Instructional Design and Delivery of Assistive Technology Services
From Device to Competence
Acquiring AT is only the start; training and integration determine outcomes. Effective AT instruction uses explicit, systematic teaching with modeling, guided practice, and independent application in real contexts. Tie goals to the student's IEP/IFSP or service plan and to functional participation.
Key Concepts
- Task analysis: break a target activity into teachable steps to identify where AT support is needed.
- Prompting hierarchies and fading: move from most-to-least or least-to-most prompts and systematically fade supports to avoid prompt dependency.
- Generalization and maintenance: plan for transfer across settings, people, and materials; schedule periodic review.
- Data-based decisions: collect progress data and adjust the tool or instruction accordingly.
Traps
Questions often present a perfectly good device that fails because training was never provided or staff weren't trained. Another trap: teaching skills only in a pull-out setting without planning generalization. Also watch for plans that skip fading-over-supporting a learner can create dependence.
Worked Example
A student learns a speech-generating device in the therapy room but doesn't use it in class. The fix isn't a new device; it's programming relevant vocabulary, training classroom staff, and building opportunities for use during real routines.
Rule of Thumb
Plan instruction, training for communication partners, and a review schedule at the same time you plan the device-implementation is part of the AT service.