July / August / September • Issue 3 • 2018
communiqué
THE
Illinois Occupational Therapy Assocation
In This Issue
Legislative Update
Page 5
The Importance of
Continuing Education
in Practice: A Lens of
Excitement and Gratitude
Page 7
Clinical Spotlight
Pages 8-9
Research Update: Impact
of Using a Knowledge
Translation Framework
to Increase Utilization of
the Assessment of Motor
and Process Skills in a
Rehabilitation Setting
Pages 10-11, 13
School-Based Practice:
Developing a Sensory
Equipment Lending
“Library”
Pages 12-13
Student Voice: Reflections
on Practice
Pages 14-15
Archives Corner: Photos
from the ILOTA Archives
Page 16
Joy Hyzny, MS, OTR/L
Holly Gormley-Guttu, M.Ed, OTR/L
Methods to Avoid Assistive Technology (AT)
Discontinuance/Abandonment of AT Devices
How many of us have seen a product
advertised on TV or demonstrated in a store, and
knew it was something we could use or that we
needed? We purchased it with the excitement that
it will help to solve a problem, only to discover
in a month or even years later it is still neatly
packed in its original packaging. How did this
happen? Whether it be a low-tech or high-tech
item, the same outcome can occur with assistive
technology (AT) tools. Sometimes the well
planned and thought-out AT recommendations,
with the end goal being to increase a person’s
(i.e., student, worker, client, patient) level of
participation and independent performance,
may also fall victim despite the best intent.
In Mary Beth Coleman’s (2000) article,
Successful Implementation of Assistive Technology
to Promote Access to Curriculum and Instruction for
Students with Physical Disabilities, she noted that
one of the problems with assistive technology
abandonment was “… lack of fit between the
AT user and the features of the device.” Does
this always mean that the device is abandoned
due to poor fit or perhaps because it is no longer
needed? Lauer et al. (n.d.) identified personal
positive and negative factors for “abandonment”,
based on the responses they received in a survey
in which respondents identified both positive
and negative factors related to device use. The
positive factors included an increase in the
functional skills, the health of the individual, or
alternative solutions that increased the person’s
participation and performance. The negative
factors included a decrease in function or health,
a decrease in the person’s activity or participation
level, a decrease in their quality of life, or faults
with the device, service and/or environments in
which it was used. As a result of the positive
factors reported in Lauer et al.’s study, authors
suggested a change in the terminology used,
from “abandonment” to “discontinuance”. They
further defined discontinuance as “the process
by which a person ceases to use ATDs (assistive
technology devices) after a period of time.”
When the discontinuance is based on the
device, services, or environment there may also
be additional contributing factors. Coleman
identified several areas where the breakdown can
occur, along with additional steps to consider.
Assessment: In the assessment process it is
important to consider a range of needs, such as
motor, cognitive, preferences, motivation, all
of the environments the device or tools will be
used, as well as the portability and durability
during use and transportion of the device.
Training: All stages of training should
include the AT user and all those working with
the individual. Important points to consider
include:
• How to operate and use the technology
within the classroom/workplace
• The operation of the tool and problem-
solving alternatives when problems occur
and the tool/device is not available
Continued on Page 3