Today’s Webinar Presented by… Amy S. Goldman Associate Director, Institute on Disabilities 800-204-7428 – voice 215-204-3862 – voice 866-268-0579 – TTY amy.goldman@temple.edu Atinfo@temple.edu And today’s event is conducted by…!

A program of the Institute on Disabilities at Temple University "For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible.” A program of the Institute on Disabilities at Temple University

Today’s Objectives Describe the components of the SETT approach to identifying AT needs. Name three characteristics or tasks that may be problematic for an individual with autism. For at least two tasks, list one low, mid, and/or high tech assistive technology solution. List two websites that can assist in locating products for individuals with autism. Describe how PIAT can assist in the identification of AT solutions.

Review: What is Assistive Technology? Assistive technology device is any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

Assistive Technology Services Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Evaluation Acquisition Adapting/Modification Coordination of Therapies Training: Consumer – Family – Professionals Maintenance, Repair & Replacement

Can AT Help? SETT One approach to “considering” AT Student (the individual with a disability) “Sam” Environment Task Tools A TEAM approach!

“Sam”: What challenges or differences may be experienced by people with ASD? Sensory Communication Interpersonal/social Self-regulatory Cognitive/executive functioning Memory Intellectual Motor (motor planning) Other?

Environment: What are the characteristics of the environment affect the student’s performance? Lighting Sound/noise Color Seating Routines “Edges” or “boundaries” Social environment (number of people, etc.)

Tasks: What activities/functions? Communicating (expressing) – verbal; graphic Communicating (understanding) – spoken; written Participate: Multi-component tasks that are part of work, education, play, leisure, self-care Be organized, be on time Behave Be safe Other?

Tools: Sam’s Characteristics Sensory (e.g. need for deep pressure): weighted glove; vest Social interactions/self-regulation: social stories and scripts, ranging from static to video (apps! Video on phone!)

Tools: Environment Lighting: substitute natural light or non-fluorescent lighting, e.g. Cromalux and other “full spectrum” lighting Sound: noise-dampening head sets; white noise machines; assistive listening devices Seating: alternative seating choices; non-skid surface; therapy balls; standing workstations; check out “fit” of seat Edges and boundaries: defining spaces through environmental cues Railings on uneven surfaces

Tools: Tasks – Receptive Communication Visual daily schedules and mini schedules Calendars Activity sequences (visual prompt of sequence) Aided input: No; Change symbol These can be “on the fly” e.g. white board; pre-made “low tech” (paper/pictures); mid-high tech (software/apps for PDAs etc.)

Tools: Tasks – Expressive Communication Augmentation – alternative Multimodal communication PECS ™ Specific “cards” e.g. choice; break; all done Topic setters Speech generating devices, including “apps”!) Critical decisions: vocabulary; organization (visual scene display?); language structure to support literacy, generative communication; feature match Requires services of an SLP familiar with people with ASD and AAC Telecommunication Written communication (next)

Tools: Tasks - Writing Grips Raised line paper (boundaries; sensory) Keyboarding (with word prediction; with abbreviation expansion; auto correct; etc.) Speech-to-text (software/apps!) Inspiration: graphic organizer

Tools: Tasks - Reading Highlighting (low tech tape; markers to high tech programs) Symbol support Text-to-speech (from free to expensive) E-books (from free to expensive)

Tools: Task - Organization Reminder systems (post-its; timers and watches; alarms and signalers) Paper to-do lists to PDA’s; electronic scheduling tools

Tools: Task – Other Activities of daily living: weighted utensils; built up handles Behave: “apps” to track positive behaviors (number of points to reward); “apps” that are rewards Be safe: environmental modifications to assure safety and promote independence (e.g. fencing; exit alerts); cell phone; smoke/fire alerting that is light only (not sirens) Other?

Team Individual (especially, transitioning youth and adults) Family member DSP (if applicable) Relevant providers – if communication is an issue, SLP+behavior analyst; if sensory issues, OT One or more team members should be familiar with resources for AT (e.g. where to go for AT-related solutions, information, assessment, funding assistance) All team members should ask, “Can AT help S__ do the things he wants/needs to do?”

After SETT Consider the solutions/options Make a decision (demonstrations, loans) Identify the services and providers Identify the resources to obtain (funding; who will create?) Identify how, when the tool will be used and include in the written plan Evaluate: Is it working? (re-SETT!)

Resources Assistivetech.net atinfo@temple.edu www.abledata.com

PIAT - Pennsylvania’s Initiative on Assistive Technology FOR INFORMATION contact: PIAT - Pennsylvania’s Initiative on Assistive Technology Institute on Disabilities 1755 N. 13th Street Suite 411S Philadelphia, PA 19122 Tel: 800-204-7428 (voice) 866-268-0579 (TTY) Fax: 215-204-6336 Email: ATinfo@temple.edu Web: http://disabilities.temple.edu/piat

Please complete the evaluation