Evaluating the Effectiveness of your AT Adaptations

Module 7 - Assistive Technology in School Settings (P.8 of 9)

Evaluating The Effectiveness Of Assistive Technology Adaptations

Continuous evaluations of AT interventions must be performed to ensure that the AT intervention is having the desired effect for the student using it. Following the steps laid out in this section for providing students with AT interventions does not necessarily lead to effective AT outcomes. Continuous evaluation is necessary because the student and the student's disability is constantly changing. AT interventions that work one year may not the next and the student needs to be transitioned to new AT interventions smoothly. A teacher can evaluate the effectiveness of a student's AT adaptation by examining environmental factors the student encounters, the student's use of the AT adaptation, and the student's educational progress. Keeping track of these factors will give the teacher a good overview of the effectiveness of the adaptation while helping to decide whether to proceed using that particular AT strategy or to employ a new one.

The following is a list of questions that can be used as a starting point or guideline to help evaluate the effectiveness of an AT intervention in each of the previously mentioned categories. This is not a comprehensive list and questions may need to be adapted to each situation.

*Environmental Factors*
	* Does the AT require sound and is this sound distracting to others in the environment? * Are the people the user interacts with in the environment accommodating to the user's AT? * Does the AT require electricity? * Does the location of AT permit electrical access? * Are furniture needs to accommodate AT being met?* Are there environmental barriers for the individual with a disability present that prevents access?
*Use of AT Adaptations*
	Is more training required for the student? Is more training required for the teacher or support staff? Is the AT adaptation reliable? Is technical support available? Can the student keep pace with peers? Is there a fatigue factor present when using the device?
*Monitoring User Progress*
	* Can the student master class and assignment objective? * Can the student work independently? * Is the AT adaptation still appropriate? * Does the AT adaptation promote access to the curriculum? * Does the student show progress with that AT that was absent without it? * Is the AT adaptation helping the student progress toward IEP goals?

(Table adapted from Bryant & Bryant, 2003, p.170).

As illustrated, it is important that one considers whether an intervention is appropriate in the student’s environment, whether all the resources needed (e.g. training and support) are available, and whether positive measurable outcomes (e.g. completion of tasks, absence of fatigue, progress toward goals) exist. Most importantly, the evaluation must determine whether the AT was effective in facilitating the student’s learning and mastery of the skills needed or whether a new approach needs to be taken.

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Remember: In the process of selecting and evaluating AT adaptations, consult and work directly with technology consultants in the school district to ensure that all the potential options were identified, implemented, and effectively assessed. Remember, don’t assume; just ask!