1. OSEP~NECTAC 2005 EI Assistive Technology National Research Institute: A Collaboration Between Thomas Jefferson University (Philadelphia) & Arizona State University

2. OSEP~NECTAC 2005 The mission of Tots n’ Tech is threefold: (1) to study prevalence, policy and resources, individualized decision making, training and support, funding and other factors related to use of assistive technology (AT) devices and services in early intervention. (2) to disseminate current knowledge and research findings in timely ways to families, multidiscipline EI providers, administrators, educators ad policymakers using a variety of methods and approaches. (3) to partner with parents of children with disabilities, with individuals with disabilities, in the design and implementation of the national research program. Mission

3. OSEP~NECTAC 2005 Goals Gain an Understanding of Patterns of AT Prevalence and Use Understand and Improve Individualized AT Decision Making and Practices in Early Intervention Multi-Media Dissemination of Institute Findings and Products Describe and Understand Policy and Resources that Promote AT in Early Intervention Identify Optimal Training/TA Practices for Establishing & Maintaining Knowledgeable Adults to Support Children’s AT use

4. OSEP~NECTAC 2005 Today You will learn about… What Providers Told Us Prevalence of State policy Existing AT Tools Related to Decision Making Resources –Training materials/curricula –Informational Booklets How Your Community can Participate in the Institute Policy and Resources Training/TA Practices

5. OSEP~NECTAC 2005 Initial Provider Survey N = 976 (N = 450 in follow-up survey) 98% Female Education Level –61% Master’s Degree –35% Bachelor’s Yrs wk with I/T M = 9.95 (s.d. 7.24 yrs) Community –Urban 13% –Suburban 26% –Rural 21% –Combination 39%

6. OSEP~NECTAC 2005 We asked providers… (N = 450) Engaged in and to what extent with in the last 3 years: –Workshops/Presentations –College Course –Self-Study –Mentoring –Technology Fair/Expo –Other Policy and Resources Training/TA Practices

7. OSEP~NECTAC 2005 What Providers Told Us… (N = 450) Workshops 72% attended ---- 48% V. Helpful M = 19.4 hours (s.d. 28.1 hrs) College Course 13% attended ---- 71% V. Helpful M = 15 c.h. (s.d. 25.8 c.h.) Internet Self-Study 33% attended ---- 37% V. Helpful M = 24 hours (s.d. 48.9 hrs) Mentoring (formal) 11% attended ---- 67% V. Helpful M = 47.5 hours (s.d. 93.4 hrs) Tech Fairs/Expos 16% attended ---- 43% V. Helpful M = 12.7 hours (s.d. 13.2 hrs) Video, CD, Manual Self Study 39% attended ---- 57% V. Helpful M = 18.9 hours (s.d. 32.4 hrs)

8. OSEP~NECTAC 2005 Policy documents (N = 44 states) 61% (27) states indicate they have state EI statutes 71% (31) states indicate they have state EI regulations Policy and Resources Training/TA Practices

9. OSEP~NECTAC 2005 Resources for making decisions (N = 50 states) 36- 44% Specific policies Specific guidelines “Things to consider” list Statements considering the continuum of AT 10 - 20% Flow charts Check lists Criteria lists Assessment forms Process used to acquire AT devices and services Policy and Resources Training/TA Practices

10. OSEP~NECTAC 2005 AT Implementation plan (N = 50 states) 24% - 36% Determine when AT will be used How AT will be used in natural settings What will be done Who will do it Policy and Resources Training/TA Practices

11. OSEP~NECTAC 2005 AT Tools… (N = 50 states) 28% - 30% Ownership of AT devices AT when a child transitions < 4% Specified device loan time Location to trade devices Lost/stolen devices Insurance for devices Policy and Resources Training/TA Practices

12. OSEP~NECTAC 2005 AT Tools… (N = 50 states) 54% During Use… Repairing Replacing Maintaining <16% Previously used… Recycled Added to lending library Returned to school/purchaser Parent Buy-out option Policy and Resources Training/TA Practices

13. OSEP~NECTAC 2005 National Document Collection: Informational Sources Part C or designated State contact Comprehensive web searches University Centers on Disability Technology Act Program Directors Policy and Resources Training/TA Practices

14. OSEP~NECTAC 2005 What we found… (N = 102 docs.) General trainer/organization information ~ website print-outs, phone/email communication, no materials Informational booklets ~ reference materials that individuals can use through self-study Handouts ~ handouts associated with workshops/presentations Assessment tools ~ tools for parents/providers to determine AT needs Training curricula ~ training presentation package

15. OSEP~NECTAC 2005 Providers of resources… (N = 67 docs) State offices Private organizations Universities Specific devices/services79% Funding 49% Policies/procedures46% Monitoring/evaluations30% Awareness 89% Skill-building 52% Implementation 34% Parents and providers:70% Target audience Content Intent

16. OSEP~NECTAC 2005 With regard to training … (N = 49 docs) Delivery format Interactive 67% Didactic 65% Consultatio 33% Mentoring 6% Self-study 6% Duration Single 63% Continuous 49% Series 35% Policy and Resources Training/TA Practices

17. OSEP~NECTAC 2005 Summary… Policy and Resources Training/TA Practices There is a clear need for increased number of trainings and reference materials which focus on AT for the infant/toddler population. Most trainings found were focused on general transference of knowledge about AT, and limited trainings focused on improving parents or providers’ use of AT in the context of service delivery. Providers reported little variability in the types of training accessed. Providers most frequently reported attending a workshop/presentation. Clearly, parents and providers need more opportunities to gain knowledge about AT, such as the development of trainings and training materials which focus on best practices of AT use with infants and toddlers.

18. OSEP~NECTAC 2005 Organization of materials… National Technical Assistance Consortium for Children and Youth who are Deaf-Blind (NTAC) –Outcomes and Performance Indicators for Service Providers Children and Youth Families Systems »September 2004

19. OSEP~NECTAC 2005 Example Service providers are given tools to develop IFSP 3. Service provider's use of strategies for effective IFSP/IEP development for children with special needs has increased. √ focuses on consideration and documentation OR - Assistive Technology Model Operating Guidelines (mostly for school-age but has applications for EI) CO- Assistive Technology for Infants, Toddlers, Children & Youth with Disabilities General Outcome Modified NTAC Outcome QIAT Indicators DEC R.P.Documents

20. OSEP~NECTAC 2005 Time to Peruse…… AT Tools Related to Decision Making Resource Materials –Training materials/curricula –Informational Booklets Next Steps…

21. OSEP~NECTAC 2005 Next Steps… AT Best Practice Field Test 30 communities 3 or 4 providers 1 designated Research Coordinator

22. OSEP~NECTAC 2005 Nominate a Community in Your State AT Best Practice Field Test