WATI Assistive Technology Consideration Guide

1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing,
reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks
that are not relevant to the students IEP.
2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for
each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If
none are known, review WATIs AT Checklist.) If any assistive technology tools are currently being used (or were tried in the
past), describe in Column B.
4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive
environment, or perform successfully with less personal assistance? If yes, complete Column C.
Task

Motor Aspects of Writing

A. If currently completes
task with special strategies
and / or accommodations,
describe.

B. If currently completes task

with assistive technology
tools, describe.

She is currently unable to

complete this task.

C. Describe new or additional

assistive technology to be
tried.
Since she is not able to write, she
will compose sentences by using
Proloquo application.

Computer Access
Composing Written Material
Communication
Reading
Organization

Assessing Students Needs for Assistive Technology (2009)

Currently, she completes this task

using her tablet and Lamp Words
for Life app.

She will use her tablet but try a

new app called Proloquo

Task

A. If currently completes
task with special strategies
and / or accommodations,
describe.

B. If currently completes task

with assistive technology
tools, describe.

C. Describe new or additional

assistive technology to be
tried.

Math
Recreation and Leisure
Activities of Daily Living (ADLs) She currently communicate
through vocalizations (not
words)

She will use her tablet and

Proloquo application to
communicate her needs.

Mobility
Positioning and Seating
Vision
Hearing
5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive technology,
technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what will be provided, the
initiation and duration.
Mallika and her family will need to be training in the usage of the new application, Proloquo. Her teachers are already familiar with the program, so
no additionally training is necessary for them. In order for Mallika to improve, both teachers and parents must work together to get her to use the
tablet to communicate. Mallika will work with the app throughout the day, with intensive sessions for thirty minutes, three times a day. Her family
will come to the school twice a week for training for one hour, thirty minutes of which will just be with the teacher and the other thirty minutes will be
with the teacher and Mallika.

Assistive Technology Implementation Plan

STUDENT INFORMATION
Student Name
Mallika A. (last name not given for security reasons)

Grade
8th

Date of Birth
5/24/2001

School
Hull Middle School

Date
7/6/2015

AT Plan Review Date

7/16/2015

POINT OF CONTACT

(Individual assigned to keep the Implementation Plan updated)

Debra Mastin Assistive Technology Specialist

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED

STATUS (e.g., owned by school, will purchase, will borrow, etc)

iPad

Purchased by school with district funds

Proloquo application

Purchased by school with district funds

IMPLEMENTATION TEAM
NAME (List all individuals who will implement the AT with the student.)

ROLE (e.g., administrator, teacher, family member, service provider, etc)

Hull Middle Speech Language Pathologist
Hull Middle Classroom teachers
Hull Middle Connection Teacher
Hull Middle Occupational Therapist
Gwinnett County Assistive Technology Specialist
Students parents

EQUIPMENT TASKS
TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up
at home/school, maintain/repair, etc.)

PERSON RESPONSIBLE

DATE DUE

Order iPad

Debra Mastin

6/22/15

Research Proloquo for company ethics and application sustainability

Debra Mastin

6/22/15

Purchase and download Proloquo to student iPad

Debra Mastin

6/22/15

Personalize application based on students needs and goals

Debra Mastin

6/22/15

TRAINING
TRAINING NEED

TRAINEES

TRAINER

DATES & TIMES

FOLLOW UP / ALONG PLAN

Teach how to use and personalize the

device and application

Student and her

parents and teachers

Debra Mastin

6/22/15- 7/16/15

Dr. Mastin will work with student for 4 weeks

during the summer. Dr. Mastin will work with
parents for one day per each week.

CLASSROOM IMPLEMENTATION
IEP GOAL

CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc)

Student will use her assistive technology to

improve her expressive communication.
Student will use her assistive technology to
answer wh questions.
Student will use her assistive technology to
answer questions using three word phrases.
Student will use her assistive technology to
assist her in choice making.

PERSON(S) RESPONSIBLE

AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Student and classroom teachers

iPad and Proloquo application

Student and classroom teachers

iPad and Proloquo application

Student and classroom teachers

iPad and Proloquo application

Student and classroom teachers

iPad and Proloquo application

PERSON(S) RESPONSIBLE

AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Student and parents

iPad and Proloquo application

HOME IMPLEMENTATION
IEP GOAL

CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc)

Parents will continue working with student on

classroom IEP goals

MONITORING/EVALUATION
GOAL
Student uses her device 85% of the time to
communicate her choices, needs and to
answer questions.

INSTRUCTIONAL STRATEGY

RECORDING SYSTEM & FREQUENCY

(How will you teach student to use equipment

and/or how to achieve goals.)

(e.g., task analysis recording system; score + or - on

data recording sheet)

Observations and informal

assessments

Teachers will keep a daily record of

students use of the AT

PERSONS RESPONSIBLE FOR

IMPLEMENTATION / DATA COLLECTION
Hull Middle School case manager

Assistive Technology Evaluation

Over the four week summer program, the data indicated that there was no significant
improvement in the students, M.A., abilities after the implementation of the Proloquo
application. However, according to the assistive technology specialist, the lack of significant
improvement was expected since the student has moderate intellectual disabilities and the
summer program was so short.
Even though the data does not illustrate an improvement, M.A.s teacher, parents, and
myself observed an improvement in M.A.s behavior and communication. M.A. had less
tantrums and outbreaks when she uses her device to communicate, instead of just relying on her
own vocalizations. She seems to enjoy her device because she will clap when she answers a
question correctly using her device. She showed dramatic improvements in navigating through
the tablet and Proloquo app. She used complete sentences at least ten times a day to
communicate her needs and wishes. Additionally, we believe that the new application, Proloquo,
is more adaptable, which enabled us to modify the app more easily to fit the needs of M.A..
Overall, it appears that the implementation of the new app, Proloquo, was a great success. If
M.A. continues to use her tablet and Proloquo, she will increase her expressive communication
and meet the goals of her IEP.