Assistive technology loan financing: A status of program impact and consumer satisfaction

Telerehabilitation (TR) services for assistive technology evaluation and training have the potential to reduce travel demands for consumers and assistive technology professionals while allowing evaluation in more familiar, salient environments for the consumer. Sixty-five consumers received TR services for augmentative and alternative communication or alternative computer access, and consumer satisfaction was compared with twenty-eight consumers who received exclusively in-person services. TR recipients rated their TR services at a median of 6 on a 6-point Likert scale TR satisfaction questionnaire, although individual responses did indicate room for improvement in the technology. Overall satisfaction with AT services was rated highly by both in-person (100% satisfaction) and TR (99% satisfaction) service recipients.

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Core Curriculum in Assistive Technology: In-Service for Special Educators and Therapists

Journal of Special Education Technology ◽

10.1177/016264340301800203 ◽

2003 ◽

Vol 18 (2) ◽

pp. 35-45 ◽

Cited By ~ 5

Author(s):

Frankie K. Dissinger

Keyword(s):

Assistive Technology ◽

Students With Disabilities ◽

Consumer Satisfaction ◽

Core Curriculum ◽

Special Educators ◽

Data Gathering ◽

Occupational Therapists ◽

Computer Access ◽

Team Process ◽

Communication Devices

This article describes the development of a course sequence in assistive technology (AT) that was offered over a four year period for special educators, speech/language therapists, and occupational therapists. The course participants learned how to assess student needs for AT, what AT devices were available, and how to make good decisions within the IEP team process for students with disabilities. The major sections of the course were data-gathering frameworks, legal issues, augmentative communication devices, and computer access adaptations and software. Follow-up consumer satisfaction of the course by the participants is also summarized. One of the most beneficial residuals from the course was a short-term AT equipment loan program.

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Personal Perspectives on Transition and Assistive Technology

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac7.1.7 ◽

1998 ◽

Vol 7 (1) ◽

pp. 7-8

Author(s):

Michael J. Ward

Keyword(s):

Assistive Technology ◽

Personal Perspectives

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Pennsylvania’s Solution to Funding School-Based Assistive Technology

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac10.2.22 ◽

2001 ◽

Vol 10 (2) ◽

pp. 22-24

Author(s):

Lee M. Evans

Keyword(s):

Assistive Technology ◽

School Based

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Training-the-Trainer on Assistive Technology for Cognition (ATC): Current Practices

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld23.2.90 ◽

2013 ◽

Vol 23 (2) ◽

pp. 90-94 ◽

Cited By ~ 2

Author(s):

Laurie Ehlhardt Powell ◽

Tracey Wallace ◽

Michelle ranae Wild

Keyword(s):

Brain Injury ◽

Assistive Technology ◽

Acquired Brain Injury ◽

Online Training ◽

Evidence Based ◽

Train The Trainer ◽

Rehabilitation Professionals ◽

Remote Locations ◽

Training Package ◽

And Training

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.

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Assistive Technology for Cognition: Perspectives on Funding

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld23.2.84 ◽

2013 ◽

Vol 23 (2) ◽

pp. 84-89

Author(s):

Kathy de Domingo

Keyword(s):

Assistive Technology ◽

Daily Living ◽

Occupational Therapists ◽

Personal Digital Assistants ◽

Speech Language Pathology ◽

Prosthetic Devices ◽

Funding Sources ◽

Ankle Foot Orthoses ◽

Language Pathology ◽

Communication Challenges

Physical and occupational therapists commonly provide services that incorporate prosthetic and orthotic devices such as crutches, canes, reachers, and ankle–foot orthoses to support mobility and activities of daily living (ADLs). Likewise, speech-language pathologists provide services incorporating prosthetic devices to support communication such as an electrolarynx, microcomputers, and mobile devices and apps with voice output capability. Assistive technology for cognition (ATC) includes the use of personal digital assistants (PDAs), tablets, and smart phones — cognitive prostheses — to compensate for cognitive challenges following acquired brain injury (ABI). Whereas funding sources for devices and services that support/compensate for mobility, ADLs, and communication challenges are generally well established, funding for ATC devices and services is relatively new to the field of speech-language pathology. This article explores the funding aspect of ATC devices and services.

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