Early Int ervent ion Assist ive Technology Resource Chart EI Assist ive Technology Research Inst it ut e: Collaborat ion Bet ween Thomas Jefferson Universit y (Philadelphia – 21 5-50 3-1 6 0 8 ) and Arizona St at e Universit y (48 0 -96 5-9396 ) The TnT Research Institute is funded by cooperative agreement # H327X0100003 from the U.S. Department of Education, OSERS , under CFDA 84-327X to Thomas Jefferson University, Philadelphia and Arizona State University, Tempe. The information printed on this fact sheet does not necessarily reflect the official position of the U.S. Department of Education and no official endorsement should be inferred .
HOW TO UTILIZE THIS RESOURCE CHART: This chart is designed t o provide individuals who are involved in t he early int ervent ion syst em (e.g., families and service providers) wit h resources about assist ive t echnology. � The first 4 columns are out comes which were originally NTAC out comes but were t hen modified t o pert ain t o t he early int ervent ion syst em. � Column 1 : general descript ion of t he out come or goal (e.g., recept ive language). � Columns 2-4: maps t he general out come ont o 3 differing levels: a child/family level, service provider level, and a syst ems level. Out comes generally map ont o 1 or 2 levels. � Column 5: re-words t he out come(s) int o one t hat is specific t o assist ive t echnology. Some out comes were not amenable t o becoming AT specific, so in t his column you will t hen see “N/A” (not applicable). � Column 6 : a check mark represent s whet her t he modified NTAC out come is similar t o a Qualit y Indicat or for Assist ive Technology Services (QIAT) indicat or; a blank space means t hat no similar out come was found in t he QIAT indicat ors. (For more informat ion on t he QIAT indicat ors or QIAT consort ium, please visit t he QIAT websit e: ht t p://www.qiat .org) � Column 7: a check mark represent s whet her t he modified NTAC out come is similar t o a Division of Early Childhood (DEC) Recommended Pract ice in Early Int ervent ion/Early Childhood Special Educat ion (20 0 0 ); a blank space means t hat no similar out come was found in t he QIAT indicat ors. Underneat h t he out comes, you will find resources (e.g., booklet s, websit es, t raining modules) which will provide informat ion t o help you reach t he out come designat ed. Please not e t hat not all out comes have relat ed resources (in t hese cases, t he resource sect ion is blank). Following t he chart , a reference list is provided so t hat you may obt ain t he references suggest ed. 2
OUTCOME Child and/or Family Service Provider Syst ems-Level DEC REC'D "AT" SPECIFIC QIAT INDICATORS DESCRIPTION OUTCOMES OUTCOMES OUTCOMES PRACTICES I/T's AT is used t o responsiveness t o increase I/T Sensory st imuli and use of sensory responsiveness t o st imuli has and use of sensory increased st imuli • ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers Resources • NC- AT and Play for Infant s and Toddlers I/T's act ive engagement in Act ive engagement in N/A int ervent ion of inst ruct ion inst ruct ion has increased Resources Service provider's use AT is used t o I/T's recept ive of st rat egies t o increase I/T's communicat ion improve recept ive Recept ive language and language has communicat ion and communicat ion and increased. language has language. increased. • Resources ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers (p. 1 2) • NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers 3
OUTCOME Child and/or Family Service Provider Syst ems-Level DEC REC'D "AT" SPECIFIC QIAT INDICATORS DESCRIPTION OUTCOMES OUTCOMES OUTCOMES PRACTICES (communicat ion in general); Training Curriculum - Tech it Easy • OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency-based personnel preparat ion in early childhood educat ion (preschool focus) • W I - Designing Environment s for Special Kids Service provider's use AT is used t o I/T's expressive of st rat egies t o increase I/T's communicat ion improve Expressive language expressive and language has communicat ion and communicat ion and increased. language has language. increased. • ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers ( p. 1 2) • NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers (communicat ion in general); Training Curriculum - Tech it Easy • Resources OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency- based personnel preparat ion in early childhood educat ion (preschool focus) • W I- Designing Environment s for Special Kids Service provider's use of st rat egies t o AT is used t o I/T's posit ioning Posit ioning and improve mot or increase I/T's and mot or skills mot or skills posit ioning and development and have increased. posit ioning has mot or skills. increased. • AZ - AT and Early Childhood Educat ion (designed for providers but good info for families t oo) • ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers (p. 9) • Resources NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers (communicat ion in general); Training Curriculum - Tech it Easy • OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency- 4
OUTCOME Child and/or Family Service Provider Syst ems-Level DEC REC'D "AT" SPECIFIC QIAT INDICATORS DESCRIPTION OUTCOMES OUTCOMES OUTCOMES PRACTICES based personnel preparat ion in early childhood educat ion (preschool focus) • W I- Designing Environment s for Special Kids • Nat ional - ASHA - Technology in t he Classroom Series: Posit ioning, Access, and Mobilit y Module Service provider's use AT is used t o I/T's orient at ion of st rat egies t o increase I/T's Orient at ion and and mobilit y skills improve orient at ion mobilit y orient at ion and have increased. and mobilit y has mobilit y skills. increased. • ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers • NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers Resources (communicat ion in general) • Nat ional - ASHA - Technology in t he Classroom Series: Posit ioning, Access, and Mobilit y Module Service provider's use AT is used t o I/T's adapt ive/self - of st rat egies t o Adapt ive/self-care increase I/T's care has improve skills adapt ive/self -care increased. adapt ive/self-help skills. skills has increased. • ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers • Resources NC- Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers Service provider's use AT is used t o of st rat egies t o I/T's cognit ive skills Cognit ive skills improve cognit ive increase I/T's has increased. development has cognit ive skills. increased. 5
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