Data Driven Problem Solving Assistive Technology Practices Jan 2010
- 1. Data Driven Problem Solving Assistive Technology PracticesElementary Strand
- 2. Where does assistive technology fit in?Types of Intervention
- 3. IDEA 2004: AT mandate§ 300.105 Assistive technology. (a) Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in §§ 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s— (1) Special education under § 300.36; (2) Related services under § 300.34; or (3) Supplementary aids and services under §§ 300.38 and 300.114(a)(2)(ii). (b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE.
- 4. IDEA 2004§ 300.5 Assistive technology device. Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. (Authority: 20 U.S.C. 1401(1))
- 5. Assistive Tech vs. Education TechTypes of Intervention
- 6. How do we think about AT in education?SETT Framework by Joy Zabala, 1996
- 7. AT is part of the problem solving process1234
- 8. 1. StudentStrengthsWeaknessesInterestsPresent levels of performance
- 9. 2. EnvironmentSetting in which task is accomplishedClassroomShared spacedLibraryHallwayHome
- 10. 2. EnvironmentBarriers and SupportsPolicyPracticeKnowledgeSkillAttitudeAccess
- 11. 3. TaskTask analysisProcessProduct (outcome)Cluster of skills needed to accomplish taskCritical vs. non-critical elements
- 12. 4. Consider ToolsConsider Assistive TechnologyImplement and Progress MonitorAre there tools to help student meet goals?StopNoYesMaybeFilter/Test Drive Options
- 13. Test-Drive “AT Assessment”Feature-match:> tool to task> tool to settingData to answer the question: Does student need AT?Test Drive Options
- 14. ImplementationObtain tool(s)Provide training and support for competencies“implementation integrity/validity”
- 15. Progress MonitoringCollect dataWhat data? Analyze dataQuestion:Whatever proves usefulness of toolDoes the tool help solve the problem“Not everything that’s countable counts and not everything that counts is countable”- Albert Einstein “How do you know it? How can you show it?” Reed, Bowers, Korsten (2002)
- 16. Integrating AT into the Problem Solving ProcessDistrict Guidelines for Building TeamsAnalyze data to determine effectiveness of interventionhandout
- 17. Case studiesAssistive Technology Problem-Solving Practices
- 19. Problem AnalysisTask5th grader needs to gain information from content area textbookEnvironmentSettingsClassroomHomeBarriers(see handout for list)
- 20. Problem AnalysisStudentStrengths: bright, can verbally give correct answers in class during discussionWeakness: significantly below class norm on reading fluency CBMsCan student use listening comprehension to by-pass decoding barrier?
- 22. Problem Analysis
- 23. Plan DevelopmentConsider ATIs there a tool that could help student gain comprehension from text? Is there a technology feature that matches the student’s difficulty with the task?Maybe… a test drive is needed
- 24. The tool: text-to-speech software
- 25. “Test-drive” data collection“Reading Profile Protocol” - DeCoste, 2009
- 27. Next?ImplementationObtain tool: install softwareTrain student and staffOperational, functional, strategic, social competenciesProgress monitorQuestion: Does tool help solve problem?What data should we collect?For how long?Who’s responsible?
- 28. Case 2: WritingProblem: Illegible handwriting
- 29. Problem AnalysisTask4th grade student needs to write5 paragraph ISAT essays1 paragraph test questionsShort answer questionsWorksheets (fill-in-the-blank)EnvironmentSettings: classroom, homeBarriers: (see handout for list)
- 30. Problem AnalysisStudentPoor fine motor skillsHas ideasAble to verbally expand (details)Can dictate to a scribe
- 31. Plan DevelopmentConsider ATIs there a tool that could help student turn ideas into writing? Is there a technology feature that matches the student’s difficulty with the task?Maybe… a test drive is needed
- 32. Tool: keyboard
- 33. “Test-drive” data collectionDeCoste “Written Productivity Profile” (2003)
- 34. Plan DevelopmentImportance of matching tool to task and environment
- 35. Next?ImplementationObtain toolsEnsure access to desktop computerGet portable keyboardTrain and supportOperational, functional, strategic, social competenciesProgress MonitorQuestion: Does tool help solve problem?What data should we collect?For how long?
- 36. Questions?Fill out evaluation formComing up…. Math interventions, including AT toolsReading interventions, including AT toolsWriting interventions, including AT tools