July / August / September • Issue 3 • 2018
Methods to Avoid (AT) Discontinuance/Abandonment, continued from Page 1
Personal Reflection
My dad had multiple physical disabilities. As a result, he had difficulty performing activities of daily living/
instrumental activities of daily living (ADLs/IADLs) independently, including donning his socks and shoes.
My passion for assistive technology developed as a result of noticing the positive impact that these assistive tech
tools made in amy dad’s life. He eventually had many AT devices to assist with other activities, but he still felt
that the most significant AT tool was the sock aid and long handled shoe horn. He placed tremendous value
on dressing himself as part of his daily routine. I strongly suspect that the value he placed on independence
with ADLs/IADLs contributed to successful AT implementation for enhancing functional performance.
—Joy Hyzny, MS, OTR
• Effective data collection to confirm that the AT is meeting
the users’ needs Coleman also suggests that the transition planning occur at
least one year ahead of time.
• The location and availability of additional training or
resources Psychosocial: Coleman (2000) referred to a study by Scherer
that stated “… individuals with congenital disabilities (i.e.,
cerebral palsy) may view AT devices in a more positive light than
those who have acquired disabilities (i.e, spinal cord injuries) and
remind them of what skills they have lost.” Being aware of this
response when new technology is introduced and considering how
to support the person with an acquired disability in developing
coping strategies can have a positive influence on the technology
being used.
Timeliness and consistency of implementation:
When
the technology is introduced, and implemented, the timing
can influence the individual’s success in using the AT. The
practitioner should:
• Identify the most appropriate point at which the training
can occur and when the tool/device should be introduced.
• Integrate the new technology within some part of the task,
initially.
• Be aware of how learning to use the technology and how
the cognitive and/or physical demand on the user increases.
Consider if this negatively impacts the user’s productivity
(i.e., student completing a writing assignment) and if it does
not represent the user’s best performance?
• Introduce the technology as early as possible, especially
with children with physical disabilities, can increase their
independent engagement in learning and decrease barriers
for participation.
• Consider how the transition from one setting to another is
critical for timely implementation. According to Coleman
(2000) “the major time when a student will lose AT is
the transition from school to post-school environments.”
Cultural: Different cultures can have varying views on the use
and usefulness of AT that can be different from the predominant
culture of the environment in which the technology will be
used. It is important to collaborate with families in order to be
respectful of their culture.
Environmental Factors: Considering the amount of space
needed and the size of the technology so it can be used within
different environments and include easier access to power outlets
for charging. Awareness of different ways and methods when
transporting the technology and who can assist with this are
important for more consistent use.
Motivation and Effort: Coleman (2000) cited the Baker’s
Basic Ergonomic Equation which suggests “…the successful
use of AT depends on the user’s motivation to perform the task
outweighing the combination of the cognitive effort, physical
effort, that linguistic effort and the time load needed to perform
the task with the device.”
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