Caren Sax

Predictors of assistive technology use: The importance of personal and psychosocial factors

Objective. To validate an assistive technology (AT) baseline and outcomes measure and to quantify the measures value in determining the best match of consumer and AT considering consumer ratings of their subjective quality of life, mood, support from others, motivation for AT use, program/therapist reliance, and self-determination/self-esteem. Design. Prospective multi-cohort study. Setting. Vocational rehabilitation offices and community. Participants. Over 150 vocational rehabilitation counselors in 25 U.S. states with one consumer each receiving new AT. Interventions. Counselor training in the Matching Person and Technology (MPT) Model and consumer completion of the MPT measure, Assistive Technology Device Predisposition Assessment (ATD PA). Main outcome measures. Total and subscale scores on the ATD PA as well as counselor-completed questionnaires. Results. ATD PA items differentiated consumer predispositions to AT use as well as AT and user match. There were no significant differences due to gender, physical locality, or age within this sample of working-age adult consumers. Vocational rehabilitation counselors exposed to training in the MPT Model achieved enhanced AT service delivery outcomes. Conclusions. The ATD PA is a valid measure of predisposition to use an AT and the subsequent match of AT and user. Rehabilitation practitioners who use the ATD PA will achieve evidence-based practice and can expect to see enhanced AT service delivery outcomes.

The Resilience of Changes Promoting Inclusiveness in an Urban Elementary School.

Teachers at the school described in this article created an inclusive environment for all students. This 3-year case study focused on a school that implemented changes in the service delivery model for categorical programs and maintained this innovation in the midst of an administrative change, budget cuts, a teacher strike, and class size reduction. All teachers at the school were observed over the 3 years, and 14 teachers, 2 per grade level (K-6), participated in interviews. Results indicated that the inclusive education was sustained when the teachers shared the vision, resources were available, training was provided, and a culture of inclusion was created within the school.

Parent and Caregiver Impressions of Different Educational Models

Parental support for educational innovation has been described as essential in school change. This study examines parent and caregiver perceptions of educational opportunities for students with severe disabilities. Parents and caregivers from two high schools were interviewed. One high school uses an inclusive service delivery model, while the other uses a special day class model with limited mainstreaming. The data suggest that interviewees support inclusive schools and believe that their children are acquiring new skills. Questions remain regarding the balance of community-based Instruction and the amount of teacher training provided.

Opportunity is possibility; performance is action: Measuring participation

Lennart Nordenfelt is to be commended for articulating perspectives that generate reflection and discussion on the various components of the ICF and, more importantly, their application and relevance to the full realm of healthcare. It is through forums such as this that the ICF will become more widely known and will continue to develop into a framework of relevance to all the healthcare professions. The three authors of this commentary come from a vocational rehabilitation and rehabilitation psychology background. We have done considerable research on ways to crosswalk the ICF with existing measures [1 – 3], but also in the development of new measures. We work with individuals with disabilities who, as a consequence of a disability, find it difficult to become employed and to participate in desired activities. As such, we work with individuals, but also with administrative data sets. It is this distinction that forms one basis of our commentary.

Assistive Technology education: an online model for rehabilitation professionals

Purpose : A model for delivering Assistive Technology (AT) education is described in the context of an online masters degree in rehabilitation counselling, demonstrating the integration of content and process in an interactive format. Method : Data collected from course activities and assignments were examined to identify ways in which 120 students from 18 US states responded to and interacted with the information and how they applied the course content to their jobs as rehabilitation professionals. A qualitative research design was used to identify themes to add to the understanding of issues associated with learning about AT in an online format. Results : Critical components of the course identified from the data analysis included: increased awareness, skills, confidence, and immediate application to own job responsibilities; interaction with instructors and peers; access to resources and expertise; value-based practices; and participation on interdisciplinary teams. These themes were consistent across all six groups of students enrolled in the participating three rehabilitation regions. Conclusions : Online education can be an effective medium for teaching practicing rehabilitation professionals how to provide person-centred AT services to people with disabilities. The content must drive the technology; the process must be student-driven; and the interaction must address individual learning styles and promote lifelong learning.

The effects of peer tutoring interview skills training with transition-age youth with disabilities

This paper examines the effectiveness of peer tutors teaching interview skills to transition-age youth with disabilities. Findings from studies show that students with disabilities do not receive adequate instruction in preparing for employment due to a variety of reasons. One strategy to improve employability skills is through the use of well-trained peer tutors to assist in teaching interviewing strategies. Providing training, structure, and support are important to designing a successful peer-tutoring program. Peer tutoring is beneficial to both tutors and tutees; it provides opportunities for self-advocacy and self-determination. The 6 students who participated in this 11-week study improved their interviewing skills when compared to their baseline data. Students with histories of behavior problems engaged in positive social interactions. Initial results indicate that the use of peer tutoring is an effective approach for students with disabilities to improve their abilities to interview for employment.

Promoting a standard for assistive technology service delivery

BACKGROUND: The Assistive Technology Service Method (ATSM) is an innovative evidence-based process standard to support the provision of person centered, evidence-based, and interdisciplinary assistive technology services. OBJECTIVE: This paper defines challenges with adoption of innovative practices and discusses strategies to diffuse the ATSM for training, education, and gathering knowledge. METHOD: Important central components for the diffusion of innovations are reviewed to include strategies for transferring the evidence into practice and other outcomes of the process. RESULTS: This paper discusses key issues and challenges to professional practice for assistive technology services, presents data on the current state of practice, and delivers strategies to promote innovative interventions and techniques. CONCLUSION: Strategies to implement the adoption of an interdisciplinary service delivery method must consider provider knowledge and awareness of need with development of tools for effective use of the innovation.

Outcomes for students with severe disabilities: Case studies on the use of assistive technology in inclusive classrooms

If outcomes for adults include valued membership in their community and work environments, then schools must assume responsibility for providing opportunities for meaningful participation and relationship-building among all students. A full range of supports and services, including the use of assistive technology, are required if students with severe disabilities are to realize these outcomes. Three case studies, illustrating the use of assistive technology in supporting students with severe disabilities in general education classrooms, are described and analyzed in this article.

Rehabilitation Student Perceptions of Web-Based Learning

A collaborative effort was undertaken by the University of Arizona, Arizona Rehabilitation Services Administration, San Diego State University, and the Dinè (Navajo) Nation’s Office of Special Education and Rehabilitation Services to provide Web-based training in assistive technology to rehabilitation students. This article describes the process of course delivery and the perceptions of University of Arizona students about their experiences. Following completion of the course, a Perception Survey was administered to the students to ascertain positive and negative perceptions of participating in a Web-based course. The students’ responses are used throughout the article to convey their perceptions. The findings of this project support current literature regarding students’ perceptions of Web-based distance education; however, several inconsistencies emerged within themes. Themes and the inconsistencies within them are discussed along with the impact that this Web-based course had on program development at the University of Arizona.

Rehabilitation counsellors: incorporation of assistive technology device selection and referrals into professional practice.

Purpose. The purpose of this study was to determine how well graduates of a rehabilitation counselling master programme were prepared to work with clients in assistive technology (AT) device selection or referral of resources. Specifically, inquiry was conducted as to how graduates have incorporated AT into their professional practice, their level of comfort with exploring AT solutions, and whether they felt additional training was needed. Methods. The methodology used was an online survey of multiple choice and text boxes sent to rehabilitation counselling graduates. Descriptive statistics and cross tabulations were used to provide the range of responses. Trends were analysed to highlight differences between various factors. Results. Responses indicated that graduates did find the dedicated AT course helpful in learning about the AT process. However, a number of respondents were not comfortable in participating in the AT process and were not incorporating the AT process into their work. Conclusions. Future studies should explore the role of AT acquisition from the perspective of rehabilitation counsellors and also examine why graduates are not incorporating the AT process. Respondents indicated the need for continuing education and professional development in this area.