Delivering At Services To The Consumer - Chp 4

Front 1

Describe the five principles for assistive technology assessment and intervention

Back 1

Consider all components of the HAAT model

Provide AT that enable an individual to perform functional activities

Are ongoing & deliberate

Require collaboration

Require an understanding of how to gather and interpret data.

Front 2

List four parts of the HAAT Model

Back 2

Human
Activities
AT
Context

Front 3

In the HAAT model how are goals and needs determined

Back 3

By considering the activities that will be performed

Front 4

In the HAAT model why is Context important

Back 4

because activities will be performed in different contexts which includes

Settings
Social context

Front 5

After goals have been identified what should be assessed

Back 5

skills and abilities of the individual.

Front 6

What is the difference between Quantitative and Qualitative measurement

Back 6

Quantitative has to do with an amount or number

Qualitative cannot be measured but named as an attribute such as good service.

Front 7

What is a criterion referenced measurement

Back 7

using the persons own performance as the standard


pg 96

Front 8

What are two commonly used standards for measuring performance.

Back 8

Norm referenced and criterion referenced

Front 9

What is a norm-referenced measurement

Back 9

a sample of others scores on a task.

Front 10

Name the 4 ways of gathering assessment information.

Back 10

1. Collection of the initial database
2. Interviews
3. Clinical assessment
4. Formal assessment

pg 96

Front 11

What type of intake information would be listed in a database from an initial interview?

Back 11

Reason for referral
Medical diagnosis
Educational and Vocational information

Front 12

Define scapular movements

Back 12

movement of the shoulder blades

Front 13

Define flexion

Back 13

the act of bending a limb.

the position that a limb assumes when it is bent.

Front 14

Define extension

Back 14

he act of straightening a limb.

the position that a limb assumes when it is straightened.

Front 15

What happens during the initial interview?

Back 15

find out what their goals are and determine needs as it relates to AT

learn about tasks he has difficulty performing

learn about any AT consumer currently uses or has used before

Front 16

Why is the interview important during the follow-up stage?

Back 16

It provides information on whether the device is being used and how

Front 17

What is the difference between the formal assessment and clinical assessment?

Back 17

Formal assessment procedures are administered in a prescribed way and have set methods and scoring and interpretation.

Front 18

Give an example of a formal assessment.

Back 18

Abilities can be quantified from 0 to 5 on how well a person can move a muscle group

Front 19

What are the disadvantages of a formal assessment

Back 19

Cannot provide information on ability to functionally use a part. Therefore is not related to AT.

For example Sam's use of hand function as it applies to typing speed and accuracy.

Front 20

Clinical assessment techniques involve

Back 20

skilled observation of the consumer as they are using the device.

(i.e - what works best when typing) - not the typing score

Front 21

What is the meaning of the term "criteria for service" as used in assistive technology referral?

Back 21

recognized need for AT services or devices

Front 22

Medical information that may guide an assessment includes

Back 22

stability of the individuals's condition - cerebral palsy

expected improvement ( a person in rehab after a head injury)

expected deterioration (e.g., amyotrophic lateral sclerosis)

Front 23

Professional codes of ethics and standards of practice require that ATP's practice

Back 23

within their specialization and not try to provide services outside of this realm

Front 24

What is an opportunity barrier?

Back 24

imposed by individuals or situation not under the consumer's control.


AT does not eliminate these barriers

Front 25

List five types of opportunity barriers

Back 25

policy
practice
attitude
knowledge
and skill barriers - pg 101

Front 26

What is an access barrier?

Back 26

Barriers related to the abilities, attitudes , and resource limitations of the consumer or her support system.

(e.g. parents worry ACD will cause delay in development of natural speech)

Front 27

What consumer skills do we evaluate during an AT technology skills assessment?

Back 27

Sensory
Physical
Cognitive
Language

Front 28

What visual functions do we assess during a sensory skills evaluation.

Back 28

Visual acuity
Visual fields
Visual tracking
Visual scanning

Front 29

How does visual acuity relate to the use of AT?

Back 29

must be able to see small objects in the environment.

symbols such as letters on a keyboard

Front 30

How does visual field relate to the use of AT?

Back 30

allow input of information such as typing or looking at a monitor

Front 31

How does visual tracking relate to the use of AT?

Back 31

For reading or tracking a moving cursor. page 103

Front 32

How does visual scanning relate to the use of AT?

Back 32

Scanning to locate obstacles during mobility and to scan a keyboard to find a specific key.

Front 33

How does visual accommodation relate to the use of AT?

Back 33

(e.g. ability to move head from keyboard to monitor.

Front 34

Define visual perception

Back 34

the ability to give meaning to visual information.

Front 35

Name some visual perception skills that need to be considered during an assessment.

Back 35

Depth perception
spatial relationships
Form recognition
Constancy
Figure-ground discrimination

page 103 bottom

Front 36

What is the overall goal of a physical skills evaluation?

Back 36

determine the most functional position for the individual and evaluate his ability to access a device physically.

Front 37

List the steps in the physical skills evaluation.

Back 37

1. Obtain functional position
identify potential anatomical sites
a Evaluation functional movement skills
b. Measure range
c. Measure resolution
3. Select Candidate interfaces
4. Perfom Comparative Testing of Interfaces
a. Non-computer aided
b. Computer aided.

pg 104

Front 38

What are the major outcomes of a physical skills evaluation?

Back 38

1. Evaluation of seating and positioning needs.
2. Identifying potential anatomical sites for control.
3. Selecting candidate control interfaces.
4. Comparative testing of candidate control interfaces.

page 107

Front 39

13. What are the major areas assessed during a cognitive skills evaluation for AT?

Back 39

Attention level
Understanding of Cause and Effect
Degree of motivation
Ability to follow directions

Front 40

Define the term "device characteristics"

Back 40

general properties of the technology.

Front 41

14. Characteristics of a device would be

Back 41

engine, color, size, performance

Front 42

Features of a device would be

Back 42

4 cylinder engine, blue color, compact size, etc

see page 108 for AT device charateristics

Front 43

14b. What are the outcomes of "devices characteristic" evaluation?

Back 43

1. Human/technology interface
2. Processor
3. Environmental interface
4. Activity output
5. Physical construction

pages 108 to 110

Front 44

15. Who is the evaluation report written for?

Back 44

The consumer
Rehabilitation or educational professionals
Funding source

Front 45

16. Describe major steps in implementation of AT

Back 45

1. Ordering and Setup
2. Delivery and Fitting
3. Facilitating AT system performance
4. Training
5. Follow-up and follow along

page 117