ACVREP CATIS cheat sheet

IDEA requires IEP teams to consider AT devices and services for every student with a disability, not only those with sensory or physical impairments.

Under IDEA, AT devices are items or equipment used to increase, maintain, or improve functional capabilities; AT services include evaluation, acquisition, training, and technical assistance.

Section 504 of the Rehabilitation Act prohibits disability discrimination in federally funded programs and requires equal access, often via accommodations rather than specialized AT.

ADA Title I covers employment accommodations; Title II covers state and local government services; Title III covers public accommodations and commercial facilities.

The CATIS credential is a certification administered by ACVREP; it is not a state license and does not by itself authorize billing or independent practice.

A least restrictive environment (LRE) analysis requires documenting why a mainstream setting with supplementary aids and AT cannot meet the student's needs before placing elsewhere.

AT and universally designed instruction differ: UDL builds flexibility into curriculum for all learners, while AT is selected for an individual's documented functional need.

Scope of practice: the CATIS practitioner recommends and implements AT but refers medical, diagnostic, or legal determinations to qualified professionals.

A feature-match process compares the student's strengths, needs, and environments against device features rather than starting from a preferred product.

SETT framework order: Student, Environment, Tasks, Tools - tools are selected last, after the first three are described.

The WATI assessment guide organizes data into student information, environmental considerations, task analysis, and AT recommendations with trials.

A trial period should specify device, setting, duration, success criteria, and data-collection method before it begins.

Assistive technology evaluations must be conducted at no cost to the family when needed for FAPE; schools cannot require parents to pay for an AT assessment.

Data collection methods include trial logs, frequency counts, task-analysis checklists, video samples, and goal attainment scaling.

Consider the full range of environments (classroom, home, community, transportation) because a device that works in one setting may fail in another.

Reevaluation triggers include changes in curriculum, transition to a new school level, device failure, and lack of progress toward IEP goals.

Write AT goals that are observable and measurable, naming the device, the context, the behavior, and the criterion for success.

Task analysis breaks a target routine into discrete steps so the practitioner can identify exactly where AT support is needed.

Systematic instruction sequence: model the skill, provide guided practice with prompting, then fade prompts toward independent performance.

Prompt hierarchy from least to most intrusive: natural cue, verbal, gestural, model, physical assistance; fade as accuracy improves.

AT service minutes and providers must be listed on the IEP when AT is required for FAPE, including training for staff and family.

Generalization is planned by varying materials, people, settings, and cues rather than expecting transfer to occur automatically.

Data-based decisions use a predetermined criterion (for example, three consecutive sessions at 80 percent) to adjust or fade supports.

Implementation fidelity checks confirm that classroom staff use the device and prompting procedures as written.

Built-in operating system accessibility features (screen readers, magnification, sticky keys, on-screen keyboards) should be exhausted before purchasing dedicated devices.

Switch access requires a reliable voluntary movement, a switch interface, and scanning software configured for automatic or step scanning.

Alternative input options include keyguards, expanded keyboards, trackballs, head pointers, eye gaze, and speech recognition.

Screen reader output depends on correct document structure: headings, alt text, table headers, and logical reading order.

Text-to-speech and speech-to-text tools differ from screen readers; screen readers convey interface and structural information nonvisually.

Refreshable braille displays connect via USB or Bluetooth and require a compatible screen reader and driver.

Mobile devices offer built-in magnification, voice control, captioning, and switch control, often with lower cost and greater portability than dedicated systems.

Consider positioning, fatigue, and motor endurance when matching access method to sustained use across a school day.

Text-to-speech supports decoding and fluency; it does not by itself build comprehension unless paired with strategy instruction.

Word prediction reduces keystrokes and spelling demands but can slow typing speed for proficient keyboarders.

Graphic organizers and semantic mapping support prewriting and comprehension of expository text structure.

Speech recognition accuracy improves with consistent microphone placement, clear articulation, and training of the user's voice profile.

Alternate formats such as braille, large print, and digital text are obtained through the NIMAS/NIMAC system and authorized user provisions.

Digital text with adjustable font size, spacing, contrast, and color supports students with low vision and dyslexia-related needs.

Portable word processors and note-taking apps with audio sync reduce transcription load during lectures.

Evaluate spelling and grammar support separately from composition, since tools that correct errors may mask underlying skill gaps.

AAC systems range from no-tech (gestures, picture boards) to high-tech speech-generating devices with dynamic displays.

Core vocabulary consists of high-frequency words used across contexts; fringe vocabulary is context-specific and personalized.

Aided language stimulation means the communication partner models symbol use on the AAC system during natural interaction.

AAC does not inhibit speech development; evidence supports AAC use alongside speech intervention.

Hearing assistive technology includes personal FM/DM systems, sound-field amplification, induction loops, and captioning.

A personal FM system requires coupling to the student's hearing aids or cochlear implant processors, often via a receiver boot or telecoil.

Captioning and CART provide real-time text access; C-Print uses a trained captionist with meaning-for-meaning transcription.

Device abandonment is reduced by involving the user in vocabulary selection, training communication partners, and planning maintenance.

Environmental control units allow operation of lights, doors, phones, and appliances through switch, voice, or app interfaces.

ADL supports include adaptive eating utensils, plate guards, non-slip mats, dressing aids, and long-handled grooming tools.

Universal design features in homes include zero-step entries, lever handles, wider doorways, and adjustable counter heights.

Medication management tools include talking pill reminders, alarms, and smartphone apps with visual schedules.

Community mobility supports include GPS apps with transit information, ride-hailing with accessibility options, and wayfinding beacons.

Emergency preparedness for AT users includes backup power for powered devices and a written list of equipment and vendors.

Transition planning for independent living should address transportation, budgeting, personal care, and self-advocacy before exit from school.

Funding sources for home AT include Medicaid waiver programs, vocational rehabilitation, insurance, and disability-specific foundations.

Documentation of AT decisions should record the need, the options considered, the rationale for selection, and the plan for review.

Informed consent requires explaining purpose, risks, benefits, alternatives, and the right to withdraw, in language the family understands.

Confidentiality obligations follow FERPA for education records and HIPAA when serving as a covered entity or business associate.

Team members should share a single written plan specifying device, responsible party, training, and review dates to prevent gaps.

Conflict-of-interest disclosure is required when a practitioner has a financial interest in a recommended product or vendor.

Cultural and linguistic responsiveness includes providing interpreters, translated materials, and honoring family decision-making preferences.

Data collection should be objective and dated; subjective impressions belong in narrative notes, not in progress data.

When a recommendation exceeds the team's expertise, the ethical action is referral to a qualified specialist rather than guessing.