AT Consideration Project 1 - SED 379 Fall 2011

AT Consideration 1 – ADL SED 379 Fall 2011: 

AT Consideration 1 – ADL SED 379 Fall 2011 Katie Bolger Ashley Nystrom Justin Rudnick Erica Russett

PowerPoint Presentation: 

Cognitive Limitations/ Abilities Physical Limitations/ Abilities Perception Manipulation Positioning Mobility Max loves to have his feet tickled. Decreased muscle tone Low muscle tone in his trunk and legs Limited range of motion in elbows. Max may have a 5-10 second delay when responding to an instruction Limited range of motion Unable to bear own weight Max cannot independently move his wheelchair Loves to watch his peers; he is fascinated by others Has difficulty using a spoon or fork Max needs stabilization while sitting on the toilet Max has movement in his upper extremities or his hands and arms, characterized by athetosis with fluctuating muscle tone Has trouble picking out detail in the environment Needs help dressing and undressing Max needs assistance transferring on and off the toilet Needs assistance transferring on and off the toilet He responds to simple verbal instructions, gestures, and models. Hard to properly grip and hold objects for long periods of time. Needs stabilization while sitting, not in his wheelchair Can only cross midline with right arm only. Max may get distracted when there is visual stimulation Likes to pass out art supplies to classmates. Uses supports including shoulder belts on his wheelchair. Max uses a wheelchair to get around. Can drink from a cup with a straw Weak grip Uses supports when he sits on the floor. Max pays more attention to the numbers on cards than the colors. Cannot use the mouse or keyboard of a computer. Analysis of Student Abilities: Snack – Ants on a Log

PowerPoint Presentation: 

Analysis of Task Demands: Snack - Ants on a Log Tasks (within this Activity) Task Demands Cognitive Demands: Perception Physical Demands: Manipulation Physical Demands: Positioning Physical Demands: Mobility Get out ingredients Has to be able to see the cabinet, see the materials. Be able to hold all the ingredients at one time. Sit up straight in his wheelchair; position himself in front of the table. Able to move to the cabinets and back. Open the apple butter See the jar, hold in hands, taking off the lid Be able to squeeze and twist the top simultaneously to open the lid Sit up straight in his wheelchair, position himself in front of the table Spread butter on the celery sticks See the butter and celery. Feel and hold knife, while holding the celery Be able to hold knife and scoop from jar, and do a swiping motion across the top of the celery. Sit up straight in his wheelchair; position himself in front of the table. Open box of raisins See and hold the box of raisins . Be able to use fine motor skills to peel back top of cardboard box . Sit up straight in his wheelchair; position himself in front of the table . Pour raisins See and hold the raisins, celery sticks with butter on them Be able to use fine motor skills to pour raisins on the celery/apple butter one at a time . Sit up straight in his wheelchair; position himself in front of the table . Eat the snack! Be able to see the snack and hold it in his hands . Be able to transfer the snack from the table to his mouth. Be able to wipe hands or mouth with napkin if necessary . Sit up straight in his wheelchair; position himself in front of the table . Clean up Be able to see the leftovers, trash can Be able to pick up and hold materials or place them in a bag to transfer to garbage. Be able to open the trash can if necessary. Be able to open the fridge, place leftovers in the fridge . Sit up straight in his wheelchair; position himself in front of the table. Be able to move in to the garbage can and back to his table. Be able to move to the fridge and back to his table

PowerPoint Presentation: 

Tasks (within this Activity) Task Demands Cognitive Demands: Perception Physical Demands: Manipulation Physical Demands: Positioning Physical Demands: Mobility Get out ingredients Activity requires the student to be able to see the cabinet, see the materials. The student can see the cabinet and materials. The student cannot see detail or outside of 5 feet. Activity requires the student to hold all the ingredients at one time. The student can hold the ingredients one at a time. The student cannot hold all ingredients at once. The activity requires the student to be able to sit up in his wheelchair infront fo the table. The student can sit in his wheelchair. The student cannot sit up straight in his wheelchair independently. Activity requires the student to move to the cabinets and back. The student can sit in his wheelchair The student cannot move his wheelchair independently. Open the apple butter Activity requires the student to see the jar, hold in hands, taking off the lid. The student can see the jar. The student cannot see detail unless directly in front of his face. Activity requires the student to be able to squeeze and twist the top simultaneously to open the lid. The student can squeeze the jar. The student cannot squeeze and twist the top of the jar simultaneously to take the top off. An AT device must enhance the grip to hold the top of the jar. An AT device might also replace the squeezing and twisting movement. The activity requires the student to be able to sit up in his wheelchair infront fo the table. The student can sit in his wheelchair. The student cannot sit up straight in his wheelchair independently. Spread butter on the celery sticks The activity requires the student to see the butter and celery. Feel and hold knife, while holding the celery. The student can see the ingredients The student cannot see the ingredients unless close to his face. Activity requires the student to be able to hold knife and scoop from jar, and do a swiping motion across the top of the celery. The student can grip the knife, and can do a swiping motion. The student cannot strongly hold the knife, or scoop from the jar. An AT device must enhance the grip on the knife. The activity requires the student to be able to sit up in his wheelchair infront fo the table. The student can sit in his wheelchair. The student cannot sit up straight in his wheelchair independently. Open box of raisins. The Activity requires the student to see and feel the box of raisins. The student can see the ingredients. The student cannot see detail in the raisins, or see them at all unless close to his face. Activity requires the student to be able to use fine motor skills to peel back top of cardboard box. The student can hold the box of raisins. The student cannot peel back the tiny top of the cardboard box. The activity requires the student to be able to sit up in his wheelchair infront fo the table. The student can sit in his wheelchair. The student cannot sit up straight in his wheelchair independently. Problem Identification - Snack

PowerPoint Presentation: 

Pour raisins onto celery/apple butter. The activity requires the student to see and feel the raisin box. The student can see the ingredients. The student cannot see detail in the raisins, or see them at all unless close to his face. Activity requires the student to be able to hold the box of raisins and turn it over to pour them out. The student can hold the box of raisins. The student cannot do the motion of turning is wrist /arm to pour them onto the celery. The activity requires the student to be able to sit up in his wheelchair in front of the table. The student can sit in his wheelchair. The student cannot sit up straight in his wheelchair independently. Eat the snack! Activity requires the student to be able to see the snack and hold it in his hands. The student can see the snack. The student cannot see detail in the snack, or see it at all unless close to his face. Activity requires the student to be able to transfer the snack from the table to his mouth. Be able to wipe hands or mouth with napkin if necessary. The student can hold the snack in his hand. The student cannot coordinate the movement of his hand up to his mouth. The activity requires the student to be able to sit up in his wheelchair infront fo the table. The student can sit in his wheelchair. The student cannot sit up straight in his wheelchair independently. Clean up Activity requires the student to be able to see the leftovers, trash can, fridge. The student can see the leftovers, trash can, and fridge. The student cannot see detail in these items, or see them at all unless very close to his face. The activity requires the student to be able to pick up and hold materials or place them in a bag to transfer to garbage. Be able to open the trash can if necessary. Be able to open the fridge, place leftovers in the fridge. The student can hold materials one at a time, move items to garbage. The student cannot open the fridge. The activity requires the student to be able to sit up in his wheelchair infront fo the table. The student can sit in his wheelchair. The student cannot sit up straight in his wheelchair independently. Activity requires the student to be able to move in to the garbage can and back to his table. Be able to move to the fridge and back to his table. The student can sit in his wheelchair The student cannot move his wheelchair independently. Problem Identification – Snack (Continued)

Assistive Technology Solutions: Dycem Jar Opener and Mat Set: 

Assistive Technology Solutions: Dycem Jar Opener and Mat Set Manufacturer: Dycem USA Web: http://www.dycem.com Cost : $16.35 How it is used: The Dycem Jar Opener & Mat Set is a jar opener and non-slip pad designed for use by individuals with upper extremity disabilities. The set includes a bowl-shaped, non-slip jar opener for opening screw top jars and a round, non-slip mat to stabilize the jar during opening. Student needs to be taught: Max will need to know how to set the jar of peanut butter on top of the grip mat and place the jar opener pad on top of peanut butter jar. Student also will need to know how to grip the jar opener once on the peanut butter jar and slightly twist open, using wrist.

Assistive Technology Solutions: Utensil Gripper: 

Assistive Technology Solutions: Utensil Gripper $16.25 Mountain View Medical Supply http://www.mvmsinc.com/foamtubinggripaid.aspx This AT device can be used for Max to be able to hold the knife and use it to spread the apple butter onto the celery. Max will need to be taught how to hold the aid in his hand and maneuver it into the jar.

AT Consideration 1 – Leisure Activity SED 379 Fall 2011: 

AT Consideration 1 – Leisure Activity SED 379 Fall 2011

PowerPoint Presentation: 

Cognitive Limitations/ Abilities Physical Limitations/ Abilities Perception Manipulation Positioning Mobility Max loves to have his feet tickled. Decreased muscle tone Low muscle tone in his trunk and legs Limited range of motion in elbows. Max may have a 5-10 second delay when responding to an instruction Limited range of motion Unable to bear own weight Max cannot independently move his wheelchair Loves to watch his peers; he is fascinated by others Has difficulty using a spoon or fork Max needs stabilization while sitting on the toilet Max has movement in his upper extremities or his hands and arms, characterized by athetosis with fluctuating muscle tone Has trouble picking out detail in the environment Needs help dressing and undressing Max needs assistance transferring on and off the toilet Needs assistance transferring on and off the toilet He responds to simple verbal instructions, gestures, and models. Hard to properly grip and hold objects for long periods of time. Needs stabilization while sitting, not in his wheelchair Can only cross midline with right arm only. Max may get distracted when there is visual stimulation Likes to pass out art supplies to classmates. Uses supports including shoulder belts on his wheelchair. Max uses a wheelchair to get around. Can drink from a cup with a straw Weak grip Uses supports when he sits on the floor. Max pays more attention to the numbers on cards than the colors. Cannot use the mouse or keyboard of a computer. Analysis of Student Abilities: Activity (GO FISH)

Analysis of Task Demands: Activity (GO FISH): 

Analysis of Task Demands: Activity (GO FISH) Tasks (within this Activity ) Task Demands Cognitive Demands: Perception Physical Demands: Manipulation Physical Demands: Positioning Physical Demands: Mobility Take out the game/materials Needs to be able to hear verbal instruction and be able to see the different materials . He needs to be able to grip the deck of cards . He needs to be able to carry the game to the table and be in a position where he can reach the cards . He needs to be able to get to where the cards are located and sit down with them at the table . Pass cards out He needs to be able to see the cards and who he is passing them out to . He needs to be able to hold the deck of cards while passing them out and grip each individual card . He needs to be able to sit in a position that allows him to pass out the cards successfully to each player . Sort cards/find matches He needs to be able to see the cards to find matches . He has to be able to grip the cards and place them with their matches . He needs to be able to sit at the table in order to place cards with their matches . Ask for a card to make a match He has to have the ability to see which cards he needs a match for . He has to be able to hold his cards in front of him while asking for a matching card . He needs to be in range of other players, in order to ask them for a match . If other player doesn’t have this card, pick up new card from deck Needs to be able to hear the other player’s response. He needs to be able to see, in order to locate the deck of cards . He needs to be able to pick up a new card from the deck and grip it . He needs to be sitting in a position that allows him to reach the deck of cards . Clean up Needs to be able to hear verbal instruction across the room and be able to see the cards and materials to clean up. He has to be able to pick up and grip cards and materials to put away. He needs to be able to get into a position where he can reach all materials and put them away. He needs to be able to carry and walk the materials back to where they belong, in order to be finished cleaning up.

PowerPoint Presentation: 

Tasks (within this Activity) Task Demands Cognitive Demands: Perception Physical Demands: Manipulation Physical Demands: Positioning Physical Demands: Mobility Take out the game/materials Activity requires the student to be able to hear verbal instruction and be able to see the different materials. Max can hear simple verbal instruction. Max cannot The activity requires the student to be able to grip the deck of cards. The student cannot grip the deck of cards. The activity requires the student to be able to carry the game to the table and be in a position where he can reach the cards. The student can sit in his wheelchair. The student cannot sit up without supports Activity requires the student to be able to get to where the cards are located and sit down with them at the table. The student can sit in his wheelchair The student cannot move his wheelchair independently. Pass cards out Activity requires Max to be able to see the cards and who he is passing them out to. Max can see cards in front of him. Max cannot see items far from his face. An AT device can magnify the symbols on the cards. The activity requires the student to hold the deck of cards while passing them out and grip each individual card. The student cannot hold the deck of cards. The student cannot pass out each individual card. The activity requires the student to be able to sit in a position that allows him to pass out the cards successfully to each player. The student can sit in his wheelchair. The student cannot sit up without supports. Sort cards/find matches The activity requires him to be able to see the cards to find matches. Max can see items in front of him if they are close to his face. Max cannot see items far from his face. An AT device can magnify the symbols on the cards. The activity requires the student to be able to grip the cards and place them with their matches. The student cannot grip the cards and place them with their matches. The student can identify card matches. The student can look at his cards in front of him, using an AT card holder. The activity requires the student to be able to sit at the table in order to place cards with their matches. The student can sit in his wheelchair. The student cannot sit up without supports. Problem Identification – Activity (GO FISH)

PowerPoint Presentation: 

Ask for a card to make a match The Activity requires Max to see which cards he needs a match for. Max can see things close to his face. Max cannot see things far from his face. An AT device can magnify the symbols on the cards. The activity requires the student to be able to hold his cards in front of him while asking for a matching card. The student cannot hold his cards in front of him. Using an AT device, the student can ask for a matching card. Using a card holder AT device, the student can look at his cards in front of him. The activity requires the student to be in range of other players, in order to ask them for a match. The student can sit in his wheelchair. The student cannot sit up without supports. If other player doesn’t have this card, pick up new card from deck Activity requires for him to hear the other player’s response. He needs to be able to see, the deck of cards. Max can hear simple verbal speech, and he can see the cards in front of him. Max cannot An AT device can magnify the symbols on the cards. The activity requires the student to be able to pick up a new card from the deck and grip it. The student cannot pick up a new card from the deck. The student cannot grip the card. The activity requires the student to be sitting in a position that allows him to reach the deck of cards. The student can sit in his wheelchair. The student cannot sit up without supports. Clean up Activity requires him to hear verbal cues and see the materials to clean up. Max can hear simple verbal instruction. Max cannot The activity requires the student to be able to pick up and grip cards and materials to put away. The student cannot pick up and grips cards to put materials away. The activity requires the student to be able to get into a position where he can reach all materials and put them away. The student can sit in his wheelchair. The student cannot sit up without supports. Activity requires the student to be be able to carry and walk the materials back to where they belong, in order to be finished cleaning up. The student can sit in his wheelchair The student cannot move his wheelchair independently. Problem Identification – Activity (GO FISH) (Continued)

Assistive Technology Solutions: High Contrast Playing Cards: 

Assistive Technology Solutions: High Contrast Playing Cards Vision Dynamics www.visiondynamics.com $6.95 The student will use these cards to better see the symbols and numbers. Because he has difficulty distinguishing details from a distance, the larger symbols and numbers will be easier to see. The student will need to know what each of the symbols mean.

Assistive Technology Solutions: Card Holder: 

Assistive Technology Solutions: Card Holder Vision Dynamics www.visiondynamics.com $11.95 The student will use this tool to hold his cards when playing Go Fish. He must see his cards at all times in order to accurately ask and answer the Go Fish questions, and this allows him to do that. The student will need to be taught how to place his cards in the card holder for the best way to view them.

Assistive Technology Solutions: Card Shuffler: 

Assistive Technology Solutions: Card Shuffler Vision Dynamics www.visiondynamics.com $15.75 The student will use this tool to shuffle the cards in order to play the game, Go Fish. The cards must be shuffled before playing in order to fairly separate and distribute the cards. The student will need to be taught how to put half the cards in each of the sides, and then to press down on the button on the front until all of the cards are shuffled. He then needs to be taught to pull out the compartment where the shuffled cards are held in order to retrieve them.