ACVREP CATIS study plan

Define the AT service delivery process (referral through follow-up) and sequence its stages from memory

Distinguish instructional design principles (task analysis, prompt hierarchy, least-to-most prompting) and give one example of each

Draft a task analysis for a two-step daily routine a student would learn with AT

Identify three ways to write measurable AT instructional goals that include the AT tool, the setting, and a criterion

Compare the roles of AT assessment versus AT instruction and state where each falls in the service cycle

List the components of a feature-matching assessment and explain why feature matching precedes device selection

Practice writing three open-ended assessment questions that uncover a client's participation barriers

Describe how to collect baseline data on a client's current performance with and without AT

Identify the members of a multidisciplinary AT assessment team and state each member's contribution

Explain the difference between standardized and informal assessment tools and when each is appropriate

Outline how to conduct a trials-based AT evaluation and what data to record during trials

Draft a summary of assessment findings that links each need to a recommended feature

Describe built-in accessibility features of at least two desktop operating systems and two mobile platforms

Explain how screen readers, magnification, and switch access interact with mainstream applications

Distinguish access method (how a user controls a device) from access technology (the hardware or software used)

Identify three common compatibility problems between AT and mainstream software updates

Compare text-to-speech, word prediction, speech recognition, and graphic organizers by the writing or reading task each supports

Explain how to match a reading AT tool to a client's decoding, fluency, or comprehension needs

Describe how to scaffold writing with AT from planning through editing

Identify two data points to track when evaluating whether a reading or writing AT tool is effective

Distinguish aided from unaided communication and low-tech from high-tech AAC systems

Explain the components of an AAC system (vocabulary organization, access method, output) and how they are customized

Describe at least two hearing assistive technology options and the listening situations each addresses

Outline a plan for teaching a new AAC user to request and comment across two settings

Identify AT solutions for at least three activities of daily living (dressing, meal preparation, medication management, or similar)

Explain how environmental control and smart-home technology support independent living

Summarize the key provisions of the major federal AT and disability laws (IDEA, ADA, Section 504, and the Assistive Technology Act) and what each requires

Describe the ethical and professional boundaries of an AT practitioner's scope of practice

Write SOAP-style or objective progress documentation that ties AT goals to measurable data

Describe how to collaborate with families, teachers, and related-service providers in an AT team meeting

Apply an ethical decision-making framework to two realistic AT dilemmas (e.g., device abandonment, data privacy)

Integrate all eight domains by answering practice questions and reviewing missed items by domain