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A resource guide
and workbook
for individuals
with disabilities
and their support
network
Access
|
Communication
|
Control
|
Creativity
|
Inclusion
|
Independence
Assistive
Technology
RESOURCE GUIDE
C
ontrolling our environment and
communicating with the people
around us are things most of us
probably take for granted. For years,
Terri expressed that her goal was to
have control and communicate easily
with others, “It’s getting harder and
harder for people to understand me”.
She was always determined to live her
life under her terms.
Terri grew up in a time where people
with disabilities did not have the
opportunities to gain independence
that they do today. “If only my parents
could see me now,” is what Terri said
after participating in a beta test for a
groundbreaking new communication
technology for people with disabilities.
This technology, which will be available
soon, took Terri from struggling to write
a few letters while using her switch
control over the course of 20 minutes,
to writing full sentences in just a few
minutes while using her eyes. This
was just one of her many triumphs in
technology and independence.
We dedicate this resource guide to
Terri; although she is gone too soon,
she forged a new path for those with
disabilities to seek independence and
live more fullling lives and always did
so with kindness, humility, drive, and
compassion.
Dedicated to Terri
Thank you Terri, for the way you brightened our lives.
See how Terri used her
Tools on pages 13-16
HCBS Assistive Technology Grant: A Community Life for Everyone
Project Overview
The workbook and project were funded by a grant from the California
Department of Developmental Services awarded to PathPoint through Kern and
Tri-Counties Regional Centers. The purpose of the pilot project was to explore
best practices for connecting individuals with developmental disabilities to
technology that enables them to control their environments and make
their own choices. The project also addresses the challenge of consistent
use of technology throughout all areas of a person’s life including home and
community. The project used Person-Centered Tools to establish a coordinated
system of assessment, training, and tracking of progress towards individual goals.
To begin this project,
PathPoint’s Community Integration Manager attended
a certication program and Person-Centered Practice Training to help create
the foundation of the project. He trained PathPoint Community Integration
Technology Specialists (CITS) to help support individuals who volunteered for
the pilot throughout the California counties of San Luis Obispo, Santa Barbara,
Ventura, and Kern. The individuals worked with the CITS and their support
networks to assess their needs for assistive technology, work toward their goals,
and gain more independence in their lives.
This project shows how a person who previously depended on others for
nearly all functions of daily life can now control their light switch, choose
music or video programs, work or volunteer at an integrated setting, and
communicate with their family using a variety of assistive technology tools.
We are now ready to share and implement these strategies in PathPoint
programs and with other vendors, regional centers, families and agencies
who support individuals with disabilities.
PathPoint supports people in living the life they choose. The agency
partners with people with disabilities, people with mental health
diagnoses, and young adults to pursue their hopes and dreams
through building life skills, developing meaningful relationships,
and strengthening workplace abilities. Founded in 1964,
PathPoint was originally established to provide
job training for low-income people. It has since expanded to support more than 2,500 individuals annually
throughout ve counties in southern and central California—Kern, Los Angeles, San Luis Obispo, Santa Barbara,
and Ventura. For people with developmental disabilities, the agency specializes in residential, employment, and
day services. Using Person-Centered planning, PathPoint aims to build inclusive, compassionate, and equitable
communities where all individuals have the opportunity to thrive.
www.PathPoint.org/AssistiveTechnology
Acknowledgments
Department of Developmental Services
www.dds.ca.gov
The pilot project and resource guide were funded by a grant
through the Department of Developmental Services. The
California Department of Developmental Services (DDS)
ensures that Californians with developmental disabilities
have the opportunity to lead independent, productive lives
in their community of choice.
TriCountiesRegionalCenter(TCRC)
www.tri-counties.org
KernRegionalCenter(KRC)
www.kernrc.org
PathPoint partnered with Tri-Counties Regional Center and
Kern Regional Center on the implementation of this project.
Helen Sanderson Associates USA
www.helensandersonassociates.com
For more information and digital copies of this Resource Guide visit:
www.PathPoint.org/AssistiveTechnology
The Learning Community for Person-Centered
Practices
www.tlcpcp.com
CommunityIntegrationManagerThank you to Gil
Addison for leading this e ort. This project is a culmination
of his years of experience supporting people with disabilities
coupled with his passion for technology. Gil has helped many
individuals achieve their goals through the use of assistive
technology. He has helped open up the world through
technology to both individuals with disabilities and those
that support them.
Thank you to the
Community Integration Technology
Specialistsfor your dedication and hard work, especially
going above and beyond to continue supporting the
individuals in this project through the pandemic: Cole Avalos
Rogers, Erin Berry, Kathleen Berton, Susan Monteiro, Mayra
Rios, and Siobhan Yadon.
Stories and Photos were generously contributed by:
Carisa, Dom, Elizabeth, Jamie, Kathy, Sara and Terri.
TranslationServicesThe Spanish version of this guide
was translated by Inline Translation www.inlinela.com and
PathPoint Latinx Specialists: Elizabeth Jimenez, Martha Lund,
Rose Medrano, Alejandra Mendoza, Ana Mendoza, and
Maria Ramirez. To download the Spanish version please visit:
www.PathPoint.org/AssistiveTechnology
Production and Graphic Design Lauren Loza, PathPoint
Vice President of Project Management and Meredith Reeback,
Owner of homegrown graphics www.homegrowngraphics.com
This project was made possible through the incredible contributions of the Team:
This guide would not be possible without the generous permission to share Person-Centered
resources. Special thanks to Helen Sanderson Associates USA and The Learning Community for
Person-Centered Practices.
A PUBLICATION OF PATHPOINT © 2021
Home and Community-Based Services ......2
Person-Centered Planning .............................3
Guide to Assistive Technology Planning
Process ................................................................ 4
Get to Know Us .................................................6
Impact of Technology ......................................8
Getting to Know You
Relationship Map
Overview .................................................9
Sample ................................................. 10
Instructions ......................................... 11
Blank Template .................................. 12
One Page Description
Overview .............................................. 13
Sample ................................................. 14
Instructions ......................................... 15
Blank Template .................................. 16
Decision-MakingProle
Overview .............................................. 17
Sample ................................................. 18
Instructions ......................................... 19
Blank Template .................................. 20
Assessment
Technology Assessment
& Support Plan (TASP)
Overview .............................................. 21
Sample ................................................. 22
Instructions ......................................... 23
Blank Template .................................. 24
Individual Environment Task
& Tools (IETT)
Overview .............................................. 25
Sample ................................................. 26
Instructions ......................................... 27
Blank Template .................................. 28
Tracking & Training
Learning Log
Overview .............................................. 29
Sample ................................................. 30
Instructions ......................................... 31
Blank Template .................................. 32
4+1 Questions
Overview .............................................. 33
Sample ................................................. 34
Instructions ......................................... 35
Blank Template .................................. 36
Tech Summary
One Page Tech Description
Overview .............................................. 37
Sample ................................................. 38
Instructions ......................................... 39
Blank Template .................................. 40
Tips & Best Practices ............................. 41
Assistive Technology Resources
Communication ...................................... 44
Mobility ..................................................... 45
Assistive & Adaptive Hardware ........... 46
Smart Home Technology ...................... 47
Community Builders .............................. 48
Notes ............................................................... 49
Table of Contents
2
Home and Community-Based
Services (HCBS) & Technology
Home and Community-Based Services, (HCBS) are long term supports funded
by Medicaid, to help individuals with developmental disabilities live their lives
how they choose. The HCBS nal rule states that individuals should receive
these services in the same type of settings as people without disabilities.
The rule says that people
with disabilities have the
right to:
• Seek competitive
integrated
employment
• Control where and
how they live
• Choose their own
services
Many people with disabilities are not able to fully engage in a community
life. Technology can be used to help people with disabilities have more
control over their lives.
• Using a speech device can help someone who is nonverbal to easily
communicate with others.
• Accessing a computer can help a person send e-mails to remain an
included member of their family and friends group.
• Opening the front door with a smart home device, gives a person control
over who enters their house.
• Turning on and o a TV gives a person access to entertainment and news.
• Video creation apps on a tablet helps a person be creative.
Having independence in these areas give people more control in living their own
lives.
For more information on HCBS visit:
www.dds.ca.gov/initiatives/cms-hcbs-regulations
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 3
Person-Centered Planning
They choose their wants and needs
to create a life based on what is
important to and for them. The
Person-Centered plan details the
direction they want their life to go.
The planning is not a one-time event.
It is a continuous process involving
people who know and care about the
person: family members, friends, and
supporters. The plan details how a
person wants to live now and what
they want in the future.
Dierent skills and tools are utilized in the planning process. Specic
skills and tools were chosen for this project. The tools were adapted
from the resources below.
Helen Sanderson Associates USA
www.helensandersonassociates.com
The Learning Community for Person-Centered Practices (TLC)
www.tlcpcp.com
For more information visit:
Person-Centered Planning puts the person with or without a disability in
charge of planning their life.
4
Assistive Technology Planning Process
A GUIDE TO THE
Do you think assistive technology could support you but you are not sure where to start?
It might seem like a good idea to purchase the latest and greatest technology, but in order
to be successful you have to think through the process.
• What are your interests and goals?
• Where will you use it?
• Who can support you?
• What training is needed for you and your support team?
Relationship Map
Identifying your support circle
One Page Description
Important information about you
on one page
Decision-Making Profile
How you make decisions and like
to receive information
Technology Assessment
& Support Plan (TASP)
Assessing your tech needs and
creating a support plan
Individual Environment
Task & Tools (IETT)
Assessing the individual, environment,
task, and tool
Getting to Know You
see pages 9 - 20
Assessment
see pages 21 - 28
Getting to
Know You
Assessment
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 5
Learning Log
Daily record of what you learn and
strategies to support you
4+1 Questions
Questions to re ect on progress
and address challenges
One Page Tech Description
One page summary of how to best support
your technology needs
Tracking & Training
see pages 29 - 36
Tech Summary
see pages 37 - 40
This guide takes you through the process of using Person-Centered tools to help you plan
and prepare for incorporating technology into your daily life with the right supports.
The process is broken down into four phases. Each tool is explained using examples of real
individuals with blank templates for you to try out the tool. The best way to use this guide
is to complete each tool and assessment in order.
Assistive Technology Planning Process
A GUIDE TO THE
Tracking
& Training
Tech Summary
We are changing the world with technology.
6
KATHY
“I dedicated the
resource guide to
Gil and my family.
Gil has helped me
learn how to use my
iPhone and iPad.”
Get to Know Us
See how Kathy used her
Tools on pages 21-24
The individuals featured in this guide volunteered to try out these planning tools and
share what they learned. Get to know them by reading about their interests, goals, and the
technology that they used for this project.
About Kathy
• Smart, helpful, and caring
• Likes to learn new games and
watch old TV shows
• Enjoys going out into the community
Goals
• Learn how to use the tablet
• Track seizures using an app
• Reduce shakiness by using
assistive tech
Tech
• Tablet
• Smart watch
• Smartphone
JAMIE
“I dedicate this guide
to Mayra, Gil, Maria,
Kathy, Mommy,
Daddy, my nephews,
and my CAP sta. I
am so happy with all
of my new tech skills.
Especially gaining the
ability to control the lights in my environment.
It has made me so happy.”
See how Jamie used her Tools
on pages 8, 17-20, and 33-36
About Jamie
• Loves to learn new things
• Enjoys making movies
• Likes to keep in touch with family
and friends
Goals
• Control her home environment
• Change the lights in her bedroom
• Use her tablet in bed
Tech
• Tablet
• Accessibility Switch Controls
• Smart lightbulbs
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 7
DOM
“I would like to say thank you to everyone who made it possible for
me to be a part of this project. It makes me feel great to be one of
the Pilots because it means a lot for me to be able to do this for
myself and my peers who are non-verbal.
I hope to use the tools I have been given to continue to learn and
grow and to further my opportunities in the future.”
“I dedicate this guide
to Gil and Kathleen.
I love that I have an
iPad, to give me the
freedom of doing
the things I want to
do. It has inspired
me, to learn things
from recipes to visiting other countries. I have
become the Google queen. Also emailing has
become my thing!”
SARA
“I want to dedicate my
project to everyone. I
want to dedicate it to
Gil and to everyone
that helps me like
Vanessa, Erin that
helps me, and also
Geneva that helps
me, and Heidy. I am thankful for this project
that I am working on and I am also thankful
for getting games (on the iPad). I am also very
thankful for the iPad.”
CARISA
About Carisa
• Enjoys helping others
• Kind, has a great laugh, is fun to
be around
• Likes to cook for her roommates
Goals
• Find recipes online and build menus
• Keep in touch with friends and family
• Research interesting topics
Tech
• Tablet
• Case with keyboard and trackpad
Get to Know Us
See how Sara used her
Tools on pages 25-28 and 29-32
See how Carisa used her
Tools on pages 9-12 and 37-40
About Sara
• Loves Disney and making her friends laugh
• Enjoys being active in her community
• Likes to build her vocational and
social skills
Goals
• Use tech independently
• Add important dates to calendar
• Look up recipes and read stories
Tech
• Tablet
• Case with trackpad and keyboard
8
Impact of Technology
Community
“Before Jamie learned how to use adaptive technology, I remember
helping her check her email, Facebook, and watch YouTube videos.
We would watch videos of other people using adaptive switches to
operate the computer. Jamie would say, “I want! How much?”. She
looked forward to gaining greater independence. I am so proud of how
far Jamie has come with learning and using new assistive technology!
She uses her tech with so much ease, grace, and independence to
access her world on her own.” – Jamie’s Day Service Sta
Jamie shows us that there is nothing we can’t accomplish
if we just set our minds to it!
Family
“My sister Jamie has gained the tools to stay connected with
community and continue to grow. Our family has relied entirely
on technology to communicate and bond with her. We FaceTime
which allows us to see her and assess her health, body language
and emotions in addition to her seeing ours. FaceTime brings her
into making meals, cleaning house, taking the dog for walks, and even
hikes or other activities. This helps her feel a part of our daily lives and
connected. We are so grateful for this opportunity.” – Jamie’s Sister
Home
“While working with Jamie I have seen that her assistive technology
has helped her prepare her for her doctor appointments. She’s able
to research procedures before going to her appointment. This helps
ease her nerves and makes her more prepared. While in isolation
due to COVID-19 her assistive technology has helped her stay in
communication with her loved ones and sta. When we weren’t able
to be there by her side, she let us know she needs something. She
was also able to let us know when her roommate needed help. Her
assistive technology is a big help!” – Jamie’s Home Sta
JAMIE’S
STORY
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 9
Relationship Map
Getting to Know You
The Relationship Map helps us to see
who a person knows and how they know
them (family, friends, people at work
or school, etc.). It also details how the
relationships can help support a person
live the life they choose and details the
emotional connection that person has to
the people in the map. The Relationship
Map lets us know who we should include
in the planning process with a person.
The modied Relationship Map helps
the person know who to contact for
technological support.
ABOUT THE TOOL
• The Relationship Map helps
us nd relationships that can
be supported or strengthened
• Place people with the closest
emotional connection closest
to the center
• Use colors, icons and pictures
to help illustrate who the
person is
Tips
How Carisa used the Relationship Map tool
This tool has helped Carisa, her famil
y, sta, and friends
visually see the people closest to her in her life that are
important to her. She customized her map by including an
emoji for each person.
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
Helen Sanderson Associates USA
www.helensandersonassociates.com
The Learning Community for Person-Centered Practices (TLC)
www.tlcpcp.com
10
Relationship Map
www.PathPoint.org/AssistiveTechnology Tool adapted from: The Learning Community for Person-Centered Practices
SAMPLE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 11
Relationship Map
Instructions
1. Add yourself in the middle
2. Then move to the next circle and add family and
your closest relationships
3. Next ll in the outer rings including your friends,
people that support you through organizations,
other family, personal network, and community
4. You can customize your map by adding photos,
icons, emojis, contact information, etc.
With the right support and
resources anyone can do it!
12
www.PathPoint.org/AssistiveTechnology Tool adapted from: The Learning Community for Person-Centered Practices
Family members
who are involved
in my life
People and
organizations that
support me at
home
Friends
People and
organizations that
support me at work,
school, training
Personal Network
Family Circle
Community Network
NAME
Relationship Map
BLANK TEMPLATE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 13
One Page Description
Getting to Know You
The One Page Description (also known as
the OnePageProle) is a brief overview
of who the person is: what is important
to a person (what makes them happy and
content), what is important for the person
(their wellbeing and what keeps them
safe), and the supports needed to stay
healthy and safe on their terms. It also
includes a description about what others
like and admire about the individual.
OnePageDescriptions can be for a
specic purpose such asthe One Page
Tech Supports the individuals made for
supporting them with their technology.
ABOUT THE TOOL
• Be specic: If a person likes
music, what type? E.g. country,
rock, jazz, opera
• Use colors, icons and pictures
to help illustrate who the
person is
• Be sure to update as interests
change
Tips
This tool helped Terri because it provided important
information about how to best support her on a daily basis
and identied what really matters the most to her. This One
Page Description tool helped the people closest to her in her
life support her in achieving her goals.
How Terri used the One Page Description
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
Helen Sanderson Associates USA
www.helensandersonassociates.com
The Learning Community for Person-Centered Practices (TLC)
www.tlcpcp.com
14
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
One Page Description
SAMPLE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 15
One Page Description
Instructions
1. Ask others who know the person well what
they like and admire about the person
2. Find out what is important to the person, their
likes and dislikes, what makes them happy,
safe and content
3. What does good support look like? How does
the person prefer to be supported?
4. With permission, include a picture of the
person
I want to learn so so much more, and
that’s from the bottom of my heart.
— TERRI C
16
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
MY NAME
My photo What people like and admire about me
What is important to me How to support me well
One Page Description
BLANK TEMPLATE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 17
Getting to Know You
The Decision-MakingProle lets
everyone know how a person makes
decisions, and how to support the person
in the decision-making process. It focuses
on how a person likes to get information,
how to present choices to a person, ways
to help the person understand, what the
best time and the worst time is for the
person to make decisions.
ABOUT THE TOOL
• Use the person’s own words
• Clarify all information that is
being written down
• Have someone who knows the
person well help with this tool
• Look at their OnePageProle
and communication chart if
they have one
Tips
Jamie used the Decision-MakingProleto help communicate
to all her sta; “The decision-making prole has been helpful
for my sta to know how and when to work with me on my
goals. It helps when there are new sta getting to know me.”
The Decision-MakingProle personalizes her support and
allows Jamie to feel heard and respected.
How Jamie used the Decision-MakingProle
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
Helen Sanderson Associates USA
www.helensandersonassociates.com
The Learning Community for Person-Centered Practices (TLC)
www.tlcpcp.com
Decision-Making Profile
18
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
Name: Date:
How I like to get
my information
How to present
choices to me
Ways you
can help me
understand
When is the BEST
time for me to
make a decision
When is a BAD
time for me to
make a decision
• I like to receive
my information
through email,
my peers,
favorite staff,
and over
FaceTime.
• I also like
reading books.
I like help
from a buddy
or staff that
is a good
match with
me to present
different
options for me
to choose from.
• You can talk to
me in a calm
environment
so I can be
focused.
• You can talk
to me slowly
with simplied
details.
• You can ask me
if I understood.
• You can give
me time to
make decisions
and research
my options.
• I receive
information
best after 1
o’clock. I am
more willing
to learn.
• Having one on
one conversation
in a quiet
place without
interruptions.
• In the mornings
because I am
not awake or
when I want a
bath and I am
hungry.
• When I feel
overwhelmed
with
information.
Decision-Making Profile
SAMPLE
January 2021
Jamie
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 19
Decision-Making Profile
Instructions
Answer the following questions:
1. How I like to get information
2. How to present choices to me
3. Ways you can help me understand
4. When is the best time for me to make a decision
5. When is a bad time for me to make a decision
The tools helped me tell my sta
what I need and want.
20
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
Name: Date:
How I like to get
my information
How to present
choices to me
Ways you
can help me
understand
When is the BEST
time for me to
make a decision
When is a BAD
time for me to
make a decision
Decision-Making Profile
BLANK TEMPLATE
Return to Table of Contents
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 21
Technology Assessment
& Support Plan (TASP)
Assessment
The Technology Assessment & Support
Plan (TASP) is completed with a person’s
support team. It helps determine the
needs that technology can help address.
It also helps the person identify a specic
technology device to address each need.
ABOUT THE TOOL
• Use your Relationship Map
to build your support team
• Use your One Page
Description to help determine
your goals and how you need
support
Tips
This tool helped both Kathy and her sta understand her
personal needs. The Technology Assessment & Support
Plan (TASP)tool helped Kathy identify the need to track her
seizures. Using this tool, Kathy and her sta were able to
create an Individual Support Plan (ISP) goal and nd an app
that helps track the occurrences of her seizures.
How Kathy used the Technology Assessment
& Support Plan (TASP)
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
22
www.PathPoint.org/AssistiveTechnology
Date:
Name:
1. What do I
want to do now?
2. What do
you want to
accomplish?
3. What can
I already do
with assistive
technology?
4. Technology I
use now
:
5. Technology that
I need:
• Send text
messages
• Continuing
to add my
seizures to
the app
• Learn how to
nd videos on
YouTube
• Learn more
functions on
my Apple
Watch
• Locate emails
so I can join
remote learning
classes
• I know how to
open up text
messages
• I know how to
open email
• I know how
to answer a
FaceTime call
• I know how
to play a few
games on my
iPad
iPhone 6s Plus,
iPad 8, Apple
Watch Series 3
Extra iPhone and
iPad charger
6. Do I have
thenances
toaordthe
technology
or will I need
support?
7. Length of the
trial period to
test my assistive
technology
support plan and
devices:
8. How often
should the
support team
meet?
9. This is my
assistive
technology
support team:
10. My next
support team
check in to share
my progress is
scheduled for:
I will save to
buy the charger
3-6 months We will meet
every 3 months
to check in and
see how I am
doing.
• Susie M.
(Community
Integration
Technology
Specialist)
• Gil A. (Community
Integration
Manager)
• Cherlyn C. (Home
Administrator)
• Mike S. (Program
Coordinator)
March 23rd at
10am
Technology Assessment
& Support Plan (TASP)
SAMPLE
February 22, 2021Kathy
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 23
Technology Assessment
& Support Plan (TASP)
Instructions
1. Work with members of your support team
to complete the plan
2. Take time to fully ll out the plan
3. Use your other person-centered tools to
add ideas
Technology helps me do things
independently.
24
Date:Name:
1. What do I
want to do now?
2. What do I want
to accomplish in
the future?
3. What can
I already do
with assistive
technology?
4. Technology I
use now:
5. Technology that
I may need:
6. Do I have
thenances
toaordthe
technology
or will I need
support?
7. Length of the
trial period to
test my assistive
technology
support plan and
devices:
8. How often
should the
support team
meet?
9. This is my
assistive
technology
support team
:
10. My next
support team
check in to share
my progress is
scheduled for:
www.PathPoint.org/AssistiveTechnology
Technology Assessment
& Support Plan (TASP)
BLANK TEMPLATE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 25
Individual Environment
Task & Tools (IETT)
Assessment
The Individual Environment Task & Tools
(IETT) is an assessment that looks at the
person’s current use of technology, tasks
the person wants to complete, and the
environment or setting for those tasks.
Once this has been determined, the IETT
identies specic tools or technology that
can be used to achieve a person’s goal in a
specic environment. A separate IETT can
be completed for each environment and
compared to see where there are similar
and dierent goals.
ABOUT THE TOOL
• This tool is ongoing and should
be updated and revisited
• Use as a tool to help you stay
on track
• You can ll out one IETT per
environment
Tips
The Individual Environment Task & Tools (IETT) helped Sara and
her sta identify where to start when rst beginning this project.
It helped them get a better understanding of Sara’s support team
and helped assign responsibilities. Sara was able to participate
in her own plan and advocate for the things she wants to do and
what is important to/for her. This is a living document that can be
updated as situations in Sara’s environment change.
How Sara used the IETT
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
Joy Zabala SETT Framework
www.joyzabala.com
26
www.PathPoint.org/AssistiveTechnology Tool adapted from: Joy Zabala SETT Framework
Individual Environment
Task & Tools (IETT)
SAMPLE
Name: Sara Location: Sara’s home Date: September 2020 Completed by: Erin
INDIVIDUAL ENVIRONMENT TASK TOOL
What are your abilities? What kind of activities
take place in your
environment?
What activities do you
want to accomplish?
List all the tools needed
from low tech to high
tech:
• Can use iPad or
computer with
hands-on assistance
• Ability to share device
with roommate
• Reading
• Listening to music
• Completing art
projects
• Exercise
• Gardening
• Call family members
and staff
• Join online classes
with PathPoint and
other groups for
advocacy
• Tablet or iPad
• Webcam
• Computer
• Monitor or television
to connect to
computer
What types of support
do you need?
What activities do you
want to do but are not
able to at this time?
What activities do you
need to know how to do?
Are the tools person-
centered, task oriented,
reectandsupportthe
person’s current needs?
• Sara needs a device to
use (AT Hardware)
• Sara needs help using
the device (reading,
typing, navigating the
internet)
• Use assistive
technology at her
leisure
• Join classes
independently
• Access YouTube
Join Zoom/online
classes of her choice
YES
What do you want to
work on?
What technology are you
currently using?
What does success look
like?
What are the training
requirements for the
support team?
• Sara needs assistance
with reading and typing
• Sara will need assistance
with knowing how to log
on to the Zoom classes.
• Sara currently shares
her roommates laptop
when her roommate is
joining classes
• She would be on Zoom
independently
• Ability to stay
in contact with
family members in
Washington
• Home and Day Program
Staff will need periodic
training with the AT
that we are bringing
into the home
• Ongoing data
collection
Team Member Support System:
Home: Fabiana and Vanessa RegionalCenterSta: Donna
Program: Heidy, Destiny, and Geneva
Friends: Sigrid, Mindy and Robin
Family Members: Her sister lives in Washington
1 2 3 4
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 27
Individual Environment
Task & Tools (IETT)
Instructions
1. You can complete a dierent IETT for each
environment
2. Work with your support network to answer
each question
KEY TERMS
Individual: The person at the center of the plan
Environment: Where the person lives and learns
such as: home, community, work, etc.
Tasks: The specic things the person needs or
wants to do
Tools: The tools that are needed to accomplish
the task
If you put your mind to it,
you can do anything!
28
www.PathPoint.org/AssistiveTechnology Tool adapted from: Joy Zabala SETT Framework
Individual Environment
Task & Tools (IETT)
BLANK TEMPLATE
Name: Location: Date: Completed by:
INDIVIDUAL ENVIRONMENT TASK TOOL
What are your abilities? What kind of activities
take place in your
environment?
What activities do you
want to accomplish?
List all the tools needed
from low tech to high
tech:
What types of support
do you need?
What activities do you
want to do but are not
able to at this time?
What activities do you
need to know how to do?
Are the tools person-
centered, task oriented,
reectandsupportthe
person’s current needs?
What do you want to
work on?
What technology are you
currently using?
What does success look
like?
What are the training
requirements for the
support team?
Team Member Support System:
Home: RegionalCenterSta:
Program: Friends:
Family Members:
1 2 3 4
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 29
Learning Log
Tracking & Training
The Learning Log is a way to capture and
document information in a way that lets
others know what, when, where, who,
and what worked and didn’t about the
experience. Use a Learning Log to track
progress and share with your support
network. The Learning Log captures more
than just daily notes. It captures what
works and doesn’t work.
ABOUT THE TOOL
• This tool helps the support
network communicate
• What you learn from the log
can help with planning and
supporting
• It is a place to keep best
practices and tips
• This is a running record of what
has worked or not worked
Tips
Sara used the Learning Log with her sta to capture daily notes.
It was really helpful when she had new sta. They were able to
catch up and see what was already tried. It was a great visual for
Sara to see how much she has accomplished.
Her sta were able to help her keep focus and decide what areas
needed improvement. Use the Learning Log to capture daily notes.
How Sara used the Learning Log
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
Helen Sanderson Associates USA
www.helensandersonassociates.com
The Learning Community for Person-Centered Practices (TLC)
www.tlcpcp.com
30
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
Name: Sara
Date: 10/29/20
Desired Outcome/Goal: Use the internet to access the websites she desires whenever she
wants to without relying on others to help her.
Learning objective
for this session
What did you do?
(What, where, when,
how long, etc.)
Who was there?
(namesofsta,
others, etc.)
• How to FaceTime with Staff
and peers
• How to log onto Zoom
classes
• How to log in with password
on her iPad
Sara met with Geneva in the
backyard from 10-11am.
Geneva, Heidy and Sara
What did you learn about?
What worked well?
What did not work well? What are some possible
solutions?
Sara was able hear the
instruction and complete the
task independently. Geneva
then reviewed the steps back
with her. They also practiced
logging in to the iPad using
her password. Sara is really
good at seeing and mimicking
the action.
Sara’s password is not easy
to remember and she forgot
when needing to log in.
Geneva helped her log in.
Sara also has challenges
using the backspace.
Create a simpler password/
write password on the case
with a label/write it down on
paper so she can reference it.
ADDITIONAL NOTES:
Learning Log
SAMPLE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 31
Learning Log
Instructions
1. Fill out the Learning Log to capture daily notes
2. Make sure to include what worked and what
didn’t work, or challenges
3. Use this as a communication tool so the
support network is aware of new learning
4. The individual and the support network can
create their own logs from their perspectives
as the network is learning with the individual
as well
Technology brings the world to
your ngertips!
32
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
Name:
Date:
Desired Outcome/Goal:
Learning objective
for this session
What did you do?
(What, where, when,
how long, etc.)
Who was there?
(namesofsta,
others, etc.)
What did you learn about?
What worked well?
What did not work well? What are some possible
solutions?
ADDITIONAL NOTES:
Learning Log
BLANK TEMPLATE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 33
4+1 Questions
Tracking & Training
The 4+1 Questions are a way to review the
aspects of a certain situation, such as the
work and planning with technology. 4+1
Questions can be used as a tool to review
progress, reect on goals, or troubleshoot.
The questions are: What did you try? What
did you learn? What are you pleased about?
(what worked well) What are you concerned
about? (what didn’t work well, or challenges).
The last question is: Given what we know,
what’s next? This question is the action plan
based on the learning.
ABOUT THE TOOL
Tips
The 4+1 Questions helped Jamie and her team troubleshoot
methods of communication. Jamie was having trouble maintaining
communication with sta at her day program and in her home.
She worked on the 4+1 Questions with her team and came up
with a communication plan to better support her. The team tried
it out and then, after a few weeks, did the exercise again to make
any adjustments.
How Jamie used the 4+1 Questions
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
Helen Sanderson Associates USA
www.helensandersonassociates.com
The Learning Community for Person-Centered Practices (TLC)
www.tlcpcp.com
• The tool works best if answering a
question. For example: How is the
technology working for you?
• You can send out the 4+1 Questions
ahead of time to give people time to
think about the answers
• Use the 4+1 Questions to review your
work and progress toward your goals
• Remember the plus one question is
about what to do based on what was
learned
34
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
What have we tried? What have we learned?
What are we pleased about? What are we concerned about?
What should we try/do, based on what we have learned?
• Jamie using her 1 on 1 time to
work on articulation
• Jamie giving feedback on how
staff are assisting her
• Working individually on her goals
not being supported by anyone
• 1 on 1 sessions with Jamie have
been successful
• Jamie needs reminders to stay
motivated on continuing her
progress
• Jamie being exible in
connecting through different
apps
• Jamie asking for help when she
doesn’t understand what to do
• Jamie asks to work on her goals
• Day services staff not being
able to see her in person and
needing to nd other ways to
have consistent contact
• Jamie not focusing when
working alone
• Work with Jamie’s home to nd ways for the day service staff
to connect
• Continue to help keep Jamie motivated
4+1 Questions
SAMPLE
Name: Jamie
Date: December 2020
Topic: Supporting Jamie with her
goals
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 35
4+1 Questions
Instructions
1. Decide on something specic to evaluate
2. It can be the overall goal, a challenge that you
are facing, or reecting on a period of time
3. Review the questions with support network
4. Each person on the team can answer each
question
5. Make sure the results are communicated with
others in the support network
Using my tech makes me feel
accomplished.
36
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
What have we tried? What have we learned?
What are we pleased about? What are we concerned about?
What should we try/do, based on what we have learned?
Name: Topic:
4+1 Questions
BLANK TEMPLATE
Date:
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 37
Tech Summary
The One Page Tech Description (also
known as the OnePageProle) is a
brief overview of who the person is.
The One Page Tech Description provides
an overview of how technology is used to
best support the person.
ABOUT THE TOOL
• Make sure the description is in
the individual’s own words
• Let the person know if you
need more detail on how to
support the person with the
technology
• Use pictures to help show
detail
Tips
Carisa designed her own One Page Tech Description. She lled
in what is great about herself, why she appreciates technology,
what is important to and for her when using technology, and how
to best support her. Carisa even added icons of her favorite tech
products. The tool has been very helpful for her to communicate
how important technology is to her and how her team can help
her achieve her goals.
How Carisa used the One Page Tech Description
For more information visit:
PathPoint
www.PathPoint.org/AssistiveTechnology
Helen Sanderson Associates USA
www.helensandersonassociates.com
The Learning Community for Person-Centered Practices (TLC)
www.tlcpcp.com
One Page Tech
Description
38
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
One Page Tech
Description
SAMPLE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 39
One Page Tech
Description
Instructions
1. Ask others who know the person well what they
like and admire about the person
2. Find out what is important to the person, what
do they appreciate about technology?
3. What does good support look like? How does
the person prefer to be supported in using their
technology?
4. Include a picture of the person and their
technology with their permission
Be brave — technology is not a
scary thing! You can do it!
40
www.PathPoint.org/AssistiveTechnology Tool adapted from: Helen Sanderson Associates USA
Photo
Great things about me:
What I appreciate about my Assistive
Technology:
What’s IMPORTANT TO me when
using my Assistive Technology:
What’s IMPORTANT FOR me when
using my Assistive Technology:
How best to support me when I use
my Assistive Technology:
My Assistive Technology support team:
Name:
One Page Tech
Description
BLANK TEMPLATE
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 41
Tips
APPROACH
• Building a good relationship with all members of the team is key.
• Keep in frequent contact with the support team for the individual to nd out
what is working or not working with the support for the technology.
• Set up a structure for lessons and training to stay on track.
• Create schedules based on the time of the day the person is most attentive.
• When working remotely, have a set schedule the whole team is in sync with.
PROVIDING SUPPORT
• Learn from the process when things do not go as planned.
• Create a contact list to call in case the equipment is not working.
• Set alarms or reminders to help remember when to log onto meetings,
classes, or events.
• Set a time every day to charge the equipment and make it a routine.
42
Tips
ASSESSING AND PURCHASING
• Touch screen is better than push buttons for people who have a hard time
with dexterity.
• Wrist guards can help to stabilize a hand when tapping around on devices.
• Look at dierent places when purchasing and check the prices. There is often
more variety of products on the internet than going to the store.
• Consider tools that are used for other purposes, such as mounts and switches.
Sometimes they are cheaper when advertised for dierent uses.
• When purchasing consider quality, it may be worth investing more if it lasts longer.
COMMUNICATION
• Audio messages can be sent over text which can help if reading and typing is
a challenge.
• Set up reminders to help individuals remember classes or meetings.
• A smartphone can be set up with notications to ash a persistent banner and
a sound to go o and alert when particular person is calling.
• Practice using speaker mode to ask the device random questions such as,
“What’s the weather today,” or, “Send a new text”.
• You can teach a person to use predictive text to help complete sentences.
TRAINING
• Video calls are helpful for teaching remotely.
• All the tools included in this guide help train new members of the support team.
• Make sure the supporters in all environments are familiar with setting up the
equipment used by the individual; they may need training too.
• Start with small steps and work to the capacity of the individual.
• Have patience when teaching a new skill. Everyone learns at their own pace!
www.PathPoint.org/AssistiveTechnology
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 43
Best Practices
• Depending on what type of device a person is using, nd a
support person who has the same device to show the person
how to use the accessibility features.
• Let each member of a person’s support team know what type of
technology that they have available to them and how the person
is able to use it. For example, if they can receive emails, let their
Regional Center Coordinator know so they can receive a direct
link to their Annual Meeting.
• Have passwords and ID numbers written down or typed out
and keep in a safe place that the team has access to.
• If you are struggling to connect and work with an individual,
revisit their paperwork and see if there is something you have
missed or forgotten that could help your approach.
• Update the tools when needed. Things change so make sure to
revisit the tools at least annually and make any adjustments.
44
www.PathPoint.org/AssistiveTechnology
Speech Communication applications can help give a person the
ability to communicate if they are nonverbal. The individual can
make choices by communicating through a smart device.
ASSISTIVE TECHNOLOGY RESOURCES
Communication
TYPES OF TECHNOLOGY
Smart Devices (tablets, phones, watches) • Software Applications
SEARCH TERMS TO USE ONLINE
“Speech communication applications”
“Speech communication for smart devices”
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 45
ASSISTIVE TECHNOLOGY RESOURCES
Mobility
Momentary switches and switch interfaces can connect a variety
of switches via hard wired or Bluetooth to access switch control
features on a smart device. This allows a person access to control
the device through the scanning mode feature on a smart device.
TYPES OF TECHNOLOGY
Computer or Laptop • Smart Devices • Switch Devices
SEARCH TERMS TO USE ONLINE
“Switch access for smart device”
“Accessibility features for people with a disability”
“Smart device accessibility”
“Switch control with a tablet”
46
ASSISTIVE TECHNOLOGY RESOURCES
Assistive & Adaptive Hardware
www.PathPoint.org/AssistiveTechnology
Adaptive hardware such as articulating arm, clamp and clip
mechanism, and mounting systems can connect to a person’s
wheelchair or desk. This helps individuals with limited mobility
access their device.
TYPES OF TECHNOLOGY
Articulating Arm • Articulating Clamp • Clip and Tablet Mount
SEARCH TERMS TO USE ONLINE
“Tablet for mounting systems for wheelchairs”
“Tablet holder for tripod”
“Articulating arm for cheek switch”
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 47
ASSISTIVE TECHNOLOGY RESOURCES
Smart Home Technology
Smart technology control applications can help a person control
their home environment such as: lights, thermostat, security
camera, etc.
TYPES OF TECHNOLOGY
Device • Tablet • Smartphone • Application
SEARCH TERMS TO USE ONLINE
“Smart home tech for voice command”
“Smart home tech apps”
“Control home environment”
48
ASSISTIVE TECHNOLOGY RESOURCES
Community Builders
Connect with local community resources such as high school and
university engineering departments. Many programs work with
the community to build or develop new ideas for people in need of
access to the world.
TYPES OF TECHNOLOGY
Innovative inventions and creative solutions for everyday challenges
SEARCH TERMS TO USE ONLINE
“Engineering for people with disabilities”
“Creative engineering”
“Engineering for accessibility”
www.PathPoint.org/AssistiveTechnology
Return to Table of Contents
www.PathPoint.org/AssistiveTechnology 49
Notes
50
Notes
www.PathPoint.org/AssistiveTechnology 51
Notes
52
Notes
PathPoint is a 501(c)(3) non-pro t organization.
TAX ID 95-2371668
Serving 5 Counties
Connect with us @PathPointCA
Support our programs!
www.PathPoint.org/how-to-help
info@pathpoint.org
INSIDE BACK COVER
Please keep in mind that technology is always changing and always do your
own research before purchasing technology.
www.PathPoint.org/AssistiveTechnology
• PDF copy • En Español • Large Print version • Additional Resources
Visit our website for all of these resources and more:
OUTSIDE BACK COVER
We envision compassionate,
inclusive, and equitable
communities where all
individuals have the
opportunity to thrive.
Our Vision
Supporting people in living the life they choose
We believe that all people should be able to participate in
their community, make their own choices, and connect with
others. Technology has the ability to create opportunities and
open doors for individuals with disabilities. We aim to explore
best practices for connecting individuals to technology that
enables them to communicate, control their environments,
make their own choices, and gain greater independence in
their lives.
With the right support and resources, anyone can do it!
www.PathPoint.org/AssistiveTechnology
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