Wednesday, February 13, 2008
AT Solutions for Richard
Magni – Cam: An effective and versatile
electronic magnifier
This week in our AT course we watched a simulated AT interview. Crystal, the AT assessor, used the COPM assessment to interview Richard, an older adult with macular degeneration, in order to identify possible AT solutions. Watching the video was a positive experience because it helped me to see what an actual AT interview should like. I really liked the way Crystal let Richard lead the interview and used open – ended questions to probe him for further information. What I found most helpful about it was the end where Crystal used the information obtained throughout the interview to offer a variety of AT solutions for Richard to choose from. Prior to watching the interview I was a little unsure of what would be the best way to transition from the interview to intervention so this was great to watch. I really liked how she provided him with a few possible AT choices for each occupational performance problem and offered him positive and negative feedback on them. Then she encouraged him to choose the AT solutions that he felt best fit him.
The article I chose to discuss today is actually a product spotlight on a device called the Magni – Cam. After looking through a couple of other product spotlights, I ultimately thought this product might work the best for Richard. One of Richard’s chief complaints is his inability to read for extended periods of time as a result of the macular degeneration. This was really important to him because he really enjoys reading, especially the Bible and the newspaper. As Crystal was offering AT solutions for Richard to consider, he mentioned that he would really like a piece of equipment that is portable. Crystal suggested he try a Quick Look Portable Magnifier but I think the Magni – Cam might be an alternative to consider. The Magni – Cam works by the user holding the lightweight camera over their reading material. The user can easily adjust the magnification by simply lowering or raising the camera from the reading material. The magnified print appears on their television screen, a computer, or a portable monitor (available for purchase). The text can be magnified up to 56 times its original size! The Magni – Cam is useful for reading a variety of literature, such as newspapers and magazines, because it features an image control button, which adjusts contrast and glare. Given that the Magni – Cam weighs less than 3 pounds, Richard could easily take it wherever he needed to go and connect it to any television set. The only disadvantage of this product is that it costs $695 for the black and white version and $995 for the color version. It would be helpful if Crystal could borrow or rent a Magni – Cam so that Richard could try it out to make sure he likes it prior to purchasing it.
Link to the Article:
http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E393&-session=XServeAuthenticate:4B6E41E1053a033913RWWP3F11E1
Wednesday, January 30, 2008
What is evidence based education and what does it have to do with AT?
Evidence – based education, the assistive technology, and the IEP team process
by Katya Hill
What is EBE & How do you incorporate it into the IEP?
This article discusses the importance of using education – based education to make assistive technology (AT) decisions and to determine the effectiveness of the chosen AT within the context of a student’s Individualized Education Plan (IEP). Education – based education (EBE) is exactly what the name implies; it is making IEP decisions based on empirical evidence as well as team member’s observations and input. The author argues that EBE is a necessary tool for IEP teams based on the notion that IDEA states that outcome measurements be used to determine a student’s educational success or failure. To fully incorporate the principles of EBE in the IEP process, it is necessary that the principles be applied within every stage. The first step involves assessing the student’s educational performance without the AT in order to establish a baseline. Although both qualitative and quantitative data are useful, quantitative data is especially important because it enables the team to make easy comparisons between baseline and follow up performance. Once baseline data is collected, the team can identify the student’s strengths and weaknesses. Then, they should develop specific research questions based on the student, the intervention(s) being considered and the desired outcomes. The team should determine the AT intervention based on current research. Finally, the team uses EBE to establish measurable outcomes so that they can determine if the intervention was successful (Hill, 2003).
Why does EBE really matter?
I chose this article for a couple of reasons. First, we have been talking about AT assessments a lot in class and I believe that using objective assessments is a key component of EBE. Second, I feel that evidence based decision making (EBDM) is so important. Prior to entering OT school, I must admit that I rarely used EBDM when working with clients. Through my previous employment I participated on my IEP teams and have been involved in many AT debates. Although I didn’t realize it at the time, the team’s failure to use EBE was a significant cause of our problems. I can remember sitting in many meetings going round and round “debating” on what a student’s AT needs were and what interventions would benefit them the most. I remember each member having their own opinion and no one being willing to budge on what they thought was right. The problem was that none of us really had any empirical data to back up our beliefs. Furthermore we were not using EBE methods to measure baseline and outcome measures so we could never truly identify which interventions were successful and which were not. Since becoming a student in the OT program, I realize that making decisions in this manner is doing a disservice to my clients. I think that EBE is especially important in regards to AT because not only are there so many products available but advancements are being made all the time! I have aspirations to become an OT in the school system and I plan to use these lessons to become a better therapist. In addition, as a member of the IEP team it will be my responsibility to encourage other team members to also use EBE in their decision making. I think that this article will continue to be a great resource!
Check out the article:
http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E890&-session=XServeAuthenticate:4B6E41E1032d023319mYP434A95B
by Katya Hill
What is EBE & How do you incorporate it into the IEP?
This article discusses the importance of using education – based education to make assistive technology (AT) decisions and to determine the effectiveness of the chosen AT within the context of a student’s Individualized Education Plan (IEP). Education – based education (EBE) is exactly what the name implies; it is making IEP decisions based on empirical evidence as well as team member’s observations and input. The author argues that EBE is a necessary tool for IEP teams based on the notion that IDEA states that outcome measurements be used to determine a student’s educational success or failure. To fully incorporate the principles of EBE in the IEP process, it is necessary that the principles be applied within every stage. The first step involves assessing the student’s educational performance without the AT in order to establish a baseline. Although both qualitative and quantitative data are useful, quantitative data is especially important because it enables the team to make easy comparisons between baseline and follow up performance. Once baseline data is collected, the team can identify the student’s strengths and weaknesses. Then, they should develop specific research questions based on the student, the intervention(s) being considered and the desired outcomes. The team should determine the AT intervention based on current research. Finally, the team uses EBE to establish measurable outcomes so that they can determine if the intervention was successful (Hill, 2003).
Why does EBE really matter?
I chose this article for a couple of reasons. First, we have been talking about AT assessments a lot in class and I believe that using objective assessments is a key component of EBE. Second, I feel that evidence based decision making (EBDM) is so important. Prior to entering OT school, I must admit that I rarely used EBDM when working with clients. Through my previous employment I participated on my IEP teams and have been involved in many AT debates. Although I didn’t realize it at the time, the team’s failure to use EBE was a significant cause of our problems. I can remember sitting in many meetings going round and round “debating” on what a student’s AT needs were and what interventions would benefit them the most. I remember each member having their own opinion and no one being willing to budge on what they thought was right. The problem was that none of us really had any empirical data to back up our beliefs. Furthermore we were not using EBE methods to measure baseline and outcome measures so we could never truly identify which interventions were successful and which were not. Since becoming a student in the OT program, I realize that making decisions in this manner is doing a disservice to my clients. I think that EBE is especially important in regards to AT because not only are there so many products available but advancements are being made all the time! I have aspirations to become an OT in the school system and I plan to use these lessons to become a better therapist. In addition, as a member of the IEP team it will be my responsibility to encourage other team members to also use EBE in their decision making. I think that this article will continue to be a great resource!
Check out the article:
http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E890&-session=XServeAuthenticate:4B6E41E1032d023319mYP434A95B
Tuesday, January 15, 2008
A Little Bit About Me
Hello everyone! Let me begin by warning everyone that I have never "blogged" before so I have no idea what I'm doing! I will be using this blog in conjunction with an Assistive Technology course I am taking. Each week I will be posting an article from Closing the Gap and then I will share my thoughts and personal experiences regarding the topic matter.
For those of you I already know, it's good to be back with you. For those of you I have yet to meet, here's a little bit about me....
My name is Kim and I am a grad student studying occupational therapy. I am proud to say that I am in my second year, which means I can finally see the end in sight - Yeah! I started off my academic career at ECU and received a bachelor's degree in Psychology with a minor in Child Development and Family Relations. I had always planned to continue right on and obtain a masters degree in Psychology but ultimately decided that I wanted some "life experience" first. After graduation I sort of fell into a job as a Behavior Analyst working with children and adults with severe/ profound mental retardation at an ICF/MR residential facilty. After a year of this I became a case manager at the same facility. I worked in this position for four years and it was through this experience that I realized that I wanted to pursue occupational therapy. About three years ago I began the process of completing all of the needed prerequisites and finally here I am! I absolutely adore working with children, especially special needs children. Ultimately my goal is to work as a pediatric occupational therapist. I am primarily interested in the school system but am open to a wide variety of populations and settings.
In addition to being a full time student, I am also happily married to a wonderful husband who has been so supportive through all of this. We have been married for 5 years (wow - I can't believe it's been this long) and we have two adorable dogs, Rocky and Bella. In my spare time, I really enjoy spending time with my family and friends and watching sports...Go Packers!!!
I am looking forward to "talking" with all of you. Hope we all have a happy semester!
For those of you I already know, it's good to be back with you. For those of you I have yet to meet, here's a little bit about me....
My name is Kim and I am a grad student studying occupational therapy. I am proud to say that I am in my second year, which means I can finally see the end in sight - Yeah! I started off my academic career at ECU and received a bachelor's degree in Psychology with a minor in Child Development and Family Relations. I had always planned to continue right on and obtain a masters degree in Psychology but ultimately decided that I wanted some "life experience" first. After graduation I sort of fell into a job as a Behavior Analyst working with children and adults with severe/ profound mental retardation at an ICF/MR residential facilty. After a year of this I became a case manager at the same facility. I worked in this position for four years and it was through this experience that I realized that I wanted to pursue occupational therapy. About three years ago I began the process of completing all of the needed prerequisites and finally here I am! I absolutely adore working with children, especially special needs children. Ultimately my goal is to work as a pediatric occupational therapist. I am primarily interested in the school system but am open to a wide variety of populations and settings.
In addition to being a full time student, I am also happily married to a wonderful husband who has been so supportive through all of this. We have been married for 5 years (wow - I can't believe it's been this long) and we have two adorable dogs, Rocky and Bella. In my spare time, I really enjoy spending time with my family and friends and watching sports...Go Packers!!!
I am looking forward to "talking" with all of you. Hope we all have a happy semester!
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