AT Devices and Services
These are the items that agency directors/administrators rated on a scale
of 1 (never) to 5(always) for each of the for AT Use and Implementation. Individual state scores represent the percentage of agreement between state and expert
ratings. Higher percentages reflect higher agreement with the
experts.
- Effectiveness of a child's AT use is typically evaluated with the parent and child at a center.
- Written planning forms are available that connect AT use to IFSP outcomes/objectives, specify training or supports to be provided to the parent(s) or child, and describe monitoring and assessment of AT use.
- A child's developmental age or cognitive level is a primary consideration in selecting AT.
- A child's chronological or corrected age is considered when making decisions about AT devices.
- When high-tech devices are selected, evaluation teams document the type and brand of the recommended device.
- Technical assistance (i.e., someone who can be a resource for professionals/parents/child using a device) is available during intervention process.
- AT is used as a method (i.e., strategy) to teach a child basic skills like talking or walking.
- Team members, including parents, document the process of trying out different devices until a successful device is determined.
- When making decisions about AT devices, teams consider if the device will allow a child to interact with siblings and extended family members.
- When making decisions about AT devices, teams consider if the device will give a child greater control in his/her environment(s).
- Barriers to a child's or family's AT use are identified.
