target with consistency), number of
targets & device accessibility/placement; endurance, response
speed, pressure/durability; least restrictive work angle, monitor
location, work space & range of motion; most reliable motor
response; possible control sites
secondary access site
above with 80% accuracy
con’t. next page
switch access method &
mode
least restrictive (number steps/auto scanning, row/column scanning,
joystick, direct access); assistance required; response modes momentary, timed, or latched; scanning – visual or auditory;
reinforcement; level of prompting
reaction; cognitive resources
switch comprehension
appropriate time delay
Psychological/Social/Emotional
general life experiences; personal goals; secondary gains from disability/illness
personal & psychosocial
characteristics
psychological
date of most recent psychological assessment instrument, results;
psychological status
social
degree of social participation, social skills; offer or request of
assistance; engagement; satisfaction with involvement
personality/character
composition, calmness, happiness, tolerance or frustration, outlook,
perseverance; basis on thought/feelings; frequency of interaction
with family/spouse or non-family/friends; sense of well-being,
physically independence, emotionally independence; degree of
expression & socialization; patience, motivation, flexibility,
curiosity, excitement with new, cooperation, consistency; humor,
sensitivity, adaptability; coping skills & strategies; determination,
optimism; communication of preferences; desire for independence,
drive; incentives & disincentives; attitude/outlook on life;
expectations of self; learning style
personal perception
feelings about disability; perceptions within environments;
perceptions of self and interactions with others; self-esteem/selfimage; degree of denial; attitude to health condition/disability &
perception of; values; view of opportunities; perceived control over
quality of life, view of limitations/barriers; perceived control;
secondary gains from disability/illness
con’t. next page
behavior
positive & negative behaviors; attention span, attention to task,
distractibility, cooperation, motivation to learn new tasks,
frustration, tolerance, temper, tolerance of change; how relate to
strangers; behavior concerns (self-stimulatory, aggressive,
attentional); responsibility for materials, appropriate handling of
equipment, has necessary materials at appropriate times;
trustworthy; potential reinforcers (people, food, objects, activities,
use of time, sound, movement; degree of self-discipline & patience,
self-regulation; compliance with rules; cooperation with therapists
& plans; behavior characteristics that interfere with ability to access
technology; significant behaviors; behavior management
techniques currently implemented; behavior without value
judgments
emotional resources
satisfaction with physical comfort, well-being & emotional wellbeing; view of own disability; satisfaction with skills &
development; mood & affect, expectations of self, self-concept;
mental health/emotional health
stimuli
potential reinforcers (i.e. visual, auditory, tactile, other); avoidance
to strong positive reaction (i.e. social, taste, movement)
Recreation & Leisure (Play)
satisfaction with social & recreational involvement; skills & development; social & play
skills
typical activities/interests favorite & least favorite activities or types of activities;
participation preference – active/passive, independent/group;
satisfaction, frustration, newness, familiarity, purpose, frequency;
interaction with family/siblings, non-family/friends
Sensory
precautions and/or considerations
vision
last exam/report (date & information; documented impairment);
acuity, correction, field loss; degree of functional vision (no
functional, functional aided, normal, unknown); visual concerns
(acuity, tracking, scanning, visual field/peripheral vision,
nystagmus, strabismus, figure ground, color blindness); visual
preferences/requirements (color, contrast, field); object placement;
sensitivity
visual reference
object representation - real objects, color photographs, line
for choice
drawings, picture symbols, print; categories; optimal size, border
making
size & shape, text size & color, background, foreground, number of
objects
visual processing
visual perception, depth perception; seeing/visual processing
(functional requirement of environment); attention to visual stimuli
visual/motor
visual/motor coordination; tracking, visually crossing midline,
visually scanning environment; avoidance of obstacles in path
adaptive/alternative
input & output
hearing/auditory
auditory reference
for choice making
auditory processing
adaptive/alternative
input & output
olfactory (taste)
tactile
tactile sensation
i.e. magnification; voice; Braille
date of most recent formal audiological test/screening; results
based on formal/informal measures; degree of functional
hearing; degree of hearing loss, unaided auditory skills, aided
auditory skills; auditory preferences/requirements - volume,
sound feedback, frequency, figure ground; response to sounds;
discrepancy between receptive & expressive abilities;
functionality, measurability, sensitivity
auditory scanning - number of choice menus, number of menu
levels, average number of items per menu
hearing/listening (functional requirement of environment);
auditory discrimination; eye contact & attention to
communication; receptive proficiency; skill for audio access to
written materials
i.e. FM system; vibration
functionality, measurability, sensitivity
degree of sensation; response to touching or being touched;
hypo-/hyper-sensitivity; response to tactile stimuli;
tactile/textural preferences/requirements & aversions
tactile reference for
choice making
i.e. real objects; physical prompting
Other Factors
other significant factors that should be considered, i.e. creativity, talent
ENVIRONMENTS
environmental & context analysis; environmental adaptation; participation & integration;
barriers, requirements of; use, performance demands; conditions & types of environments in
which individual learns best; instructional and physical arrangements; special concerns
natural/customary
customary environments where device will be used & when
home environment
living areas, dining areas, kitchen, bedroom, bathroom, leisure
areas, storage areas, halls & stairs, yard, car
educational
support, independence & cooperation of friends/peers & family;
environment/school
status in eyes of peers; access - school, classrooms, laboratories,
library, auditorium, cafeteria, lavatories, hallways, stairs,
playground, entrances
community
workplace, stores, restaurants, parking, sidewalks, public
transportation, health care providers, government agencies,
recreation facilities, places of worship
work
recreation/leisure activities
External Factors
attitudes of others
expectations of family & friends; understanding of
support resources
disability/prognosis; attitudes and expectations of others in
environment that affect the student’s performance
characterization of family - service integration, interactions with
therapists; follow through on therapist recommendations;
satisfaction with IFSP/IEP; physical & emotional support from
others (all environments); belief school accepts child; privacy,
cooperation
TASKS (functional tasks)
current skills/skill level, abilities; accuracy & fluency; strategies & adaptations used; conditions
& types of activities in which individual learns best; satisfaction with achievement of educational
attainment; educational goal (understanding of, agreement of goal need); belief can achieve,
desire to achieve; response to task; perception of task; assistance/level of independence; what
does student need to do? which activities support the student’s curriculum? what are the critical
elements of the activities? what is everyone else doing?; needs of student to access learning;
barriers to learning & participation
mechanics of writing
writing/manipulation; alignment, spacing
composing written
board to paper, book to paper, note-taking, original writing,
material/communication
other; written expression
reading
silent, oral; decoding, comprehension, word identification, key
sight words
math
basic math facts; addition/subtraction, multiplication/division;
math calculation, math reasoning; word problems; money
handling, time management
preacademic (size, shape,
size, shape, color, alerts to sound, localizes to sound, anticipates
color)
routine, identifies familiar people/objects, matches to sample,
imitates within repertoire; has a sight vocabulary, number
words; functional use of objects; demonstrates object
permanence, demonstrates cause and effect; sorts, attends to task
for seconds/minutes; drawing/picture identification
activities performed during
assistance, adaptations, procedures, strategies, participants &
assessment
interaction with; tools - technology, software, toy, materials;
duration, reaction to, interest, ease of use, frequency
other
spelling; listening comprehension; other academic strengths
TECHNOLOGY USE (Tools)
general/common, assistive, educational, workplace, & healthcare technology interventions;
device or system, who wants device (person, family, therapist, employer); exploration of options;
barriers & goals for device
con’t. next page
technology(ies) (or toys) in months, percent of day used & outcomes; degree of satisfaction;
the past & no longer in use solutions which have not been effective; reason for discontinued use;
behavioral responses; perceived attitude/student's personal
perceptions of, interactions with; approach to; parent/caregiver
reactions; experiences with devices (battery operated, computer,
adaptive); previous adaptations; history
characteristics
characteristics/features/settings/preferences of peripherals - size,
of
number, hand preference, range of motion, spacing, timed response,
scanning, layout, representation, target, text; augmentative
communication system - symbol set, access, technique; switch use
(number, type, size)
technology(ies) or toys
needed
need and want, but do not have; need but do not want & reason
characteristics
characteristics/features/settings/preferences of peripherals - size,
of
number, hand preference, range of motion, spacing, timed response,
scanning, layout, representation, target, text; augmentative
communication system - symbol set, access, technique; switch use
(number, type, size)
improvements
strategies might be used to invite increased student performance;
technology support of active participation in activities
needs
how integrate to achieve intervention, developmental & family goals
& needs; modification of activities to accommodate the student’s
special needs; support of active participation in activities
technologies (or toys)
hardware & software used in school and/or home; no-tech to highcurrently/frequently used tech; strategies to increase student performance
use
frequency & duration; level of proficiency; intervention goals/how
being used to achieve short term objectives
impact
Satisfaction or frustration, creativity, encouragement, social
interaction promoted, esteem; success and independence; increase in
effective use
characteristics
characteristics/features/settings/preferences of peripherals - size,
of
number, hand preference, range of motion, spacing, timed response,
scanning, layout, representation, target, text; augmentative
communication system - symbol set, access, technique; switch use
(number, type, size)
technology used during
toy used, peripheral, switch, switch holder, mount, position,
assessment (each device; placement, type of computer used; hardware & software used in
software & hardware)
school and/or home; no-tech to high-tech; strategies to increase
student performance
use
impact
characteristics
of
comparison of devices
(each device)
use
criteria for success, expected level of achievement, criteria for
failure; environment, tasks, implementer, days, times; equipment setup (including special adaptations & modifications) & positioning;
how child interacted with; degree of assistance & accommodations
needed to use successfully, prompts required; requirements of device
& resources of person; activity selected most often, least often
results; what did and did not work (effectiveness); benefits from, will
help to achieve goal, improve quality of life, functioning; degree
self-conscious using around family, friends, school, work, public;
child's reactions and how use; requirements of device/resources of
person; perceptions/attitudes about device; assistance,
accommodations; benefits
characteristics/features/settings/preferences of peripherals - size,
number, hand preference, range of motion, spacing, timed response,
scanning, layout, representation, target, text; augmentative
communication system - symbol set, access, technique; switch use
(number, type, size)
assistance required; environmental fit all environments; capabilities
& stamina to use without discomfort, stress, fatigue,
adaptation/accommodation; length of expected use
impact
goal for device; benefits; positive and negative impact; advantages,
disadvantages; achievement of desired outcomes using; acceptance
of family; improvement in quality of life, parent/family's quality of
life; change in performance
characteristics
size & portability; access issues, vocabulary access issues; ease of
maintenance & repair; upgrade options; cognitive requirements;
requirement of cognitive training or physical adaptation or
customization to fit into routine; availability of training/support;
preferences
strategies
documentation of instructional strategies tried over sufficient time,
successful approaches to educational tasks; solutions which do not
involve technology
equipment set-up
location of device; position of student
overall experiences with degree of satisfaction or frustration; encouragement; interaction
technology
resulting from; related esteem; benefits and limitations; outlook
regarding; aid with play/discovery; self-control; comfort; purpose;
history
perspectives on technology Childhood; in school, in home; analytical versus emotional response
use
to; good all around; all environments; attitudes; approach; support;
parent reactions & reactions of others (perspectives, comfort,
interest, encouragement); appeal of device(s); training & experiences
con’t. next page
personal (user) issues
computers available for
use
aid in achieving goals; fit into styles of living; realistic expectations
of device; enhance quality of life; desire for device; view of self &
disability, enhancement of self-esteem, self image; give positive
status in eyes of peers, family members, general public; degree
independence or assistance required; support in relevant
environments (architectural & attitudinal); psychological status;
compliance, values, determination, optimism, secondary gains from
disability/illness; personal goals; view of alternative medicines;
degree of denial; personal perceptions - needs, problems,
alternatives, perceived costs, perceived benefits, consequences;
length of expected use
location, platform, typical school platform, length & frequency of
access, type of use; current availability versus future; resource
allocation
level in home, educational/training environment(s); training; time,
frequency; equipment support; other settings (therapies)
technology support
resources
RECOMMENDATIONS
implications of findings, concerns; devices & services; abilities & skills; summary of behaviors
without value judgments; no tech, low tech, and high tech options
based on specified goals & IFSP and IEP goals addressed; referral concerns & purpose of
objectives
evaluation indicated
potential devices are based match capabilities of technology to student needs; appropriate
on identified features
technological design & capabilities to meet student needs/abilities;
criteria - availability within reasonable time span, portability,
durability, reliability, expandability, flexibility; no restrictions of
student's functioning in other areas; support available, academic
relevance, external evaluations on device available, compatibility
with hardware & software in environment, appropriate &
comprehensive documentation, ease of repair, ease of operation,
compatibility with other adaptive devices currently in use;
manufacturer/vendor - reasonable price, good training & technical
support, loaner/rental available (initial trial & during repair),
adequate warranty
potential devices are based summary of data collected; needs are categorized by device,
on user requirements
personality & preferences, disability, environment & rank;
(skills of user)
individualized plan (functional response); appropriate technological
design & capabilities to meet student needs/abilities; ease of
use/minimal operational demands; prepares user for future needs;
multiple uses; allows for independent use; compatible with
technology home/community; preferences; access skills; no tech, low
tech, and high tech options considered for inclusion in an AT system
for a student with these needs and abilities doing these tasks in these
environments
devices & services are developmentally appropriate technology & goals; devices considered
appropriate for
and rationale for elimination; how determine success (measure); what
identified needs & goals do want it to do
anticipated change in potential personal changes - achievement, growth, strengths,
performance stated
weaknesses, independence, control, development, coping strategies,
functional abilities; success; how did performance change when using
device; prioritization
specific
recommendations are
made for follow-up
trial period
in the customary environments; date of initiation, trial review date,
follow-up dates; minimum length of trial, source of device for trial,
criteria for success/to stop trials; reasonable achievement during trial
(expectations); contact for technical support; trial strategies &/or
technologies; training for trial use
resources
vendor, contact information (person, phone, fax), potential funding
sources, resources to obtain technology; support services
equipment
acquisition - funding, loan options, administration; delivery date, cost,
payer; how long expected to meet child's needs (years, months, weeks)
responsibilities
timelines
technical
assistance
training
training for technical operation, functional use & acceptance/awareness
(service providers, including teachers, student, peers, parents); training
content (student-specific, technology/device specific, integration of
device, support services) follow-up training
monitoring
periodic assessment in learning environment - change in skills or needs,
continued use, modification of use, or new solution, new technology
advances; modification or change based on performance; effectiveness
of training
action plan
intervention; alternative plans
strategies for
potential solutions, planning issues, reinforcers, strategies; integration
implementainto multiple environments & curriculum; ability to manage/modify
tion
environment; days & times of use
decisions are based on
the student,
no tech, low tech, and high tech options considered for inclusion in an
environments, tasks,
AT system for a student with these needs and abilities doing these tasks
and tools
in these environments
CURRENT PRACTICE CHARACTERISTICS
(as Evidenced in the Written Report)
assessment planning is based on functional demands; goals of assessment & procedures are
evident
pre-thought; what do need to know; how gather what need to know
holistic approach is
focus on student, not technology (including solutions which don't
evident
involve technology, strategies, & technological solutions)
user perspectives/
perceptions are
included
assessment is portrayed systematic & ongoing analysis of current skills/strengths & needs;
as an ongoing process continuing changes & futures needs; plan for monitoring
REPORT WRITING (as Evidenced in the Written Report)
report summarizes
assessment - activities,
devices, student
response
summary of findings; what needed to know & what found
names & titles of
individual(s) compiling
report
team signatures, titles, date
signatures of
individual(s) compiling
report
NOTE: Items removed/not meeting criteria for inclusion as an essential element (did not meet criteria of
inclusion in 20% of protocols or 20% of two of remaining materials analyzed (20 tools in total)):
STUDENT: gender, parent email address, school address, school contact person, school fax, classroom
setting, educational history, IEP date, individual making referral, date of referral, phone of person
completing document, relationship of person completing document to child, date of completion, time of
assessment, consultant/evaluator agency affiliation, consultant phone, consultant title; sensory - oral,
sensory - spacial awareness, psychological/social - personal description, student mood/affect during
assessment, health - seizure activity, overall development, characterization of family; TASKS: tasks spelling, tasks - art, music, physical education; TOOLS: specific educational technology, health care
technology use; RECOMMENDATIONS: in compliance with legislation & best practice, team based
decision-making process is evident, consideration of continuum of technology is demonstrated, support of
recommendations is documented; CURRENT PRACTICE: team member knowledge is demonstrated,
multidisciplinary involvement is evident, family involvement is evident; REPORT WRITING: quality &
correct application of writing mechanics, usage, grammar, & spelling, report is clear & easy to follow,
jargon & acronyms are defined or described, page number of number of pages, recipients of reports;
ADDITIONAL INFORMATION