 |
|
|||||||||
| : About Us : Contact Info : Discussion Boards : Products : Resources : Site Map : Workshops : | ||||||||||
|
||||||||||
|
 |
View Individual Trial Form PDF |
|
View TECH ACCESS PDF |
Breaks are taken as needed during the assessment. A natural time for a break occurs at the end of a set of activities using one device. The child can have a snack or play on the floor or outside while the team sets up the computer with a different input method or different software. The number of breaks will depend on the needs of the child and team.
Input MethodA switch is the first input device to assess if the child has limited motor control. Previous assessment of off-computer activities with battery-operated toys will help determine the appropriate switch to use. The child can use the same switch during assessment of computer activities.
The team should begin the switch assessment with a simple program in which the child presses a switch to cause an action, such as a change in sound or picture. A simple program will help determine the child's ability to use a particular switch. If the child has physical difficulty activating a switch, try another type of switch with the same program.
Once the child demonstrates competency with a simple cause and effect program, move to the next level in switch use, appropriate switch pressing activities. See Levels of Switch Progression for suggested software for this level.
| |
View Levels of Switch Progression PDF |
Use of a suitable program at this level will tell the assessment team if the child can press the switch at an appropriate time, a skill necessary later for communication through scanning. The next phase is to assess the child's visual ability to track and scan on the computer monitor. If the child is unable to see the monitor, auditory scanning can also be assessed. In a program, such as "The Frog and Fly," from Simtech an object moves across the screen and the child is required to press the switch to stop it. The switch press to activate the fly's movement each time is similar to the action needed to control a scanning array on a communication device.
If the child has demonstrated ability with beginning scanning and tracking, next assess intentional use of progressively more difficult scans. Software should be used which will help determine if the child can begin the scan with a switch press and stop the scan at a particular point on the screen. Software should be selected which has the option of adjusting scanning speed. The team will begin with the slowest speed and make adjustments as the assessment progresses.
As team is assessing switch skills, TECH ACCESS can be used as a guide for noting specific skills.
The following skills are assessed in TECH ACCESS under Switch Assessment:
|
View TECH ACCESS Outline PDF |
Assessment of Touch Tablet UseIf the team thinks that a touch tablet would be appropriate for the child, they can assess any one of several types of devices, including a touch screen or TouchWindow, IntelliKeys or Key Largo. Ideally, the team would want to assess the child on more than one of these, but that decision may depend on availability of equipment.
When assessing a child’s ability to activate a touch tablet, TECH ACCESS can be used to observe the following areas:
When considering the child’s physical ability to activate any touch tablet, the team should begin with software which is activated by a press anywhere on the tablet surface. The team should note how the child uses his/her hand as the device is pressed. The amount of pressure needed to activate the device and the frequency needed should also be noted by the team.
Another important factor to consider is the child’s ability to see all areas of the tablet. The child can be assessed using various overlays with pictures or tactile material placed in different locations on the tablet. The team will want to begin with two or three items on the overlay and progress as needed.
Positioning the touch tablet is another important consideration. Often the touch tablet must be placed on the child’s adaptive chair or wheelchair tray. Nonslip matting can be used to hold the device in place. Some children will be able to activate the device more easily if it is positioned at an angle. Slant boards or special wheelchair mounts are available for positioning the tablet properly.
The team can customize a variety of overlays to be used to test the child’s ability to use the device for communication or other specific skills. The speech therapist may want to start with pictures of 2 toys, such as a fire engine and a helicopter to see if the child will make a choice by pressing one of the pictures.
Other overlays with more choices can be used if needed. Activities may continue until the child indicates fatigue, loses interest, or the team is satisfied with the child's demonstration of abilities with a particular touch tablet.
Assessment of Mouse UseFor children who may be able to use the mouse as input, certain factors must be considered. The child’s physical ability to move and click the mouse must be assessed first. The team should begin with a simple program which can be activated with slight movement of the mouse. Progression should be made to gradually more difficult programs which require more refined movement and clicking.
Although many young children will learn eye-hand coordination as they gain skills in using the mouse, the team should assess the child’s initial coordination ability to determine if the mouse is the appropriate input at this time for the child. The child’s ability to visually track on the screen as the mouse is moved is an important consideration.
The placement of the mouse is another factor to assess. The mouse should be placed on a large mousepad to promote easy movement by the child. Also distracting pieces of equipment, such as the keyboard, should be removed from the child’s immediate reach.
Based on information gathered before the assessment, the team will know whether the keyboard will be used as a possible method of input for the child. For a child with limited use of her/his hands or a child who is developmentally very young, the keyboard will probably not be assessed.
If the child can use his/her fingers reliably, and the team determines that is is developmentally appropriate for the child to use the keyboard, then this input mehod may be an option. The team should start with software which can be activated by a press of any key.
When assessing a child's ability to use the keyboard, the following areas can be observed and recorded on TECH ACCESS.
The team will need to determine the hand the child prefers or can control, and whether the child is able to use both hands to operate the keyboard. This ability will be important as the child gets older and uses word processing tools.
The child’s ability to see individual keys and to watch the monitor are important factors when assessing keyboard input. If the child is unable to discriminate keys on the keyboard, then the team may need to make an adaptation with large letter stickers on the keys or another type of adaptation. Placement of the keyboard must also be assessed. The keyboard can be secured to a table or tray with Dycem or nonslip matting material. Some children may need a customized keyboard mounting which would attach to a wheelchair. The team may need to make a special adaptation for a child.
When all assessment activities are completed, the coordinator conducts an exit meeting with the entire team. Team members share their observations and make preliminary recommendations during the meeting. Questions of family or other team members are answered at this time. Resource information may also be provided during this meeting. The Core team thanks the family, child, and all of the team participants for coming and assures them that they will receive a copy of the assessment report.
 |
Procedures After Assessment |
Recording Observations