1. Today’s Webinar Presented by…
Amy S. Goldman
Associate Director, Institute on Disabilities
– voice
– voice
– TTY
And today’s event is conducted by…!

2. 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

3. 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.

4. 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.

5. 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

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

7. “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?

8. 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.)

9. 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?

10. 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!)

11. 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

12. 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.)

13. 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)

14. 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

15. 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)

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

17. 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?

18. 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?”

19. 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!)

20. Resources
Assistivetech.net

21. 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: (voice)
(TTY)
Fax:
Web:

22. Please complete the evaluation