Individual Assistive Technology Evaluation

SBU Evaluator: Erin Alles

Contact Information: 716-998-2630
alles.em11@yahoo.com

SBU Professor: Dr. Diana Lawrence-Brown

Contact Information: 716-375- 2165;
dlawrenc@sbu.edu

I. The Learner:
A. Background (3 pts)
1. Students name: James (a pseudonym)
Attach referral form.
2. Date of birth, age, grade level: 10/14/08, 5 years old, 1st grade
3. Instructional reading level : Below grade level for ELP. Instructional level is level 4
4. Student's IQ Score: Estimated
Estimated IQ:
___ Average Range (IQ 70-130)
___ Intellectually Gifted (IQ above 130)
___ Mild Intellectual Disability (IQ 55-70)
_X Moderate Intellectual Disability (IQ 40-55)
___ Severe Intellectual Disability (IQ below 40)
Comments: James is intelligent but has little ability to express it. Because of this, he performs
very poorly in all areas.
5. Type/level of exceptionality: James does not have an IEP or a classification. He has not been
formally identified. His teachers are working towards an IEP for communication.
6. Family/cultural information. James primary language is English, along with his family. His
family ancestry is European-American. His family is working class. His parents are together, and
James has an older sister, who is in 5th grade. James is very close to his father. The family is very
musical.
B. Students present levels:
1. Complete and attach the relevant WATI section checklist(s) for the priority area identified in
the referral. Use this to help you refine your understanding and descriptions of the student's
abilities (below and throughout the report). If there appears to be no WATI checklist that is
relevant to the priority interfering factor, see me right away. (4 pts)
Attached is a WATI checklist for communication.
2. Academic (5 pts): Use the WATI, observations, interviews, record and work sample reviews,
and other formal or informal assessments to complete the table below.
Subject Area

Interests &
Preferences

1. Reading (at least

decoding and
comprehension)

James likes to
read books
about fishing
and cars. He
does not like

Strengths:
Specific
skills/concepts
that the student
has achieved
James knows
initial sounds, how
many letters are in
a word and
sometimes how

Needs: Specific
skills/concepts
that the student
lacks.
James has
difficulty with
fluency, and
comprehension of
his own reading.

Most
Recent
Report
Card
Grades
Level 4 for
reading. He
Received a
2 on his
report card.

Meeting
Grade Level
Expectations?
No

Subject Area

Interests &
Preferences

to read but
will if you ask
him to.
2. Writing
(spelling and
composition skills)

James often
writes about
his family. He
does not like
writing.

3. Math

James likes
math, and
prefers
addition more
than
subtraction.

4. Science, Social
Studies

James likes
science and
social studies.
Favorite areas
are animals
and global
studies.
James does
not like to
talk, but likes
to participate
in activities.

5. Cognitive Skills

Strengths:
Specific
skills/concepts
that the student
has achieved
many sounds are
in a word. He can
comprehend
information that is
read to him.
James can write
basic sentences.
He can write in the
lines.

James can add

single digit
numbers. He can
count forwards
and backwards to
120. He knows the
difference
between even and
odd number for
numbers 1-10
James can recall
information that
has previously
been taught.

James can recall

information, he
has a good
memory. James
can comprehend
what is read to
him.

Needs: Specific
skills/concepts
that the student
lacks.

Most
Recent
Report
Card
Grades

Meeting
Grade Level
Expectations?

James struggles
with spelling,
capital letters, and
punctuation. He
does not put
spaces in between
his words. He does
not add detail to
his writing.
James struggles
with writing
numbers.

James
received a
2 on his
report card.

No

James
received a
3 on his
report card.

Yes

James cant
participate in
discussions.

James
received a
3 on his
report card

Yes

James has
difficulty with
speech. He cant
form words or
thoughts. He has
low motor skills.

N/A

Yes

He struggles to
sound out words.

3. Social/Communication (3 pts):
James has very poor communication skills. He does not speak often to his peers or his
teacher. He rarely answers questions, and if called on his answers are often difficult to
understand or not complete ideas. The difficulty with communication has affected
Jamess social skills and relationships with his classmates. James often plays by himself
during free time. James does not participate in extracurricular activities with peers, and is
not part of any groups outside or inside school. James does often go fishing with his
father. James is willing to participate in activities, including working with others, but he

contributes very little conversation to the activities. He does not have any behavioral
concerns.
4. Physical (2 pts):
James has very poor fine and gross motor skills. The lack of these motor skills affects his
writing, communication, and movement. James has difficulty with writing, he cannot
form letters, he struggles with spelling, and he fists his pencil while writing. Also he
often does not put spaces in between his words. He struggles with using a spacer, because
it requires him to hold the spacer with one hand and write with the other hand. James can
not catch a ball; while trying he goes up on his toes. He cannot cross touch his hand to his
opposite knee, or balance on one leg. James has no medical concerns.
C. Students individual goals: (2 pts)
James does not have an IEP or 504. His goals are informal. One of Jamess goals is to increase his
communication skills, including articulation and amount. His other goal is to increase his motor
skills. With the increase of Jamess motor skills and communication, it is believed that his
writing, reading, and math grades will increase as well. James receives integrated AIS for speech
and occupational therapy everyday for 30 minutes. The program is Integrated Listening Systems.
(ILS)
D. Current Placement and History of Services (2 pts)
1. Current Placement:
James goes to Parkdale Elementary School in the village of East Aurora. The village of East
Aurora is urban, 97.90% of the population is white, and most of the population is middle class.
His current placement is in a first grade general education classroom. In the classroom there are
19 students, 10 boys and 9 girls. None of the students are classified, but 4 of the students receive
speech, including James. In the classroom there is one general education teacher, and an aid that
comes in during writing time to assist the students.
2. History of Classification and Services:
James is not classified. James was in a general education classroom for kindergarten and first
grade. In kindergarten his teacher recommended him for speech and OT, but his parents refused
services. He was then recommended again in first grade and his parents agreed. This is the first
time James has received services. He is now in an integrated AIS speech and OT.
E. What are the educational priorities of the learner and his/her advocate(s), and how did you
determine this? (3 pts)
The educational priority for James is to increase his communication skills. The increase in
communication is believed to also increase Jamess reading, writing, math, and social skills.
Another educational priority for James is his motor skills. The increase in Jamess motor skills
will help increase Jamess writing skills, and hopefully communication skills as well. My
cooperative teacher, the OT teacher, and speech teacher determined these priorities for James.
James is receiving an integrated speech and OT service every day for 30 minutes. He has only
been doing this for about two weeks and already James has made major accomplishments in his
communications and motor skills. If he continues with this integrated service he should be able to
achieve his desired goals, and continue in a general education classroom.
F. What is the level of expertise with assistive technology on the part of the learner, the teachers, and
others who interact with the learner? What assistive or instructional technology or equipment is currently
in use, and for what purpose? (2 pts)
James has tried low assistive technology in the past, which he received from his general
education teacher. He has tried a slant board, highlighted paper, and pencil grips as attempts to
improve his writing. None of these assistive technologies have worked for James. In the

integrated AIS speech and OT, James is using an iLS Focus Series, which is a headset system that
plays classical music while he participates in OT. This is supposed to increase neural pathways.
G. How receptive to having AT in the classroom are faculty and staff who are involved with the student?
(1 pt.)
Jamess general education teacher is very receptive to assistive technology in the classroom. She
has tried giving James low assistive technology before he was receiving services. Jamess other
school teachers are also very receptive to assistive technology. Jamess art teacher allows him to
use the iLS Focus Series while he is in art.
II. Analysis of the General Education Environment (age-appropriate, in the home school; do not describe a
segregated special education class). This section should include information from your visits to the target class.
A. Target General Education Class: Grade level, type of class, location, number of students, ratio of
students with and without exceptionalities, number & type of teachers and other support staff, other
supports/accommodations provided, and a brief description of the community in which the school is
located.
*See above
B. What teaching and assessment methods are used most often by the general education teacher(s)
involved? (2 pts)
The general education teacher often uses discussions, cooperative learning, oral and written
presentations, and group work during lessons. The teacher often instructs the students on the rug,
and has the students ask their partners questions. Students start lessons with a review by recalling
previous information. There are many anchor charts around the room for students to use. The
school uses Early Literacy Profile (ELP) for the grading of reading and writing, along with
AIMSweb. For math the school uses the NYS Math Modules for assessment.
C. What reading level is expected of students in this classroom? (2 pts)
1. Confer with the teacher re: her general expectations.
When James entered first grade his instructional level for reading was a level four. This is
below grade level, which is level 6. He knew 16 out of 40 letter sounds, and 61 sight
words out of 100.
2. Use a readability formula or Lexile interpretation to analyze the reading level of two different
types of representative texts used in the classroom.
One type of text in the classroom is childrens books. For this form of text I chose the
book The Cow That Went Oink by Bernard Most, published by Houghton Mifflin
Harcourt. I chose this book, because it was the book of the week, which meant that every
student took a copy of the book home to read with their parents, and then the book was
read to the class on Friday. To determine the readability of this book, www.readabilityscore.com was used. The readability of The Cow That Went Oink is 3.5. The second text
in the classroom that was looked at was the Directions and Rule Board. In the classroom
there is a board where the daily schedule, students jobs, word wall, anchor charts, rules
and morning and lessons and instructions are placed. This board was created by the
teacher. I chose this form of text because it is where the students look for information and
instructions. The readability for this form of text was determined at www.readabilityscore.com. The readability of the board is 12.

D. What tasks are required for students in general to be active participants in this classroom? (2 pts)
To participate actively in the classroom, the students need to be able to communicate, have the ability
to write, control their bodies, stay focused, and participate in lessons and activities. Students need to

be able to stay seated, either at their desks or on the rugs for up to 30 minutes at a time. During this
time the students need to listen to the teacher, contribute to the discussion, answer and ask questions,
and talk with their partners. Students also need to be able to write independently, read aloud and read
silently. Students do not necessarily take notes, but do need to know where to look in the classroom to
find information. There are many anchor charts and word walls around the room. Students do need to
raise their hands to talk.
E. What is the physical capacity of the classroom in regard to AT? Also please comment on any other areas
of the school where it would be important for the student to be able to use AT devices. (1 pt)
1. Is space available for AT devices?
In the classroom yes, there are two extra student desks in the room where assistive technology
can be placed or stored. There is also a table, and many shelves. The room is accessible and has
space for any needed assistive technology.
2. Are electrical outlets available for AT devices that may need to be plugged in?
Yes, there are two extra desks that are next to the wall and near outlets, where assistive
technology could be plugged in if needed.
3. Is wired or wireless Internet access available?
There is wireless internet access throughout the school.
4. Are any computers or tablets available for student use? How many/how much of the time?
In the classroom there are no extra computers, but the schools computer room has a HP laptop
cart and an iPad cart. Anyone in the school has access to these laptops and iPads, they just need to
be checked out and returned. The time they are taken out for depends on if others have scheduled
to use them.
5. Is there printer access? Is it in the classroom or remote? What platforms are supported.
Any of the school computers, including those on the laptop cart are hooked up to the printers in
the computer room. There is no printer access from the iPads.
III. Access to the General Education Curriculum/Environment
A. What factors (including those analyzed in the previous sections and any others of which you
are aware) interfere with the learners participation and access to an appropriate education in
the general education curriculum/environment? For this question, list all that significantly
interfere, not just those that you expect to target for intervention. (3 pts)
James already participates in a general education classroom. Some factors that make this
participation difficult for James are his difficulty and inability to communicate what he
knows and does not know, his struggle with writing, creating letters and sentences.
Jamess motor skills, which affect his communication skills, are also a factor. James was
late to receive services, because of his parents refusal in Kindergarten.
B. Of the interfering factors just described, what is the top priority for analysis/intervention with
the assistive technology plan, and why? Also, analyze at least one dated and graded work
sample (or other performance data) that exemplifies this interfering factor; attach. (3 pts)
The top priorities for James are his motor skills and communication. If James increases
his motor skills it is believed that other skills will increase also, including
communication, reading and writing. The process of increasing Jamess motor skills will
take some time, and during this time James needs a way to communicate. Since James
needs to communicate before his motor skills increase, this is going to be the main
priority for him. With communication being the main priority, there is no formal work
sample that can be collected. James was observed during an hour long ELA lesson and

during the lesson he spoke out loud once, when called on for a question. Jamess answer
was short, only two words; it was understandable.
IV. Recommendations: Only after analyzing the learner and the school environment should possible devices be
examined. These may be currently available on the market or known to be available through other sources (e.g.,
custom-made).
Based on your assessments and the factors listed below, recommend a specific device for the student to
try out in the general education classroom.
A. Specific Device & Rationale (why you are recommending this device over alternatives you
considered): 14 pts.
1. Description (specific enough for an unfamiliar educator to visualize; it may be helpful to
include a photo). If you are recommending an electronic device, describe the device itself and
specific applications and peripherals needed.
The device being recommended for James is Go Talk 20. A Go Talk is a board with
interchangeable images. A recording is attached to each image, and when the images are
pressed the recordings are said aloud. Any image and recording can be put on the board.
Sheets are created with images on them using the software, and then the teacher would
record a saying or word to go with the image. The Go Talk can hold up to 100 recordings.
The Go Talk takes two AA batteries. The device comes with a user guided, which shows
how to create and print pictures, and how to record recordings.

2. Device Details: How does the device measure up in terms of the following factors:
a. Reliability, durability, reputation of company. Look for independent reviews (not on
the company's own website; report your source; check with experienced customers and
the Better Business Bureau.)
The company that was looked at for buying the Go Talk is, Attainment Company,
which overall has had good reviews saying their products are reliable, and worth
buying. The Go Talk itself is light weight, but durable. National Autism Reviews
said the Go Talk was portable and sturdy, and students can easily use and carry it.
The Attainment Company was not on Better Business Bureau.
b. Trial/loaner period available, guarantee, warranty.
There is no trial period for the Go Talk. The Go Talk does come with a 2 year
warranty, when bought from the Attainment Company. Along with this, there is a
guarantee of a full refund if returned within 30 day.

c. Repairing/updating, insurance/maintenance agreement.

There is no insurance on the Go Talk. Repairs or maintenance with the first 2
years will fall under the warranty.
d. Ease of use (understandability, fine/gross/visual motor skills needed, etc.)
The Go Talk is easy to use. There is recording instructions on the back of the
device, and it comes with a guided (www.attainmentcompany.com/sites/
default/files/pdf/support/gotalk20plususerguide.pdf). For student use, they need
to be able to press the correct pictures. This is something James can do with his
motor skills. There is a lock on the recordings so that the students cannot
accidently record over the recordings.
e. Appearance, portability, age-appropriateness, etc.
The Go Talk is portable; it will fit into Jamess backpack to go home with him if
needed. It is appropriate for James, he is young and the Go Talk is easy to use
and understand.
3. Cost: Be specific. Include any accessories needed or other add-on expenses (shipping,
insurance, training, etc.) associated with obtaining/using the device. Provide an itemized price list
and the total.
The Go Talk 20 cost from 150 to 200 dollars. Shipping ranges from 5 to 10 dollars, when
buying from Attainment Company. There is no insurance for the device, and warranty
comes with it free of charge.
Go Talk$150-$200
Shipping
$5-$10
Total
$155-$210
4. Alternative devices that you considered but are not recommending, and why. If you are
recommending an electronic device, include low/no tech options that have been explored, and the
results.
Another device that was considered for James was a laptop with text to speech software.
This would allow James to type what he wants to say, and have it said out loud. The
reason this device was considered is, because it would allow James to be able to say
whatever he wants, not just what is recorded. It also would allow James to say full
sentences and participate in discussions, not just use a couple word phrases. This device
was not recommended though, because it was to advanced for James. James is only in
first grade, he has very poor spelling ability, and it would take him a very long time to
type what he wants to say. He does not have the fine motor skills or background
experience with keyboards to type quickly and efficiently.
5. How will the device increase access by the student to an appropriate education in the general
education environment? When, where, and how will the device be used? Be specific and use
your own words.
The Go Talk will be used in school, during all lessons and classes. It is believed that it is
not necessary for James to use the device at home, but if needed it can be taken home.
During school, James will have access to the device while participating in discussions,
interacting with his peers, and asking and answering questions. James and the teacher
will discuss and create images using the software for the Go Talk. Recordings will then
be created for the device. James can carry the device with him throughout the day, and he
will be able to press the image to say the recording when he needs to. The Go Talk will
allow James to be able to communicate with his classmates and teachers. James is
intelligent, but has no way of showing it. The Go Talk will allow James to participate in
the classroom, and communicate what he knows to others.

B. Skills and Training for Student (6 pts.)

1. What current IEP goals (or other needs) are expected to be addressed by this device?
James does not have an IEP, his goals are informal. This device is to address the goal of
communication. To increase Jamess communication with his peers, and the amount that
he is communicating in the classroom.
2. What new IEP goals, training (e.g., use of the device, updating, printing), or other supports do
you recommend, to facilitate the student's successful use of this device? Be specific. If you feel
none are needed, explain.
James does not have an IEP, so no new goals can be added. The device will have to be
explained to James, so he knows what it is for and how to use it. It is not felt that James
will need training, just some practice with the device. The teachers in the classroom will
need to familiarize themselves with the device. They will need to learn things like how to
use the software, create images, and make the recordings. It is felt that this also does not
need training, just practice. There is no printing from the device. The images for the
overlays will be printed from the teachers desktop.
C. Evaluation: What quantitative and qualitative data should be collected to determine if the device is an
effective educational tool for the student? Be specific; provide an example of each. (4 pts.)
The quantitative data collected from the device will be the amount that James is communicating.
If James only uses the Go Talk sometimes, and still does not communicate with classmates, or
participate in class, the Go Talk is not serving its purpose. To record this data a tally can be kept
for how often James communicates during lessons, or with his classmates. The qualitative data
collected from the device will be the improvement in communication skills. This will answer
questions like, is James more interested and excited to talk with his classmates and teacher? Is
James learning how to communicate effectively or does he know what to say and when to say it?
D. Skills and Training Needed By Others (2 pts):
What specific knowledge and skills are needed by teachers or others involved with the student? How
might this training be provided? What might be frustrating at first? (TIP: Consult with experienced users
e.g., in an online forum or in person.)
The teacher will have to read the users guided and practice using the Go Talk and software. She
will need to know how to create and print the images for the overlays, how to place the overlays
in the device, and how to record the recording for each image. The teacher will also need to know
how to lock the overlays in place and lock the recordings, so the students cannot change them.
Training is not necessary; the teacher will need to practice using the Go Talk. Other teachers will
not need to know how to record or create overlays. They will need to know that James will be
using the device and what it is used for.
What ongoing supports are needed (e.g., updating, scanning/creating digital text, etc.)?
No other ongoing supports are needed. The device will not use scanning or creating digital text.
As for updating, the device has a 2 year warranty, any repairs or updates after 2 years are not
applicable.
E. Exploration of Specific Funding Sources, including school and specific non-school options. (6 pts)
Do you think the device is needed for a free appropriate public education (FAPE) in the least restrictive
environment (LRE)? If so, the school has the first funding responsibility. Also include at least two
specific funding sources other than the school (or parents).
Due to James not having an IEP, the school does not need to supply the funding for his assistive
technology. Some other sources that they looked at for funding was the schools PTA. The PTA
often runs fund raisers to help the school, students, and teachers. There is the possibility of them
raising money to buy James assistive technology, since it is not too expensive. Another funding
source looked at was the local Rotary Club. The Rotary Club holds fund raisers to help the
community, including local businesses and schools. The last form of funding looked at, was a

grant from the State Grant for Assistive Technology Program. This program has an allotted
amount of money for each state they give a year for assistive technology in schools.
Funding
Sources

Types of
devices/proje
cts funded

Who is
eligible to
apply?

Parkdale
Elementary
PTO

Raise money
for Parkdale
Elementary
to assist
students,
families, and
teachers
All devices
and services,
for students
of all ages

Teachers,
parents and
students of
Parkdale
elementary

The State
Grant for
Assistive
Technology
Program

Rotary Club
of Buffalo
NY

State schools.
Each State
has its own
application.

Amount
Available
(e.g., average
award)
Differs, PTO
raise money
for the school
through
different
funding
event.
For the state
of NY,
$180,684

Applicat
ion
deadline

Contact information (name, address, phone,

e-mail, web address)

None

Lori Gervasi
655-5874
lgervasi2@aol.com
141 Girard Ave,
East Aurora, NY 14052

July 1,
2014

Robert Groenendaal
202-245-7393
Robert.Groenendaal@ed.gov
U.S. Department of Education, OSERS
Rehabilitation Services Administration
400 Maryland Ave., SW, Room 5025 PCP
Washington, DC 20202-2800

Raise money
for schools to
assist
students

Local
schools, or
organizations
that need
assistance

Differs, Club
raises money
for the school
or
organization,
the amount
they raise is
not always
the same

None

http://www2.ed.gov/programs/atsg/contacts.
html
John McClive
716-854-3397
Office Address
617 Main St - Suite M104
Buffalo, NY 14203-1400
http://www.buffalorotary.org/join.php