Assessing Student's Needs for Assistive Technology (ASNAT)

More documents

Recommendations

Info

Chapter 7 – Assistive Technology for Positioning, Seating, and Mobility Once the most neutral head position is achieved, adaptations for the trunk can be determined. Head supports have to be evaluated to determine their effect. Neck collars and occipital supports can provide the necessary support to maintain the best head position. Some head supports or restraints force the head forward, moving it from an optimal position to one that limits vision and function. Other head supports impair lateral and posterior vision simply because they are in the way. After hip, pelvis, and head positions are optimized, the trunk must be considered. Typically a straight, firm, padded chair back is best however students with severe physical deformities may require more support of their trunk in order to maintain proper positioning of other body parts. Attempting to correct a deformity through trunk supports will only cause reduced function in other areas. Whatever final supports are needed, it should allow the student to perform a function without requiring mental effort to maintain the desired position. The final rules apply to arm position and the use of a tray. Individuals with cerebral palsy often have arm flexion and abduction with shoulder retraction that makes it difficult to bring their hands forward and together. To successfully use their hands, they must lean forward and their chair must be designed to facilitate this position. Through the use of humeral blocks, tray dowels to grip, and wrist weights, a more functional position may be acquired. The height of the tray is also important. If it is too low it may result in additional head and neck flexion and items on the tray may not be within reach. If it is too high the student may not be able to see what is placed on the tray and it may inhibit arm use. A tray a bit higher than normal desk height has been found to be successful for many as it encourages trunk extension and arm elevation while inhibiting other flexor patterns. The best way to determine the right height is to try it out. With the body in a good position and amply supported to allow optimal function, the placement of a communication device or switch that will control the device must be considered. Improper placement can void all of the work already done to achieve the optimal body position. Again, experimentation is the best way to determine appropriate placement. Generally you should consider abnormal patterns of movement so that they are not inadvertently “triggered” during positioning. Switch placement that requires the head to remain upright and in a neutral position are preferable to those that allow too much head movement or those which might trigger an extension reflex. In summary, positioning and seating are critical to the successful use of an AAC device. Considering placement and support starting with the hips and pelvis, then the head, trunk, and arms is imperative to achieve the best position. Tray height for the individual and task are crucial, as well. Assessing Students’ Needs for Assistive Technology (2004) 186
Chapter 7 – Assistive Technology for Positioning, Seating, and Mobility A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY for Mobility Walker Grab bars and rails Manual wheelchair Powered mobility toy (e.g., GoBot) Powered scooter or cart Powered wheelchair w/joystick or other control Adapted vehicle for driving Assessing Students’ Needs for Assistive Technology (2004) 187
Page 1 and 2:
Assessing Students’ Needs for Ass
Page 3 and 4:
Table of Contents Chapter One Assis
Page 5:
Table of Contents Chapter 8 Assisti
Page 8 and 9:
Chapter 1 - Assistive Technology As
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Notes: Chapter 1 - Assistive Techno
Page 72 and 73:
Chapter 2 - Computer Access A CONTI
Page 74 and 75:
Chapter 2 - Computer Access • Wor
Page 76 and 77:
Chapter 2 - Computer Access • Mou
Page 78 and 79:
Chapter 2 - Computer Access ♦ The
Page 80 and 81:
Chapter 2 - Computer Access Freewar
Page 82 and 83:
Chapter 2 - Computer Access Notes:
Page 84 and 85:
Chapter 3 - Assistive Technology fo
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143: Chapter 5 - Assistive Technology fo
Page 236 and 237: Chapter 9 - Documenting Assistive T
Page 242 and 243:
Chapter 9 - Documenting Assistive T
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Chapter 10 - Funding Assistive Tech
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Assistive Technology Vendor Table C
Page 274 and 275:
Assistive Technology Vendor Table M
Page 276 and 277:
Assistive Technology Vendor Table N
Page 278 and 279:
Assistive Technology Vendor Table C
Page 280 and 281:
Assistive Technology Vendor Table V
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Appendix Additional Vendors: Assess
Page 294 and 295:
WATI Product Catalog WATI PRODUCT C
Page 296 and 297:
WATI Product Catalog Assistive Tech
Page 298 and 299:
WATI Product Catalog School Profile
Page 300:
WATI Product Catalog Wisconsin Assi
Page 303 and 304:
Assistive Technology Assessment For
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337:
show all

Assessing Student's Needs for Assistive Technology (ASNAT)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?