Running header: ASSISTIVE TECHNOLOGY OUTCOMES EVALUATION

Assistive Technology Outcomes Evaluation: Overview and Outline

Andrea Claire
St. Bonaventure Graduate Intern

Assistive Technology Outcomes Evaluation: Overview and Outline

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ASSISTIVE TECHNOLOGY OUTCOMES EVALUATION

SBU Evaluator: Andrea Claire
Brown
Contact Information:
Claiream14@bonaventure.edu

SBU Professor: Dr. Diana LawrenceContact Information:

(716) 375-2165; dlawrenc@sbu.edu

1. The Learner:
a. Background
i. Students name: Jacob Meister (referred to as Jake)
ii. Date of Birth: 5/17/01 ; Age: 14 years old; Grade Level: 8 th grade
iii. Reason for Referral (Appendix A): The students parents have expressed
concern that Jake needs to use the iPad more consistently to
communicate.
iv. Goal, Assessment, Mastery Criterion and Baseline Data
1. Goal: The area of concern for Jake is in his communication skills
(being able to independently use his iPad to communicate). Jake
currently uses the iPad in conjunction with the app Proloquo2Go
because he is non-verbal. The observable and measureable goal
for Jake is: Jacob will provide additional information upon the
occurrence of a communication breakdown with familiar
communication partners provided 1-2 direct verbal cues with 80%
accuracy over 2 consecutive sessions. Upon meeting this goal Jake
will have shown his ability to use the iPad to properly communicate
his response to a verbal prompt with 80% accuracy.
2. Assessment: The goal will be assessed using a modified morning
work sheet (Appendix B) and a checklist (Appendix C). Jake will be
assessed each morning on his retention of the morning meeting
(calendar). As the teacher provides prompts for the calendar sheet,
Jake will provide a response by pointing (bingo dabbing) his answer
on the sheet first. This is done to make sure Jacob knows the
correct response before moving to the iPad. He will then be asked
the same prompt and directed to use his iPad to respond. A
checklist will be used to monitor Jakes independent use of the iPad.
A rubric (Appendix D) will also be used periodically to assess Jakes

ASSISTIVE TECHNOLOGY OUTCOMES EVALUATION

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ability to independently answer the questions on the morning work

sheet.
3. Mastery Criterion: In order for Jake to gain Mastery of the goal he
must independently use his iPad over 2 consecutive morning work
sessions with 80% independence. This will be measured during
Jakes morning work (calendar) in which he will be asked a series of
ten questions (which will be the same each morning). The
percentage of independence will be measured using the rubric. A
total of 12 tasks are needed for Jake to completely use the iPad
independently. For example, if Jake performed 6 out of 12 tasks
independently he would have done the task with 50%
independence.
4. Analysis of Baseline Data: The performance data collected was
done so over a period of 6 days and approximately 3 weeks. The
work sample (baseline sample) that has been analyzed for a grade
is the same calendar morning worksheet that Jake worked on
throughout the project (Appendix E) along with a baseline checklist
(Appendix F). This performance data will be graded based on the
same points system rubric to show how independent Jake was
when using his iPad to complete the morning work (Appendix G).
Each rubric will consist of a rubric score for a grade on his calendar
and a percentage of independence. This measures how many of
the tasks have been done independently.
The baseline figure will be taken from the first date of the data
collection. Since Jake does not do any assignments for a grade
in his current class, and any assignment that is graded doesnt
show his independence level when using his iPad there is no
previous graded work sample to analyze.
v. Instructional Reading Level: After conferring with the special education
teacher it was decided that Jakes instructional reading level is unable to be

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ASSISTIVE TECHNOLOGY OUTCOMES EVALUATION

measured using a formal assessment. When Jake is asked to read the

labels (words with pictures) on his iPad folders/words he is able to find
them the majority of the time. He is able to functionally press any given
word which indicates that some of his issues with responding to questions
may be influenced by his reading ability. His developmental level in most
areas are at the 1st grade level. For a broad scope, it is assumed that his
reading ability is at a readiness level (letter identification, letter name to
sound correspondence, etc.).
vi. Students IQ Score: Mild Intellectual Disability (IQ 55-70); this estimate was
chosen after conferring with the special education teacher.
vii. Type/Level of Exceptionality: Multiple Disabilities
viii. Family/Cultural Information: The students family origins are of American
(North American) descent. They are a middle class family living in a rural
area.
b. Students Present Levels:
i. WATI Checklist (Appendix H)
ii. Academic: See Table Below

Subject Area

Interests
&
Preference
s

Reading

Sports and
wrestling
are Jakes
main
interests.

Writing

Jake is
unable to
write using
generic
tools, he is
able to and
prefers
things such
as bingo
dabbers or
large
crayons.

Math

Jake loves
to do

Strengths

Jakes strengths
are letter
identification and
matching letter
to sound.
Jake is able to
almost hold a
pencil correctly
using an
assistive
technology,
although he is
only able to
scribble. The
pinpoint of the
pencil tip
generally hits
the target.
Jake is able to
recognize

Needs

Most
Recent
Report
Card
Grades

Decoding and
comprehension
are both needs for
Jake.

Periodic
evaluation
s of IEP
goals are
sent home
5 times per
year.

No

Jake is in need of
all the skills
required to write
and form letters.
This includes all
fine motor skills
needed to form
letters.

Periodic
evaluation
s of IEP
goals are
sent home
5 times per
year.

No

Jake needs work

on one-to-one

Periodic
evaluation

Meeting
Age/Grade
Level
Expectatio
ns?

No

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ASSISTIVE TECHNOLOGY OUTCOMES EVALUATION

Science/Soci
al Studies

Supplemental
Area:
Communicatio
n Skills

hands-onactivities
that include
items such
as unifixcubes. He
also prefers
multisensory
activities.
Social
Studies and
Science are
not taught
in the life
skills class
and are also
not
priorities for
Jakes
educational
goals.
Jake loves
to talk
about his
family and
hobbies.
This
includes his
mom, dad,
poppy, and
bobo as well
as wrestling
and sports.

numbers 1-9
most of the time,
although this is a
goal that Jake is
working on to
gain more
consistency with
this skill.

correspondence.
He is unable to
consistently
recognize single
digit numbers.

s of IEP
goals are
sent home
5 times per
year.

N/A

If this was an area

of concern for
Jake, all of the
reading and
writing concerns
would be the
same for this
subject as it
requires reading
and writing.

N/A

N/A

Jake is strong in
using his
gestures when
communicating
with familiar
partners. He is
capable of
finding the
folders to which
his interests
correspond.

Jake needs to
practice using his
iPad
independently,
and learning
where all of his
common words
and folders are.
One of the main
concerns is Jakes
ability to
communicate with
strangers using
the iPad.

Periodic
evaluation
s of IEP
goals are
sent home
5 times per
year.

No

iii. Social/Communication: Jake primarily communicates with staff and his

peers through using his iPad, eye gestures/head movements, and his own
form of sign-language. He prefers to communicate about things that
interest him, such as wrestling and his family. Jake displays low to average
social skills in the current placement. He is able to interact with his peers
at a basic level, but rarely holds conversations with them. Many of the
students in the class understand the appropriate ways to communicate
with Jake (yes or no questions, offering two options using hand motions)
which is the main way Jake communicates with his peers. Jake has recently
showed interest in joining the JV wrestling team and his mother is looking
into the logistics of him joining the team. Jake is always willing to try new

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activities in class. He really enjoys hands-on activities that involve high

engagement. Jake shows some frustrations (poor behavior) during
activities that are difficult for him or when his aide helps when he doesnt
want her to. These behaviors have never resulted in any action needed
other than verbal reminders to maintain a good attitude.
iv. Physical: Jakes physical movement doesnt seem to effect his ability to
use the iPad. He is able to point, press, slide, and lift his iPad. He is also
able to hold the iPad while walking, although an aide needs to be holding
his arm or shirt for extra support, he also wears braces on his legs. There
are no medical or sensory concerns for Jake. Jake has really balanced
purposeful movement. He is able to control his body extremely well for
having such a severe physical disabilities. He is able to jump, raise his
arms, point, and turn his head consciously.
c. Students Individual Goals, Services, and Amount of Time for Each Service
i. Goals: See Table Below
Annual Goals
Jacob will follow
three step directions
that are familiar with
gestural prompts in
80% of trials.
Jacob will
appropriately state
his emotions to
adults or peers in 4
out of 5 trials.
Jacob will count to
20 and match
numbers to objects.
Jacob will walk
mile with adult
support, in 9:00
minutes, baseline
10:00.
Jacob will use two
hands to complete
academic and selfcare tasks with no
more than 2 verbal
prompts and/or 2
touch cues in 3 out

Criteria
80% Accuracy

Method

Schedule

Checklists

Every Other Week

4 out of 5 Trials

Checklists

Every Other Week

80% Accuracy

Checklists and
Teacher Made
Materials

Every Other Week

Timed in 9:00
Minutes

Teacher Checklist

Monthly

Clinicians Data Log

and Students
Demonstration of
Skill

Every Other Week

Use 2 hands to
complete academic
and self-care tasks
with no more than 2
verbal prompts
and/or 2 touch cues
in 3 out of 4 trials

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of 4 trials over a 10
week period.
Jacob will walk
forward 500 ft. with
close supervision
with no loss of
balance in 3 minutes
to promote safe,
independent
ambulation in
school.
Jacob will perform
safe, effective sit to
stand and stand to
sit transitions
independently 100%
of the time with no
instability or loss of
balance.
Jacob will provide
additional
information upon the
occurrence of a
communication
breakdown with
familiar
communication
partners provided 12 direct verbal cues
with 80% accuracy
over 3 consecutive
sessions.
Using his
communication
device, Jacob will
name 3-5 items from
a functional
category (i.e.-selfcare, body parts,
restaurant words,
etc.) with a familiar
communication
partner during
various structured
activities provided
an indirect cue with
80% accuracy over 3
consecutive
sessions.
Jacob will use an
adjective (size,
shape, or color) and

per 10 week period.

3 Consecutive Trials

Therapist Data Log

of Clinicians
Observations

Monthly

4 out of 5 Attempts
in 3 Consecutive
Trials

Therapist Data Log

of Clinicians
Observations

Monthly

80% Accuracy Over

3 Consecutive
Sessions

Data Collection

Every Other Week

80% Accuracy Over

3 Consecutive
Sessions

Data Collection

Every Other Week

Data Collection

Every Other Week

80% Accuracy Over

3 Consecutive
Sessions

ASSISTIVE TECHNOLOGY OUTCOMES EVALUATION

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noun phrase during

various structured
activities with
familiar
communication
partners given
indirect cues with
80% accuracy over 3
consecutive
sessions.
ii. Services: See Table Below
Special Education
Frequency
Duration
Location
Program/Services
Special Class-12:1:1
5 days/wk.
300 minutes
Classroom
Adapted Physical
10 days/month
40 minutes
Gym
Education-Group
OT
1 day/wk.
30 minutes
Classroom
OT
2 days/wk.
30 minutes
Therapy Room
PT
3 days/wk.
30 minutes
Therapy Room
Speech-Language
5 days/wk.
30 minutes
Speech Room
Therapy
Speech-Language
2 days/wk.
30 minutes
Classroom
Therapy
d. Current Placement and History Services
i. Current Placement: Jake is currently placed in a 12:1:1 life skills classroom
with grades ranging from 5th through 8th. The room is located on the first
floor very close to the main entrance of the building. The class has a total
of 9 students. All students have an IEP and have been classified with a
disability. The room has a special education teacher, a full-time classroom
aide, along with 2 one-on-one aides. All but one of the students receives
support services, such as OT, PT, or Speech-Language Therapy. The two
students with aides have physical disabilities that require them to have a
specialized physical education, art, and music class. A small group of
students (5 students in 7th and 8th grade) push-in to the general education
health class (6th grade level). These same students also push-in to the
general education art class (6th grade level) along with the two other
students without physical disabilities (2 students in 6 th grade). All but one
of the students in the class receive push-in or pull-out services for either

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speech, occupational, or physical therapy. The class spends a lot of

instructional time participating in life skills, this includes community
activities, job readiness skills, and social skills. Since the focus of the class
is not on academics, testing modification and modified curriculums are not
necessary. Although, some of the students have testing modifications in
their IEP and these are followed for the few tests that are given. The
majority of the grading is done based on performance based and skills
oriented (progress reports sent home 4 times a year). OIMS is located in
Olean, NY. This community is classified as being in a rural area, and is also
a city. The community offers many options for the students to participate
in the surrounding area, such as a local store and/or a senior care center.
Since the focus student, Jake, is 14 years old he would be placed in an 8 th
grade general education classroom if this had been the least restrictive
environment. Since Jake has multiple disabilities, and has limited
cognitive and physical abilities it was decided the general education
setting was not the least restrictive environment for his educational needs.
If he had been placed in this type of environment he would likely be left
out of many of the classroom activities or the aide would be required to do
much of the work for him. It would require extreme modifications for Jake
to be fully included in all classroom activities. His peers would be at a
much higher level socially (one of Jakes goals is to improve on using his
emotions in social situations) which would cause a gap between Jake and
his classmates.
Cognitively Jake is only at about the 1st grade level academically. The
curriculum in an 8th grade general education class would also be much
more rigorous. It would need to be extremely modified for Jake to be able
to maintain attention and learn. These modifications are much more

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realistic in the 12:1:1 room he is currently placed in. The 12:1:1 setting
also addresses the main concerns of Jakes parents.
ii. History of Classification Services: Jake has been receiving supports for his
disability since birth. The specific services Jake has received prior to his
current placement were unable to be obtained. Jake has been placed on an
ungraded, alternative assessment track. This placement does not require
Jake to progress at the normal rate of his same-age-peers. His placements
are typically longer and he attends summer school. He was with his
current special education teacher from February to May of 2013 and he
returned in November of 2014. This has been his placement ever since.
e. Educational Priorities of the Learner/Advocate: Both Jake and his mother
expressed concerns for his ability to communicate independently. These
educational priorities include enhancing his skills in such areas as:
communication, social interactions, following directions, and attention skills. All of
these priorities are consistently being met in the current life skills classroom and
Jakes mother is very pleased with his current rate of progress. These priorities
were expressed during a one-on-one interview with Jake and his mother, along
with summarizing concerns expressed on Jakes IEP. When asked about Jakes
future plans, it was unclear what Jake wanted to do in the future. His mother said
that whatever Jake ends up doing, her main concern is that he is able to do that
f.

job independently and with great success.

Level of Expertise with Assistive Technology: Jake is currently using his iPad along
with the app Proloquo2Go to communicate. Jakes speech-language pathologist
has the most expertise with using the iPad for Jakes purposes. Jake would be
classified as having a general knowledge of how to use his iPad and has more
knowledge when it comes to using the iPad to communicate about his family
members and/or his hobbies. The teacher(s)/aide(s) that work with Jake
throughout the day learned how to use the technology by trial and error working

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alongside Jake in the learning environment. They have a higher expertise than
Jake, simply because it is easier for them to navigate through and reason out
possibilities when choosing folders/words. The iPad is not the main source of
communication when at home, so expertise is not required for his family to
communicate with Jake. For the 8th grade general education teacher, the
experience with using the iPad along with Proloquo2Go is very limited. The
general education teacher would need to collaborate very closely with the experts
that use the device because of the limited experience with the iPad and
Proloquo2Go.
g. The current teacher(s)/aide(s) working with Jake are very receptive to the use of
the assistive technology. Everyone that works with Jake is willing to take time to
let Jake find his response or help him if needed (including the students in the
room). The 8th grade general education teacher would require training on the
device and how to incorporate it into their daily routines (which was not provided
in Jakes case). For example, Jake sometimes uses his device while the teacher is
talking (just like a verbal student may shout out), however Jake was not doing this
on purpose he simply pressed the iPad on accident. The general education
teacher would need to know how to handle this type of situation (which could
cause the general education teacher to be unreceptive of the device). In order for
the general education teacher to become receptive of the device, more training
and experience with the assistive technology would be needed.
2. Analysis of the General Education Environment
a. Target General Education Class: Jakes target environment would be an 8 th grade
general education class. The class Jake could be place in would be located on the
3rd floor of the high school. The class is made up 24 students with approximately 3
of those students being classified with an IEP. The class has a general education
teacher, and a 1 one-on-one aide. The class supports the students who need
push-in/pull-out services, and/or testing accommodations. Although the use of
testing modifications was not observed. At the times of the observations of this

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classroom, the teacher did not seem to be modifying the curriculum being taught.
When asked about modifications of the curriculum, the teacher said the
curriculum was only changed if the students did poorly on the post-assessment.
The community of this classroom is the same as the description provided for the
students current placement.
b. Teaching and Assessment Methods Used: The majority of the lessons are taught in
a lecture type of teaching strategy, using power points and the NYS Modules. The
curriculum is very rigorous and intense. The teacher is required to follow the NYS
Modules with limited adaptations (the teacher is required to follow the script
given in the NYS Modules). The NYS Modules were the only types of lessons
observed. The tests are multiple choice/short answer the majority of the time.
The reading and writing requirements of the students are grade 8 appropriate
which means they would be extensive, detailed, and typically 2-3 pages in length.
Every lesson requires some sort of reading or writing. The teacher gives
homework that is required to be completed independently every night.
c. Expected Reading Level:
i. Teacher Expectations: The expected reading ability of the students in the
8th grade class is approximately a 6th to 10th grade reading level.
ii. Lexile Formula: I determined the Lexile Score for two different readings
using the website http://readability-score.com/. The first is a reading used
in the 8th grade NYS ELA Modules that Jake would be required to
participate in if he were place in a general education 8 th grade classroom.
The text evaluated was an excerpt from A Mid-Summer Nights Dream (a
required reading in the 8th grade NYS Module being taught) which received
an average grade level of 7.6 and its reading ease score was 70.4 (with
higher scores indicating easier readability ranging from 0-100). The second
text I evaluated was The Maze Runner. This book is recommended for 8th
graders to read before the end of the school year as a leisurely book (and
is believed to be a book of interest for Jake based on his current interests).
It scored in the 6.2 grade level range and has an 82.9 for its reading ease

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score. Both of these books would be easy for an average 8 th grade student
to master, however in Jakes situation reading these books would be very
difficult and frustrating. Not only are the books not on Jakes independent
reading level, the teacher would have very limited ways to monitor Jakes
comprehension of the text. The activities provided with these readings
would also need a lot of modifications in order for Jake to be fulling
included.
d. Expected Tasks of Students to be Active Participants: In order for students to be
active participants in the class, they are required to do a number of tasks. These
include, but are not limited to communicating with teachers/peers, following
multi-step directions, writing in detail for lengthy papers, conducting themselves
in an appropriate manner based on environment (following classroom rules,
raising hands, appropriate hallway behavior, etc.), listening to lectures,
presenting information, taking notes, raising hands to answer, reading (both
aloud and silently), and using cognitive reasoning during all educational activities.
Cooperative group work, independent work, and partner work is expected of the
students.
e. Physical Capacity of the Classroom: The classroom uses technology in a variety of
ways, however the only high tech assistive technology being used is a projection
system connected between the teachers computer and the SMART board. The
SMART board was not used for any other purpose during the observations of the
general education classroom. There is some low-tech assistive technology being
used, such as pencil grippers and clip boards. In Jakes case, the iPad is his own
so he would be able to take it to whatever classroom he needs it for. These
classes may include art, music, therapy, gym, library, etc. The students are all
given computers to use however they wish during the school year. They are also
able to take them home. These computers are not able to print to most of the
printers in the building (they may be able to print to the library). There are no
computers in the general education classroom besides the teachers which can

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print to the mail room printer. The computers for the students and the teachers
computer have access to the wireless internet through the use of a log-in i.d. and
password. I was unable to see very many electrical outlines in the room and
there wasnt much extra space available for larger assistive technology devices.
3. Access to the General Education Curriculum/Environment
a. Overview of Interfering Factors: The main concern for Jake in a general education
classroom at the 8th grade level are his cognitive abilities. Jake is functioning at
about a 1st grade level, so the 8th grade curriculum would need to be extremely
modified to be considered appropriate for him. He has limited physical abilities,
although this may not be a huge concern since this is more easily adaptable. For
example, Jake is able to walk freely as long as his aide is available, however when
walking in the hallway to change classes this need to be vital. Also, Jake is not
able to write legibly, he is able to hold a pencil and scribble, but not form letters.
Jake is also not able to bend over without assistance. One of Jakes IEP goals is to
express his feelings more, which indicates that he has some troubles with his
social skills. He would have a tough time relating to his peers if he was
surrounded by typical 8th grade students. Jake is not on a social maturity level
that typical 8th grade students are, he would have a hard time relating to the
things that his peers are interested in. Jakes peers would need to be considerate
of his disability and communication issues in order for Jake to be encouraged to
interact with them. Using his iPad to communicate is one of the major concerns
for Jakes parents. In a typical 8th grade classroom the teacher may not have as
much time to encourage Jake to respond to questions on the spot (giving enough
wait time for him to respond) which means Jake would need to continue having a
one-on-one aide.
b. Priority Factor Being Addressed: The priority factor being addressed for the scope
of this evaluation is Jakes ability to use his iPad to communicate effectively. Jake
is currently being encouraged to use his iPad more often than ever before, his
aide (although she understands his gestures) verbally prompts Jake to tell her

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what he wants using his iPad. The teacher also prompts Jake to use his iPad to
respond during instruction time and gives Jake the appropriate wait time to do so.
This is the priority factor for Jake because communication is a key for Jake to be
fully included, whether it is in an 8th grade class or in a life skills class. Currently
the encouragement of Jake to use his iPad to fulfill the communication barriers is
becoming more prominent because Jakes mother has expressed concerns for
Jake to be able to independently communicate with a stranger. It also helps Jake
communicate and connect more with his peers, teachers, and therapists.
4. Data Analysis and Recommendations
a. Performance Data: Performance data has been collected to observe and measure
Jakes ability to independently use his iPad to communicate. These include a
calendar worksheet (Appendix I) that Jake completes every morning, a checklist
(Appendix J) used to observe and annotate, and a rubric (Appendix K) used to
give a grade and observe his independent usage of the iPad.
b. Analysis of Progress:
i. (1a) The mastery criterion for Jake was to use his iPad independently for
80% of the tasks given during a morning work session, for at least 2
consecutive periods. As shown in the table below (Analysis of J.M. Data;
where pts means points), Jake did not work completely independent for
80% of the tasks over 2 consecutive sessions.
ii. (1b) I believe Jake is making adequate progress to continue using the iPad
to communicate. As shown on 10/1/15 Jake was able to work
independently at a rate of 92%. This proves that Jake is able to work
highly independently. Through observation and collaboration with other
adults in Jakes educational background, it was concluded that Jake has
trouble focusing. This seems to be more prevalent when the surrounding
environment is more chaotic (people entering and leaving the room
frequently, friends talking, adults talking, etc.) It was determined that
Jakes data shows an inconsistency in his ability to use the iPad
independently due to a short attention span. Jake has proven that when

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ASSISTIVE TECHNOLOGY OUTCOMES EVALUATION

he focuses and works diligently he is able to independently use his iPad

with great accuracy.
iii. (2b) Jake is making good progress using the iPad to communicate because
he has had the iPad for approximately a year. Jake is able to use his iPad
in most of his classes which gives Jake consistency. The staff involved in
Jakes education all have a decent understanding of the technology. Jake
seems to be motivated to use his iPad to communicate when needed. At
the current rate of progress, Jake may be able to master the goal in
approximately a year. At that time the goal would be reassessed, either
the goal would be mastered, or a new goal would be put in place
depending on Jakes progress. Everyone on Jakes educational team feels
that the iPad is the appropriate device for Jake to use to communicate, he
just needs more repetitive practice and encouragement to use the device
consistently.

Analysis of J.M. Data

100
90
80
81.9
70
60
50
% 50
40
30
20 29.5
10
0

% 50

30.5

29

90.392

88.9

% %

32.5

32

67

90.3

87.5
75

75

%
31.5

32.5

Pts

84.7
75

80.5

Pts

Pts

Pts

Rubric Score (points)

Pts

Pts

Pts

Calendar Grade (%)

Percentage of Independence (%)

c. Recommendations: My recommendation for Jake is to continue using the iPad

consistently. Everyone involved in Jakes education team should encourage Jake
to use his iPad to communicate. Even when Jake answers a question incorrectly,
the person working with him should make Jake respond until he responds

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correctly. Jakes progress should be monitored at least once a month to show

growth. Some options that should be addressed include observing and recording
data at different times of the day. This would include observing Jake using his iPad
throughout the entire day, and at times of social interaction. Providing Jake with
opportunities to gain independent practice using the iPad in more general
situations. Giving Jake the opportunity to use the iPad with a stranger is also
something that needs to be practiced and evaluated since this is one of Jakes
long term goals expressed by his mother. These further evaluations would provide
more data to evaluate Jakes independent use of the iPad in relation to his current
goals, parental concerns, and IEP goals.
If Jake does not master the goal within a year, there are some things that need to
be addressed. Appropriate use of the assistive technology device, including Jakes
motivation to use the device, the expertise level of Jake (and adults interacting
with Jake), and the consistency of the device being used across environments
(school, home, community, etc.) will need to be evaluated. The challenge level of
the academics and skills Jake is being taught also needs to be evaluated, along
with the way the instruction is being taught. One thing that is extremely
important to evaluate in Jakes case is the use of aide assistance. I would
recommend that even if Jake has mastered the goal within a year, it would be
beneficial for all involved to see how assistance is being given to Jake throughout
the day. This can be done by using a levels of assistance sequencing observation
in which Jake is observed and data is recorded on the different ways Jake is
assisted. Some of the possible ways would be verbal, touch cue, hand-over-hand,
etc. The specific task the student is completing is recorded in steps (e.g. turn on
iPad, swipe to unlock, find Proloquo2Go app, etc.) and then the type of assistance
(if any) given is recorded for each step. I feel that this type of evaluation will be
essential if Jake does not master the goal in the given time because it has been

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observed that aide assistance is used for the majority of Jakes daily activities
which hinders his ability to be fully independent.

Appendix A
Reason for Referral

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Appendix B
Blank Morning Work

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Appendix C
Blank Checklist

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Appendix D
Blank Rubric

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Appendix E
Baseline Morning Work

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Appendix F
Baseline Checklist

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Appendix G
Baseline Rubric

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Appendix H
WATI Checklist

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Appendix I
Morning Work Samples

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Appendix J
Checklist Samples

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Appendix K
Rubric Samples

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