Main Topics
	Introduction Procedures Before Assessment Procedures During Assessment Procedures After Assessment Tech Assessment Performance Indicators Site Map
	Procedures During Assessment
	Sub-Topics (Click on topic you wish to see) Arrange Physical Environment Team Meeting Observation Forms Used During Assessment Videotaping the Assessment Choosing an Input Method Equipment Placement

Procedures During the Assessment

Arrange Physical Environment

Ideally an assessment should be conducted in the child' s familiar environment, however a special room is often needed for a technology assessment due to the demands for access to a variety of equipment. A room should be chosen which has ample space for equipment, adaptive seating, conference table and chairs, and, if possible, a play area. There are four areas that are important for a successful assessment:

• Assessment area
• Play area
• Display area
• Observation area

The setting should provide the child with opportunities for optimal performance.

Assessment Area

The assessment area should be well-equipped with an adjustable computer table and chairs, adjustable seating equipment, and adaptive materials, such as ethafoam modules, Ace bandages, pillows, foam pads and velcro straps. Adaptive computer equipment, positioning devices and software should also be available in this area. Seating should also be provided for team members for observing and participating in the assessment.

Space will also be needed for videotaping equipment. The equipment can be set up in a position with minimal distractions for the child. Videotape is a valuable record from which to write an accurate evaluation report.

Play Area

An area is needed in which the child has space to lay on the floor, walk around, or play with toys. A carpet, rug, or mat should be placed on the floor and age-appropriate toys or drawing tools should be available. This area can also be used for snack break.

If the assessment room is not large enough for a play area, then space should be planned within the building, so that the child can take breaks and return to the task within a short period of time.

Display Area

Team members will appreciate having an area where they can look at current catalogs or different pieces of equipment or adaptive toys. This area can be a table off to the side of the room.

Observation Area

Team members who are not working directly with the child need an area in which they can observe and take notes during the assessment without distracting the child. Comfortable seating, clip boards, and writing instruments need to be accessible. If there is not enough space in the assessment room for all of the team members to observe, a separate area, either in the hall or next room, could be set up with a monitor attached to the video camera. In this way, team members could watch the assessment on the monitor and still be close enough to provide input as needed.

Team Meeting

A preliminary meeting is conducted when the team arrives with the child. After the child is introduced to all team members, and made comfortable in the new surroundings, he/she may be taken by the team's assistant for a walk around the building or to the play area to relax while team members meet. During this meeting the team will review the agenda and the family's technology goals for their child and discuss the goals of the assessment. The meeting will help orient the Child Support team to the assessment process. The meeting time is limited to 20 minutes so that the child does not get too tired before the actual assessment begins.

Observation Forms Used During the Assessment

TTAP has developed two observation forms for team members to use.

Individual Trial Form

This form is used to record specific information about each activity. Part of the form is a checklist for noting the software or toy used, the adaptive input device used, the placement of the device, the type of computer, and the position of the child. Space is provided for observations concerning the child's response to various elements. The completed forms are used to summarize team observations in the assessment report.

View Individual Trial Form PDF

TECH ACCESS: Technology Assessment for Computer Capability for the Education of Special Students

This form is used to record observations and comments about the child's ability to use various input methods, including switch, touch tablets, or keyboard. The team can use this form either during the assessment or after the assessment as they view the videotape. TECH ACCESS is used as a basis for writing recommendations into the assessment report and serves as a guideline for teams who are fairly new to the assessment process.

	View Outline of TECH ACCESS PDF
	View TECH ACCESS Form PDF

Videotaping the Assessment

The assessment should be videotaped if possible, since videotape is an essential means of record keeping for team members. A review of the tape later may reveal behaviors or abilities not apparent during actual observation of the assessment. One of the team members should monitor the videotaping during the session, to insure that the camera is capturing the child's use of the computer and devices.

Where to Begin

Three main elements are critical to the success of an assessment. The team will need to begin the assessment by determining:

• child's reliable movement
• child's positioning
• equipment placement

Reliable Movement

Reliable movement is movement made by any part of the body that can be repeated comfortably and deliberately by the child. Often the team has an idea of what this will be ahead of time based on the video sent by the family and input from family and therapists. However, all members of the team should observe this movement when the child is using equipment to determine if it is indeed the most reliable movement.

The team will then need to determine what input method the child can use based on the reliable movement. The movement chosen for device activation should be one that requires the least expenditure of energy and one the child accepts. Switches are often the preferred method of input for children with severe disabilities since switches are versatile and adaptable for almost any body movement.

Child's Positioning

Positioning is an important factor to the success of the assessment and the child's use of technology. The child may be in a chair, Sidelyer, or prone stander. The parents and members of the child's support team, such as the physical or occupational therapist, assist in ensuring a suitable position for the child. Caution must be used when positioning a child so that the child's body is stable and secure, the position does not feed into abnormal reflexes and asymmetry, and that the child does not have hyperextension of the head or neck.

First, determine the child's most comfortable position. Some children will prefer a seated position, while others may be more comfortable lying on the floor or standing. If sitting is the preferred position, then the type of seating device must be considered. A wheelchair will be preferred for many children, while an adaptive chair with an adjustable foot ledge and attachable tray may be used for others. A child size chair is another option for children with good trunk and head control.

No matter what the seating device, the child's support team will assist with positioning the child appropriately. If needed, extra positioning support can be provided with adaptive materials, such as velcro, straps, pillows, or ethafoam modules. No matter what material or position is used, the most important factors to consider are the child's comfort, stability, and ability to access the equipment. Positioning may need to be changed throughout the assessment as variables involving equipment change.

Determining positioning and reliable movement go hand in hand. If the child's movement has not been identified definitely, then re-positioning may be needed to test various body movements. The child may choose the body movements he/she prefers, such as pressing a switch with the foot rather than the hand. Direct observation of the child's actions and verbal or non-verbal cues will help determine reliable movement and correct positioning.

Choosing An Input Method

Switch

For children with physical disabilities, a switch may be the best method of input. A battery-operated toy and switch can be used to determine the child's ability to activate a switch as well as the child's understanding of causality.

Choosing the appropriate switch for a child depends on the child's abilities, switch sensitivity, size, feedback, durability, and placement.

Sensitivity

Involves the amount of pressure required to activate a switch. The team needs to determine if a child can consistently control a switch. If the switch requires more pressure than the child can regularly exert, use a more pressure sensitive switch. Adaptations, such as removing a spring or taking other cushioning material out of the switch, may make a switch more sensitive.

Size

The size of the switch surface must be considered. Children with little fine motor control may require a large switch surface, while a smaller surface may be more appropriate for children with more control. The decision on switch size may be determined by the switch placement. If the switch is to be used at a child's head, then a small switch may be preferred over a large, heavy switch.

Feedback

The need for auditory or tactile feedback must be considered when choosing a switch. Some switches, such as tread switches like the Big Red Switch or Jellybean Switch from Ablenet, provide an auditory click to indicate the child has made switch closure. This auditory feedback may be important to a child, especially if the child has visual impairments and is depending on the click sound. Other children may need tactile feedback, such as a textured material covering the switch or vibration built into the switch.

Durability

This switch attribute is important if a child exerts more pressure than is necessary. Some switches withstand more pressure and are made more durable than others. Durability should be considered when selecting a switch for a child.

Equipment Placement

The first steps taken during the assessment concern the child’s positioning and the placement of equipment. Depending on the child and the amount of adaptations needed, decisions on these factors may take a long time. Child positioning and equipment placement are considerations which are constantly re-assessed during the session as different switches or other adaptive devices are used with the child.

Selecting Off-Computer Materials

Many possibilities for off-computer activities are available, including battery-operated toys, tape recorders, radios, lights, and fans. Battery-operated toys can be adapted with a battery interrupter ahead of time by a team member or adapted toys can be purchased. Any of these items can then be attached to a selected switch. Toys should be selected based on children's interests. Often a child will prefer a completely different type of object than what the team originally planned. A lot of noise and movement may be confusing to some children, therefore the team should begin with a simple activity, such as a switch and music from a tape recorder. As the child understands the use of the switch, other objects, such as toys can be introduced.

Placement of the materials will depend on the child's positioning and the type of toy used. A toy corral can be used as a barrier to keep moving toys, such as cars and trains, within the child's view. During the assessment, suitable placement of toys or equipment needs to be evaluated continuously.

Procedures During Assessment Continued...