Using the Adaptations Framework

The Adaptations Framework can be used by professionals, families, and potential AT user's themselves to determine the type of adaptations that would be most beneficial to helping the user become more independent in performing desired tasks. The Adaptations Framework is a task specific guide that examines the setting demands and the individual’s strengths and needs as they relate to these demands,  and then explores adequate AT interventions (provision of AT devices) that best fit these strengths and needs. This process is broken down into three categories or steps: Setting Specific Demands, Person Specific Characteristics, and Adaptations. A graphical display of this frames work can be seen in Table 1.

Setting Specific Demands

People encounter many different settings or environments as they go about their everyday lives. Each setting presents demands that must be addressed in order to be successful in that setting. These demands, defined as follows, include both tasks that need to be performed to achieve success and the skills one most possess to perform those tasks.

• Setting – the different environments in which persons with disabilities interact in their daily endeavors including school, work, home, community agencies, shopping malls, church etc.

• Task – what a person needs to do to be successful in a particular environment

• Requisite Ability – skill and ability a person needs to possess to effectively accomplish the stated task, e.g. reading, writing, managing time or money, mobility skills, etc.

This section of the framework helps to set up a scenario where AT may be necessary. In this section, the specific tasks required to be successful in a specific setting are listed (see Table 1). For each of these tasks, every ability necessary to complete that task is then listed (see Table 1). This part of the framework breaks down each task into a series of smaller tasks to determine where one may need assistance. Later, the person's ability to perform these task will be assessed. As an example, consider the setting in this case to be a middle school. What is necessary to be successful in school? Listening to the teacher, paying attention in class, handing in correct and well done assignments, and performing well on tests all contribute to being successful. Taking a closer look at writing papers, it is determined that in order to do this, one must have the ability to listen to the assignment, read directions, formulate answers to questions, hold a pencil, write, and make corrections when necessary.  

Person Specific Characteristics

After identifying the setting's tasks and the necessary abilities to perform these tasks, the potential user's functional capabilities and limitations must be listed (see Table 1). This allows the user's abilities and limitations to be compared to the abilities necessary to perform the task to determine the areas where adaptations such as AT are necessary. 

• Functional Capabilities – motor, sensory, cognitive, and language abilities an individual uses in order to perform daily living tasks

• Functional Limitations – disability-related characteristics to an individual's motor, sensory, cognitive, and language abilities that could impede an individual's ability to perform tasks in independent living, academic, community or work environments

Identifying the functional capabilities and limitations following the requisite abilities necessary to complete a task provides a means for comparison between the two. This allows the assessor to see how the user's limitations will affect his/her ability to complete a task. It also allows the assessor to see capabilities of the user that could be used in conjunction with an AT device to complete the task. Looking at the school example, the potential user's abilities include the ability to hear, process information, formulate answers, speak answers, and read directions. The potential user's limitations include an inability to hold a pencil or write in a timely or legible manner. Looking at the potential user's limitations, writing a paper seems to be impossible for this individual. However, the potential user's capabilities, indicate that he/she can formulate answers, read, and most importantly speak. This ability to speak provides another means to perform the task of writing with the help of an adaptation.  

Adaptations

After considering the setting demands and the potential user's capabilities and limitations, the assessor has the necessary information to recommend an adaptation that will utilize the user's capabilities and bypass his/her limitations to complete the tasks required in the desired setting. At this point in the Adaptations Framework, the assessor does not recommend a specific adaptation, but provides a list of possible adaptations ranging from no tech to high tech that can utilize the user's functional capabilities to accomplish the task. This is the first step to creating a Person - Technology Match. The adaptation recommended can be an assistive adaptation (AT device), or a non-assistive adaptation (a non-technology based solution such as a scribe to help put answers on paper).

In the school example, the student needs to write papers for homework, but does not have the ability to hold a pencil, write, or type on a keyboard. The student, however, possesses all of the other abilities (sensory and cognitive) necessary to write a paper and also displays the ability to speak. When listing adaptations for this student, the assessor must consider adaptations that utilize the student's ability to speak to help write papers. The adaptations that can then be considered are a non-assistive adaptation, the use of a scribe (someone the student can dictate the paper to) or an assistive adaptation, speech recognition software (software that allows the student to speak text into a computer as opposed to typing). Following all of the steps of the Adaptations Framework (see Table 1) have facilitated the discovery of a problem as well as possible solutions to that problem. The proper adaptation can be determined by performing a more specific AT assessment to find an ideal person-technology match.

Table 1. Using The Adaptations Framework In A School Setting

Note: Adapted with author’s authorization. Source: Bryant and Bryant (2003) Assistive Technology for People with Disabilities (p. 30).

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