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Assistive Technology Practitioner Test > ATP test study questions > Flashcards

ATP test study questions Flashcards

0
Q

What is meant by a ‘low-tech’ and a ‘high-tech’ assistive device? Give an example of each.

A

‘Low-tech’ - Inexpensive devices that are simple to make and easy to obtain.
Ie. Paper & pencil boards, eating utensils, simple splints.
‘High-tech’ - Expensive devices that are more difficult to make, and harder to obtain.
Ie. Wheelchairs, elec. communication devices, computers.
Chap 1, pg 6

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1
Q

How are assistive technologies included within the WHO ICF?

A

Assistive technologies are included within the classification of environmental elements related to ADLs, mobility, communication, religion and spirituality, education, employment and culture, sport and recreation.
Chap 1, pg 4

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2
Q

Distinguish between hard and soft technologies.

A

Hard technologies are tangible. Readily available components that can be purchased and assembled into AT.

Soft technologies are intangible. Human decision making, strategies, training, concept formation, and service delivery.

Chap 1, pg 6

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3
Q

Give three examples of assistive technology appliances and three examples of assistive technology tools.

A

An appliance is independent of the users skill. A tool is dependent on the users skill.
Appliances: eyeglasses, splints, seating
Tools: joystick, push rims, keyboard

Chap 1, pg 6

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4
Q

What is the difference between minimal and maximal technology? Give an example of each.

A

Minimal tech generally augments an impaired function.
Ie. Letter board, powerchair due to low endurance.
Maximal tech generally replaces a function.
Ie. Communication device, wheelchair for totally dependent.

Chap 1, pg 7

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5
Q

Why are standard commercially available products less expensive than special commercially available products? Why are the latter less expensive than modified or custom-designed devices? Give an example of each of the four classes.

A

Standard commercially available products are mass produced for the general population. Large-scale Maas production = lower cost.
Special commercially available products are mass produced on a lower scale than standard. Lower-scale mass production = higher cost.
Standard or special commercially available products that must be modified are not mass produced and therefore more costly.
Custom designed products are one of a kind and therefore typically very costly.

Chap 1, pg 7,8 Fig 1-1

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6
Q

Why do we distinguish assistive technologies from rehabilitative and educational technologies? Can one device play a role in both areas?

A

Assistive technology typically refers to technology that helps an individual to carry out a functional activity.
Rehab or educational technology is typically used as a tool for remediation or rehabilitation rather than being a part of the person’s daily life. Technology can cross into both arenas.

Chap 1, pg 5

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7
Q

Distinguish between specific purpose and general purpose technologies.

A

Specific purpose tech is intended for one specific purpose.
General tech can be used in many different applications.

Chap 1, pg 7

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8
Q

What has been the influence of federal legislation On the availability of assistive technology devices and services?

A
  1. Rehab Act 1973 - reasonable accommodation all federally funded programs.
  2. Individuals w Disabilities Act 1997 - every child has the right to a free + appropriate education with their peers, accommodated if needed.
  3. Assistive Technology Act 1998 - first legislation to specifically address AT, supports advocacy and grants
  4. Developmental Disabilities Assistance and Bill of Rights Act - provides grants, protection, advocacy, training, and assistance to improve access
  5. Americans w Disabilities Act 1990 - prohibits discrimination, Title II entities must communicate w the disabled
  6. Medicaid - income based, state funding for AT
  7. Medicare - Federal funding for AT

Chap 1, pg 11, table 1-2

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9
Q

List at least four ways in which U.S. Federal legislation has affected the practice of assistive technology service delivery.

A
  1. Assistive Tech Act 1998 - expands the AT devices and services that are available for delivery.
  2. Americans w Disabilities Act 1990 - must be able to effectively communicate during the delivery of AT
  3. Medicaid - largest funding source for AT to be delivered to low income
  4. Medicare - federally administered w consistent rules for delivery in all states

Chap 1, pg 11,table 1-2

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10
Q

Compare the situation today regarding assistive tech w that in 1972.

A

Non-discrimination.
In 1972 there was no reasonable accommodation, no equal access, no equal opportunity.

Chap 1, pg 10

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11
Q

What is at the focal point of the industry of assistive technology? What are the other industry components?

A 
The focal point is the consumer and direct consumer services.
The other components are:
1. Basic research 
2. Applied research
3. Product development 
4. Manufacturing
5. Product distribution
6. Information and Referral
7. Education and Training

Chap 1, pg 18, fig 1-2

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12
Q

Pick any piece of legislation shown in Table 1-2 (page 11) and describe its influence on the development and application of assistive technologies.

A

Individuals with Disabilities Education Act Amendments of 1997.
Because it emphasized the right of children to have a proper education despite any disabilities they may have, thus has led to great advancement in the field of communication device technologies because the child must be able to effectively communicate back to the teacher what he/she is learning.

Chap 1, Pg 11, Table 1-2

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13
Q

Why should the consumer be considered a “codeveloper”?

A

Because the consumer or ‘end user’ should be involved in all aspects of the AT industry. It is people with disabilities, their families, and the professionals serving them who’s needs the research activities must be responsive to.

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14
Q

Assistive technology practitioners may have a background in a variety of disciplines. List some typical disciples.

A

These backgrounds may include engineering, occupational therapy, physical therapy, recreation therapy, special education, speech pathology, vocational rehabilitation counseling or DME.

Chap 1, pg 26

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15
Q

Define the characteristics of direct consumer service settings in AT.

A
  1. The purpose and mission.
  2. Functional areas, types of services.
  3. The type of population.
  4. The geographical area.
  5. Telerehabilitation if remote
  6. The internal operations of program.

Chap 1, pigs 19-21

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16
Q

Describe how you would carry out an ABLEDATA search if (1) you know the manufacturer, (2) you know the name of the device, and (3) you only know the general name of the device.

A

It is possible to search the ABLEDATA Web site in one of four ways:
1. By keyword or phrase
2. By brand name
3. By manufacturer or distributor name
4. By Boolean search (specifying multiple features to be included in the search)
Or you can call them for assistance

Chap 1, pg 24

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17
Q

Describe the benefits of a trans-disciplinary team.

A

In a trans-disciplinary team approach, there is crossing over of professional boundaries and sharing of roles and functions. As a result of this team collaboration, a more thorough assessment of the individual’s needs and skills is likely to occur.

Chap 1, pg 27

18
Q

Why is it necessary to have codes of ethics?

A

It is necessary to have a code of ethics to inform the professional and the client of what conduct is morally acceptable.

Chap 1, pg 27

19
Q

How does a code of ethics differ from standards of practice?

A

Standards of practice differ from codes of ethics in that they describe more specifically what is and is not insiders to be good practice in a given discipline.

20
Q

What are the major elements of a quality assurance program?

A

A quality assurance program monitors and ensures the quality of the devices supplied, the quality of the services rendered.

Chap1, pg 27

21
Q

Describe how certification and accreditation differ. What is the purpose of each?

A

Certification addresses the qualifications of the individual, accreditation addresses the quality of service provided by the facility. The purpose of each is to ensure that the entity is qualified to practice and provide service.

Chap 1, pg 30

22
Q

What are the major features of the CARF standards in assistive technology?

A

CARF has standards which require that each person must have access to the AT he/she needs, that employment services focus on achievement of employment, community access, inclusion, and independence goals. Also, the accredited organization must clearly state what it can, and cannot do to help people acquire AT.

Chap 1, pg 30

23
Q

What is the difference between a performance standard and a compatibility standard?

A

Performance standards specify how a device should perform and provide a set of tests with which to compare similar products.
Compatibility standards ensure that devices from different manufacturers can be used together.

Chap 1, pg 31

24
Q

Describe the three elements common to the ICF, CMOP, and HAAT models. How does the HAAT model differ from the other two? What is the purpose of the HAAT model?

A

The three elements common to the ICF, CMOP, and HAAT models are:
1. The person
2. His/her activities
3. His/her environment
The HAAT model incorporates AT in with the other elements, and it is primarily used for understanding the place of AT in the lives of people with disabilities.

Chap 2, ph 36

25
Q

What are the three basic performance areas defined in the HAAT model? Give an example of each.

A
  1. Assistive technology
  2. Human
  3. Activity

Chap 2, pg 36, Figure 2-1

26
Q

Describe the relationship between tasks and activities. How is this knowledge applied to assistive technology selection?

A

The activity is the process of doing something, and it represents the functional result of human performance. The skills and abilities intrinsic to the human allow the individual to complete a series of tasks to produce the functional outcome of the activity.
Understanding what AT is needed to complete the activity requires identifying the tasks, skills, and abilities required for successful completion.

Chap 2, pg 38

27
Q

Describe the five components of occupational competence and discuss how they affect the use of assistive technology.

A
  1. Capacity - the potential skill, ability, or knowledge that an individual can apply to a given activity.
  2. Effectance - the extent to which individuals reach or use their capacity in a given task.
  3. Affordances - those environmental elements that can facilitate performance of a task (if recognized).
  4. Self-efficacy - an individual’s belief that he or she can be successful in a given situation.
    This notion of occupational competence aligns with the selection of AT when balanced against the individuals abilities, attitudes, and motivations to meet the demands of a particular activity or task.

Chap 2, pg 39

28
Q

What is meant by the terms ‘novice’ and ‘expert’, and how do they affect AT application?

A

Novice = little or no experience
Expert = experienced
The novice is more likely to use the system in the prescribed way, relying on ‘soft-tech’ to use it effectively.
The expert takes more risks, stretching the way the system is used, and trying new activities.

Chap 2, pg 39

29
Q

Distinguish between ‘ability’ and ‘skill’.

A

An ability is a basic trait of a person that they bring to a new task.
A skill is a level of proficiency with a known task.

Chap 2, pg 39

30
Q

Describe the role that strategies play in the use of AT systems. How can strategies compensate for the absence or inadequacy of an assistive technology?

A

People who have disabilities, and who use AT, use strategies to complete tasks. These strategies often either replace AT completely or compensate go deficiencies in the technology. The context determines the strategy, the characteristics of the technology affect which strategies are important, and the activity dictates the choice of strategies.

Chap 2, pg 39

31
Q

Describe the four major parts of the context and how each can affect overall AT system performance.

A
  1. Physical - attributes of the environment that enable, hinder, or affect performance of ADLs, with or without AT.
  2. Social - the people who interact, directly or indirectly, positively or negatively, with the person using AT.
  3. Cultural - learned patterns of behavior shared by members of a group that include effective mechanisms for interacting with people and the environment. How does AT assist the individual interacting culturally, how well does the culture integrate the AT?
  4. Institutional - policies, decision-making processes, procedures, economic, legal, and political components, including funding. Funding is a very influential component in choosing AT.

Chap 2, pgs 40-43

32
Q

What are the three physical parameters of the physical context of the HAAT model? How do they affect the performance of AT?

A
  1. Heat 2. Sound 3. Light

Variations of these 3 components affect the functional properties of foams, gels, liquid crystal displays, voice synthesizers, and voice recognition systems.

Chap 2, pg 41

33
Q

How do cultural considerations affect the application of AT systems?

A 
The use of AT as seen through the 'screen' of one's culture as it relates to:
Use of time
Balance of work and play
Sense of personal space
Values regarding finance
Roles assumed in the family
Knowledge of disabilities 
Beliefs about causality
View of the inner workings of the body
Sources of social support
View of assistance from others
Importance of physical appearance
Importance attributed to independence
Sense of control over events in life
Typical or preferred coping strategies
Style of expressing emotions

Chap 2, pg 43, Box 2-1

34
Q

Explain the shift in thinking regarding societal participation by persons who have disabilities; that is, where is the “problem” with this participation thought to lie? What implications does this have for AT implications?

A

Individuals with disabilities may be stigmatized because of their disability. The use of AT can contribute to this stigmatization and lead to further isolation. This means that it is important to understand the social aspects of the environments in which the individual will use the technology.

Chap 2, pg 41

35
Q

What is meant by the term ‘institutional environment’ in relation to considerations of the context of AT application?

A

The institutional context refers to larger organizations within a society that are responsible for policies, decision-making processes, and prosecutes.

Chap 2, pg 43

36
Q

What are the four components of the AT portion of the HAAT model?

A
  1. Human/Technology interface
  2. Processor
  3. Environmental interface
  4. Activity Output

Chap 2, pg 44, Fig 2-5 B

37
Q

Why do we refer to AT as extrinsic enablers?

A

Because they provide the basis by which human performance is improved in the presence of disability.

Chap 2, pg 44

38
Q

Describe three factors that affect users’ decision of whether to use assistive technology to assist with daily activities.

A
  1. Portability
  2. Reliability
  3. Affordability

Chap 2, pg 48

39
Q

Describe the process of designing an assistive technology system.

A

Define key activities. What does the user need to do?
Consider the perspective of the user. What does the user want? How does the user feel?
Consider the environment. Where all will the user use the AT?

Chap 2, pgs 46-49

40
Q

Define the term ‘stigma’. How does it affect AT selection and use?

A

It is often the social environment, the attitude of others, that creates more of a handicap than the physical barriers in the environment. AT users may reject certain aspects of AT due to the social impact it has on their life
Chap 2, pg 41

41
Q

What is the influence of the environment on assistive technology selection and use?

A

How the environment can enable, hinder, or affect performance of daily activities. AT selection must consider what activities the user wants to accomplish, and in which environments those activities will be performed
Chap 2, pg 40, 41

42
Q

What is meant by the term ‘function allocation’, and how is it applied to AT systems?

A

In any human/device system some functions can be allocated to the human, some to the device, and some to Personal Assistant Services
Chap 2, pg 50

43
Q

What are the major approaches to function allocation? What are the strengths and weaknesses of each approach when used in AT system design?

A

Comparison Allocation- each task is assign to either the human, or the device. The users skill determines what tasks are assigned to them, the characteristics of the technology determine which capabilities are assigned to it.
Leftover Allocation- as many functions as possible are assigned to the human and the device carries out the remainder.
Economic Allocation- is it cheaper to select, train, and pay a personal assistant to do the activity or to design an AT system for this purpose.
Flexible Allocation- the user can vary his/her degree of participation in the activity on the basis of skills and needs.
Chap 2, pg 50

Assistive Technology Practitioner Test (1 decks)

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