ASSISTIVE TECHNOLOGY EVALUATION
Elizabeth Schroeck
Diff 515
Individual Assistive Technology Evaluation
I. The Learner:
A. Background (3 pts)
1. Student’s Name: Elizabeth Ropach
2. Age, Grade Level (if the student is in an ungraded class, use his/her chronological
age-appropriate grade level): 3-11 months, preschooler
3. Reading Level: Elizabeth is not reading at this time but is working on pre-reading skills
during one-on-one instruction.
4. Student's IQ Score: ______ [If you do not have access to the actual score, provide
your best estimate (as below) and explain how you arrived at your estimate, e.g., conferred with
teacher, observation of student, etc.] * see comments below
Source of IQ Score:
_____ Testing report. Name and date of intelligence test:
_____ Teacher Estimate
___ Average (IQ 70-130)
___ Intellectually Gifted (IQ above 130)
___ Mild Intellectual Disability (IQ 55-70)
___ Moderate Intellectual Disability (IQ 40-55)
X Severe Intellectual Disability (IQ below 40)
* Comments: Since Elizabeth is a preschooler with a disability, no formal testing will be completing
until she enters kindergarten. Elizabeth qualified for services of a 25% delay in two or more of the
following domains: cognition, communication, social-emotional, and physical.
5. Type/level of exceptionality (e.g., from IEP): Preschooler with a disability
6. Family/cultural information
Elizabeth has three people in her family. She lives with her Mom, Dad and older brother in the
Williamsville, which is located in Western New York. Her parents are working class and speak English.
Elizabeth’s parents are active members of their daughter’s education and carry over learned skills into the
home. She has a binder that is sent home each night to reinforce the skills she is presently working on.
B. Student’s present levels:
1. Academics
Math
Science
Strengths



Interested in
experiments
imitates peers
1-step directions
Interests/Preference



Hands-on
activities
Visual
Atmospherekids are
Needs



Increase independence
via visual attending
Increase choice
making
Increase static position
excited
Social
Studies




ELA
Cognitive
skills
Learning
styles
Interest in hands-onactivities
Participation
New activity
Imitates peers
 Visual books
 Pictorial or object
matching
 Increase function
Verbal and sign language
(whole language approach)

Beginning preacademics
Skills by rote
 Counting
 Connection with the
school environment
Using markers to write



One-on-one
Increase ability to
participate in large
groups
Multi-modality learner





Hands-on
activities
Visual
Field trips farm, zoo
Books
Kinderdance


























Hands on
activities
Visuals
1 step
directions

One-on-one
activities
Group work
Visual
Hands on
activities













Increase pincher grasp
Science vocabulary
Increase yes/no
Staying in one area
until its natural end
Increase independence
via visual attending
Increase choice
making
Increase static position
Increase pincher grasp
Vocabulary/language
Increase yes/no
Staying in one area
until its natural end
Increase independence
via visual attending
Increase choice
making
Increase static position
Increase pincher grasp
Vocabulary/language
Increase yes/no
Staying in one area
until its natural end
Increase independence
via visual attending
Increase choice
making
Increase static position
Increase pincher grasp
Vocabulary/language
Increase yes/no
Staying in one area
until its natural end
Increase independence
via visual attending
Increase choice
making
Increase static position
Increase pincher grasp
Vocabulary/language
Increase yes/no
Staying in one area
until its natural end
2. Social
Communication skills
Peer interaction/social
skills
Strengths
Interests/Preferences
 Sign language
 Songs
 Big Mac switch
 Food
 Animals
 Books
 Computer
 Greeting
 Playground
friends
 Computer
 Saying hi
 Hands on
spontaneously
activities
 Movement
Needs
 Use of multiple
modalities





Extracurricular
activities



Willingness to try new
tasks
Behavioral concerns


n/a
Beautiful so
many people
greet her
Initiates
greeting
people
Less physical
assistance to
use the
playground


Playground
Pool
Excitement
Imitates peers


Pool
Swim
n/a

To touch
friends nicely
Decrease
model or
prompt by staff
Decrease the
use of multiple
modalities
Identify peers
by name
Decrease
parallel play
Encourage
outside
appropriate
activities to
increase
growth in all
domains
No needs at this time




1, 2, 3 with a
gentle physical
assistance
Decrease peer
interaction
Multi-step
directions
Decrease
safety
awareness
3. Physical
Strengths
Fine motor


Visually attends
Tracking
independently

Balance using tall
knee position
Interests/preferences
 Clothespin
 Pegs
 Coloring with
markers
Gross motor

Medical concerns
n/a



Climbing on
playground
equipment
Riding her bike
Swimming
n/a
Needs
 motor
planning
 pincher grasp
 Decrease
assistance
from
staff/peer







motor
planning
Decrease
safety
awareness
Low muscle
tone with
decreased
strength and
endurance
language
skills
peer
interaction
Multi-step
directions
Motor
planning
C. Student’s individual goals/services
Social/Emotional/Behavioral
1. Across all environments, Elizabeth will communicate and participate through the use of
multiple modalities (examples: gestures, manual signs, verbal approximations, true words,
and/or ACC) to comment, respond and/or request given only one prompt.
Evaluation Criteria: 8 out of 10 trials, on 4 consecutive occasions
Procedure to Evaluate: Recorded observations
Evaluation Schedule: Weekly
Primary Responsibility: Multidisciplinary Team
Motor
2. Elizabeth will increase the strength, balance and motor and endurance skills required
to participate in peer play and gym.
Evaluation Criteria: 80 % success, over 12 months
Procedure to Evaluate: Recorded observations
Evaluation Schedule: Weekly
Primary Responsibility: Multidisciplinary Team
Basic Cognitive/Daily Living Skills
3. During 1:1 table top activities, given minimal assistance, Elizabeth will match and/or
sort 10/10 picture communication symbols one time per day over three days.
Evaluation Criteria: 10 out of 10 trials, on 3 consecutive occasions
Procedure to Evaluate: Recorded observations
Evaluation Schedule: Weekly
Primary Responsibility: Multidisciplinary Team
4. During table top activities on a vertical surface, using a tripod grasp (pointer, thumb,
and tall man) on writing tools, given maximal assistance, Elizabeth will trace/imitate and
then copy prewriting strokes (up, down, across, angle, circular, “x”) 6/6 strokes one time
per day over three days.
Evaluation Criteria: 100% success, on 3 consecutive occasions
Procedure to Evaluate: Recorded observations
Evaluation Schedule: Weekly
Primary Responsibility: Multidisciplinary Team
5. During 1:1 table top activities, given minimal assistance, Elizabeth will identify (by
point/true words/approximate work or simple sign language) 10/10 picture communication
symbols one time per day over three days.
Evaluation Criteria: 10 out of 10 trials, on 3 consecutive occasions
Procedure to Evaluate: Recorded observations
Evaluation Schedule: Weekly
Primary Responsibility: Multidisciplinary Team
Recommended Special Education Programs and Services
Services
Special Class
Integrated
Aide
Occupational
Therapy
Physical
Therapy
Speech
Therapy
Start
09/08/
2010
09/08/
2010
09/08/
2010
09/08/
2010
09/08/
2010
End
06/24/
2011
06/24/
2011
06/24/
2011
06/24/
2011
06/24/
2011
Ratio
12-1+4
Frequency
5
Period
Weekly
Duration
6 hours
Individual
5
Weekly
6 hours
Individual
2
Weekly
Individual
2
Weekly
Individual
4
Weekly
30
minutes
30
minutes
30
minutes
Location
Preschool/
Daycare
Preschool/
Daycare
Preschool/
Daycare
Preschool/
Daycare
Preschool/
Daycare
D. Current Placement:
 The Special Class Integrated Preschool is located in the village of Williamsville, New York.
 12-4+1 Aspire of Western New York has two classrooms with six students integrated into
two general education classrooms.
 The first classroom has two students with disabilities and nine students without disabilities:
ages two to three years old.




The second classroom has four student with disabilities and ten students without
disabilities: ages four to five years old. (Elizabeth is currently in this classroom)
Each classroom has two teachers, assistance or an aide, and a one-on-one-aide.
The Special education teacher rotates between both rooms.
The following therapists provide therapy for the Aspire students: occupation therapist,
speech pathologist, vision therapist, and physical therapist.
NOTE: The focus student for this project might be currently placed in a general education
classroom or in a self-contained special education or gifted classroom. If the student is currently
placed in a special education class, the plan must target his/her access to an appropriate
education in, and success as a member of, the general education classroom.
E. What are the educational priorities of the learner and his/her advocate(s), and how did you
determine this? Include current feelings/concerns with the student's progress, placement, &/or
services, and future plans (type of diploma, college, employment, etc.), along with any other known
educational priorities. (3 pts)
The teacher guides her priorities from Mom and implements them into the classroom.
Elizabeth is making progress in all academic domains in small, slow incompletes. In the preschool
setting, we spoke of placement for the next environment, which would be kindergarten. Since
Elizabeth’s diagnosis causes her to be behind her peers, Mom wants to hold her back next year
and not send her to kindergarten. When Elizabeth goes to kindergarten, due to her needs, she will
be placed in a self-contained classroom. She will be attending age-appropriate activities throughout
the school day with students in a general education classroom.
F. What is the level of expertise with assistive technology on the part of the learner, the
teachers, and others who interact with the learner? What technology or equipment is currently in
use, and for what purpose? (If the student is currently in a self-contained special education class,
also comment on expertise of the target general education teacher.) (4 pts)
Currently Elizabeth is using PECS Symbols, Big Mac Switches, and sign language to
communicate with her teachers, family and peers. Her team would like her to use a communication
device along with her sign language. Elizabeth tried a communication device last April but was
unable to make choices.
G. How receptive to having a learner who uses AT in the classroom are faculty and staff who are
involved with the student? (If the student is currently in a self-contained special education class,
also comment on receptivity of the target general education teacher.) (1 pt.)
The team has been trying different assistive technologies with Elizabeth since she started the
program last year. They are excited about her use of the 7-Level Communication Builder. She just started
making choices this year, and they believe this device will help Elizabeth in the classroom.
II. Analysis of the General Education Environment (do not describe a segregated special education class).
This section should be based on your visits to the target class.
A. Target General Education Class: * “see above”
B. Teaching and Assessment Methods:
Throughout the day Elizabeth has individual and group instruction. To work on
communication and peer interaction, the teachers use cooperative learning groups that focus on
individual goals and the topic of the week. (2 pts)
C. Active Participants: (2 pts)
For Elizabeth to be an active participant in the classroom she needs assistance from either
her one-on-one aide or the special education teacher. The staff provides Elizabeth with the models
or prompts needed to following the directions, raise her hand, daily living skills, communication,
social interaction, cognitive/academic instruction and physical activities, such as fine and gross
motor. Elizabeth is using sign language to answer questions or to interact with peers with minimal
gestural prompts given by the teachers, aide, or peers.
D. Physical structure of the classroom: (1 pt)
The classroom is designed for cooperative centers and has many areas for cooperative play. In
each corner of the room there are areas for reading, dramatic play, eating area and circle time.
Throughout the classroom there is plenty of space and outlets for the use of assistive technology.
Unfortunately, the classrooms do not allow for internet access, unless the technology uses a
wireless connection.
III. Access to the General Education Curriculum/Environment
A. What factors (including those analyzed in the previous sections and any others of which you
are aware) interfere with the learner’s participation and access to an appropriate education in
the general education curriculum/environment? For this question, list all that significantly
interfere, not just those that you expect to target for intervention. (3 pts)
Due to Elizabeth’s medical diagnose her brain and body do not develop the same as her
age appropriate peers. Therefore, her slower development interferes with her academic and
physical development.
Elizabeth has a delay in all academic area due to her medical diagnosis. She has a difficult
time motor planning multi-step directions within the classroom, home and community. Because
of her delay in language development/communication, she is unable to express her wants,
needs, and academics to others.
She has delays in cognition, communication, social-emotional, and physical domains. All of this
interferes with her participation and her ability to learn independently in a general education
classroom.
B. Of the interfering factors just described, what is the top priority for analysis/intervention with the
assistive technology plan, and why? Analyze at least one dated and graded work sample (or
other performance data) that exemplifies this interfering factor. (3 pts)
Elizabeth’s top priority is to find a way to communicate (express language) in a
variety of settings with little assistance from an adult, peer or family member. Her
communication is limited if the people around her do not understand sign language. She
needs someone to interpret her signing, which does not allow her to be independent, or for
someone to program a switch.
Elizabeth needs to find a way to communicate her wants and needs and how to ask for
help when necessary.
Work Sample: In the picture: Elizabeth is using her 7-Level Communication Builder to
communicate with her peers, and teacher. I am providing the following types of assistance
to help Elizabeth interact and participate in the general education setting. I needed to give
her a verbal prompt to find the picture on her grid. Also, she needed hand-over-hand
assistance to push the button. Normally, she does not need hand-over-hand assistance to
activate the device.
C. Complete and attach relevant WATI checklist(s) for the priority interfering factor identified
above, e.g., writing, reading, math, learning and studying, etc. * see attachment*(4 pts)
IV. Recommendations:
.
A. Specific Device (5 pts)
1. The 7-Level Communication Builder allows the user to record and play back 1, 2, 4, 8,
or 16 different messages per level. There are seven levels of recordings, giving one a total
of up to 112 messages (in the 16 window setting) at the touch of a button! Total record
time is 300 seconds. The unit comes equipped with 5 sturdy frame/overlays in 1, 2, 4, 8
and 16 windows, which will retain your icon sheet and provide a separation between icon
pads.
The breakdown is as follows: Time per level by window setting, using all seven levels.
1 Window setting = 42 seconds per segment, per level;
2 Window setting = 21 seconds per segment, per level;
4 Window setting = 10½ seconds per segment, per level;
8 Window setting = 5¼ seconds per segment, per level;
16 Window setting = 2½ seconds per segment, per level
Frame size is 8½" x 7". Size: 12½"L x 9¼"W x 4"H. Requires 4 AA Batteries
2. The 7-Level Communication Builder Costs $332.95
3. I feel that the devices that are already in place by the team are helping with Elizabeth’s
communication. Since the beginning of the school year Elizabeth started making choices
she was not ready for any other types of communication devices. I agree with the team’s
decision. The team has been using sign language with Elizabeth but her parents wanted
something that can be used and understand by everyone she encounters at home, school
and in the community.
Also, the teams have used PECS and a Big Mac Switch with Elizabeth but would
like something that increases participation and independence.
B. Rationale): I am recommending the 7-Level Communication Builder for Elizabeth because with
it, she is able to independently participate and interact with her family, teachers and friends.
She is able to make choices and respond to questions, or comments. She is showing success
with this device. The other devices used rely too much on an adult to communicate and/or
participate. She needs limited assistance from a staff member to use her 7-Level
Communication Builder.
Elizabeth is reliant on her aide, teacher or family to communicate her wants and needs on
a daily basis. She is using sign language but often struggles in communicating with people
who do not understand what she is saying. Communication is the most important domain
in cognitive development. By implementing the 7-Level Communication Builder her
communication skills may no longer be hindered, thus allowing for greater cognitive
success.
1. How does the device measure up in terms of the following factors listed (4 pts.)
a. After researching the 7-Level Communication Builder I found that the device was
recommended by many experienced customers. A speech therapist recommends
using the device for students that are non-verbal and need a simple device to
communicate their wants, and needs. It is reliable and durable for students with
special needs. It is light weight and can be carried without a student becoming
fatigued. If the device needs repairing it can be shipped back to the factory. It is easy
to update because of the software that comes with the device. The grids are created
by the software provided. The company that makes the device has a good reputation
and many professionals use the device for students with disabilities.
b. No trail/loaner is necessary because the speech therapist that works with Elizabeth
has one for her to use. If she needed a trial or loaner arrangements could be made.
The warranty for the device is a year. The product is guaranteed to be successful or
you can receive a refund.
c. Elizabeth can use her fine motor skills that she is currently working on to appropriate
the device. She needs to use a pointer figure to press the button which communicates
the message.
d. The device is easy to carry for Elizabeth. The appearance is kid-friendly and is ageappropriate because of the picture symbols that are used for the grid.
2. Skills and Training for Student (7 pts.).
a. Elizabeth will be working on communication and cognitive goals this year. She can
use her 7-Level Communication Builder to achieve these goals. As mentioned below,
Elizabeth is working on matching and identifying picture symbols. She can use her
communicative device to achieve this goal. With the communication builder she can
communicate, participate, comment, respond, and/or request, given only one prompt.
b. Since Elizabeth’s biggest need is communication, I believe current IEP goals
address this. She will be able to communicate and participate with her communication
device. Elizabeth’s IEP goals reflect a team approach -- all areas of development are
addressed daily. She will be able to use her device effectively to reach her goals. This
will allow her to be an active learner and participant in the general education
classroom.
3. Evaluation: (4 pts.)
During Elizabeth’s trial with the device, data should be collected on her success. For
IEP Goals, the special education teacher and team collect data on Elizabeth weekly.
When the team is collecting the data for her IEP Goals they will be able to monitor the
success of the communication device -- the current IEP Goals can be measured using
the communication device. For example, when Elizabeth is working on her goal for
social/emotional/behavioral she can use the 7-Level Communication Builder to ask for
more food, at the same time she can be reinforced using sign language and her true
words “I want more please.” Another goal that Elizabeth can use with her
communication device is to identify 10/10 picture communication symbols when asked
by her teacher.
4. Skills and Training Needed By Others (2 pts):
The speech therapist and special education teacher have used a 7-Level
Communication Builder before with other students. I feel that the parents may need
some training on how to record the level and how to change the grid. This
communication device is not complicated and quite easy to use. In my opinion, the
most frustrating part would be finding which areas to implement the communication
builder into. I would suggest activities that incorporate her IEP Goals so that she can
practice them in a variety of settings.
C. Exploration of Specific Funding Sources, including school and specific non-school options. (5
pts) Reminder: If the device is needed for a free appropriate public education in the least
restrictive environment, the school has the first funding responsibility. Also include at least two
specific funding sources outside of the school.
After learning of funding options, I feel the school should be responsible for Elizabeth’s
communication device. Some other options that I would look into: the Disabled Children’s
Relief Organization -- this organization helps students or individuals with physical disabilities.
Since Elizabeth has physical disabilities due to Down syndrome, I feel that this organization
would be a good starting point. Even though this organization focuses on helping families with
no insurance they do assist families with insurance as well.
Another way Elizabeth can purchase her device is through a mini-grant application. There are
mini-grants available to help families cover the expense of having a child with a disability.
These grants are given twice a year and allow for reapplication. The organization that provides
the grants is Riverdeep.
Student Project Disclaimer: Readers of this report are asked to interpret the results and
recommendations with the understanding that it has been developed as a project for graduate-level
assessment course. Although the author is a qualified teacher in an advanced academic program, the
contents may be limited by the as-yet-developing expertise of the author, time limitations of the course, etc.
NOTE: The above outline accounts for 72/75 points available; the remaining 3 points will be awarded for
overall writing quality. Ex: Mechanics, clarity, addressing important issues in the outline, explaining your
thinking.
Optional Extra Credit (5 pts.): Try out the recommended assistive technology with the student. Describe
what happened, and what you think should happen next.
The next time I observed Elizabeth, I watched her use her communication builder during circle time. I
created a grid that allowed her to interact with her teachers and peers. On the gird I included the following
pictures: name, month, weather, and “may I have a turn.” This allows Elizabeth to touch the picture when
the teacher asks her name, the month, or the weather. In addition, Elizabeth will be able to ask for a turn
during circle. The second grid I made was about feelings. Every day the teacher asks the students how
they are feeling. With this grid Elizabeth will be able to answer those questions.
When circle time began, the students and teachers started by singing the good morning song.
Then the teacher asked Elizabeth how she was feeling. Elizabeth needed a verbal model to touch the
picture; the teacher told her the feelings in each box. Then Elizabeth told the teacher that she was happy.
The day that I was working with Elizabeth she was the calendar helper. She was able to use her
communication board to tell the month, the date, and the year. Elizabeth needed some verbal prompts.
This was Elizabeth’s first time using the communication device for circle time. She was able to
participate academically with little assistance from her aide -- The aide or I would have to change the grid
and level.
The special education teacher and aide will be using the communication device more frequently
with Elizabeth for circle time, snack and lunch. She has been making nice progress, and I feel the
communication device is a beneficial tool for her.
The next step will be allowing Elizabeth to try the communication device at home with her family.
At the team meeting we will discuss which items Mom would like on the device. The team will create the
grids and explain to Mom how to use the device.
7-Level Communication Builder