assistive technology services
DESCRIPTION
Assistive Technology services. Hsin-yu Chiang. 如何申請輔具補助?. Where? 戶籍所在地的鄉鎮市區公所社會科辦理 How? a. 設籍並實際居住該縣市 b. 持有身心障礙手冊 c. 申請補助未獲政府醫療補助或社會保險補助. Assistive Technology services. - PowerPoint PPT PresentationTRANSCRIPT
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Assistive Technology servicesAssistive Technology services
Hsin-yu Chiang
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如何申請輔具補助?
Where?
戶籍所在地的鄉鎮市區公所社會科辦理How?
a. 設籍並實際居住該縣市 b. 持有身心障礙手冊 c. 申請補助未獲政府醫療補助或社會保
險補助
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Assistive Technology services
Evaluation of the technology needs of the individual, including a functional evaluation of the individual with a disability in a customary environment.
Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices for the individual with disabilities.
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Assistive Technology services
Selecting, designing, fitting, customizing, adapting, maintaining, repairing or replacing of assistive technology devices
Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs
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Assistive Technology services
Assistive technology training and technical assistance for an individual with a disability, or where appropriate, the family of an individual with disabilities.
Training or technical assistance for professionals, employers, or other individuals who provide services to, employ, or otherwise are substantially involved in the major life functions of the individual with a disability.
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AT Assessment Process (ATAP)
The ATAP is NOT specific to one area of AT
Uses GUIDELINES for overall AT intervention
Considers human (H), activity (AT) and context (HAAT)
Goal is to enable, not restore or rehabilitate
Is a collaborative process
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Human Activity Assistive Technology (HAAT) Model
HumanActivityAssistive TechnologyContext (social, setting, &
physical)
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HAAT Model
Human
Activity
AssistiveTechnology
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Steps in the Service Delivery ProcessSteps in the Service Delivery Process
Referral & Intake
Initial Evaluation
Recommendations & Report
Implementation
Follow-up
Follow-along
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ATAP 10 Step Process
Step 1 Intake/referral Step 2: Identification of
needs Step 3: identification of
desired outcomes Step 4: ID team
members Step 5 Skills
assessment
Step 6: device trials Step 7: revisit desired
outcomes Step 8: Procure
device Step 9: Technology
implementation Step 10:
follow-up/follow along
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Step 1: Intake/Referral
Gather preliminary information on clientReferral source-might influence AT
covered and services providedPersonal, medical, & health information
gatherededucational/vocational backgroundprognosis
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Step 2: ID needs
Consumers identify their:Goals InterestsDislikesPrioritiesLiving situation
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Step 2 & 3: ID needs & desirable outcome
Directions
-ID life roles and performance areas
-ID activities interested in performing
-ID specific tasks difficulty performing
-ID contexts in which activities are carried out
Determine past HX of AT for the activity and the outcomes
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Life Roles & Performance
Areas
Activities Difficult tasks to perform
Contexts Prior technology
history
College Student education
Reading class assignments in textbook
holding book,turning pages
HomeLibrary
Has used mouthstick and bookholders in the past, encountered problems positioning book and mouth becoming tired from holding mouthstick.
Intervention Goals
Evaluate alternatives for holding reading material & turning pages in order to increase independence in reading
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Barriers
Opportunity Barriers:
(not under client control)
policy practice attitude knowledge skill
Access Barriers:
(related to abilities, attitudes, resource limitations of client or support system)Resistance by
family/others to ATFundingOthers?
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Step 4: ID team members
Team membersClientFamilyHealth Care professionalsSchool professionals (student)EmployersFriends
ID member responsibilities
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Step 5: Skills assessment
Sensory abilities Vision, perception, tactile, auditory
Physical abilities Seating/positioning, ID control sites on body
Cognitive abilities Memory, attention, problem solving, sequencing, motivation,
ability to follow directions Understanding of cause & effect
Communication abilities Expressive and receptive, symbol use
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Step 5: Skills assessment
Use of different assessment tools (WATI) http://www.wati.org/
Matching Persons & technology
http://members.aol.com/IMPT97/MPT.html
Look at Client, environment, tasks and tools
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Evaluation of seating & positioning
PostureReflex patternsMuscle tone at restMuscle tone while
performing tasks
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Skills Evaluation - Physical
Identifying potential anatomical sites for control Head Forehead Eye Mouth Chin Elbow/Arm Hand Knee/Leg Foot
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Skills Evaluation - Physical
Comparative Testing of Control InterfacesSpeed of responseAccuracy of response
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Assistive Device Characteristics
Human/Technology InterfaceProcessorActivity OutputPhysical Construction
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Assistive Device Characteristics
Human/Technology Interface (the portion of the device that the individual directly interacts) Physical properties Mountability User feedback Number of inputs Selection methods (Direct or Indirect) Selection set
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Assistive Device Characteristics
Physical ConstructionMountabilityPortabilityPackaging
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Where to get assessment tools in Taiwan?
各地區衛生署核可之身心障礙鑑定醫療機構詢問
各地區社會局或輔具中心 - 台北市輔具資源中心 - 中華民國無障礙科技發展協會附設視障輔具中心 - 台北市南區輔具中心 ( 第一輔具資源中心 )
- 台北榮民總醫院醫療復健輔具中心 - 國立台灣大學身心障礙者輔具工程研究中心 …
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中央級輔具中心
內政部多功能輔具資源整合推廣中心 內政部顏面損傷輔具資源推廣中心 內政部足部輔具資源推廣中心 內政部聽語障輔具資源推廣中心 內政部資訊科技輔具資源推廣中心
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Step 6: Device trials
Negotiate ( 廠商 & 病人 )what to trySet up device trials
Rental and loaner resources Decide on data to collectSet timelines
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Step 6: Device trials
Trial PeriodsTarget meaningful & motivating activitiesActivities should reflect key environmentsActivities & environments should be
consistent across trialsDocument results – successful and
unsuccessful.
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Assessment process
Step 7: Revisit desired outcomesStep 8: Procure client’s own device Step 9: Implementation technologyStep 10: Follow-up/follow along
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Principles of Assistive Technology Assessment & Intervention
Integrates the Human, Activity, Assistive Technology, & Context Model
Assessment is ongoing & deliberate Requires collaboration & a consumer-centered
approach Requires an understanding of how to gather &
interpret data
Source: Cook & Hussey (2002). Assistive Technologies: Principles & Practice. 2nd edition. St. Louis: Mosby.
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AT can be classified as
Low techElementary techHigh tech
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Low Tech
Easy to use
Minimal learning time
No electrical power
Little or no training needed
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Elementary Tech
Battery operated devices
Easy to use
Minimal amount of learning time
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High Tech
Complex and programmable
Requires training
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AT devices can be used in more than one area…
CommunicationMobilityTherapyVocationEducationRecreation
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Activity one
Name equipment and explain it’s use! Is it low, elementary or high tech?
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Name equipment and explain it’s use!
Is it low, elementary or high tech?
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Activity Two
Identify 2 pieces of assistive technology you use daily!
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Activity Three
Name equipment and describe a client who would benefit from it!
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Principles
Helps clients adapt to barriers
Must be convenient for the client
Promotes functional independence
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Progression of Implementation
Use the least invasive treatment
Modify position, task, and environment
Purchase commercial products
Adapt commercial products
Design/fabricate custom equipment
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References
www.buffalostate.edu/offices/disabilityservices/glossary. www.remedy.com/customers/dev_community/UserExperience/glossary.htm
http://209.85.165.104/search?q=cache:fStOT9kQJCcJ:www.6law.idv.tw/law/%E8%BA%AB%E5%BF%83%E9%9A%9C%E7%A4%99%E8%80%85%E4%BF%9D%E8%AD%B7%E6%B3%95.doc+%E6%AE%98%E9%9A%9C%E7%A6%8F%E5%88%A9%E6%B3%95&hl=zh-TW&gl=us&ct=clnk&cd=1
http://www.law.taipei.gov.tw/taipei/lawsystem/showmaster.jsp?LawID=P08E2002-20051118&RealID=08-05-3004
http://www.llaids.com.tw/support/support1.htm
Cook & Hussey (2002). Assistive Technologies: Principles & Practice. 2nd edition. St. Louis: Mosby.
Trombly C.A. (2001).Occupational Therapy for Physical Dysfunction