Team Process

To make effective AT decisions, teamwork is essential. The specific membership of the team is variable and depends on the presenting problem. Team members may be present for parts of the decision-making process and absent from others. Typical team members can include:

1. The person with a disability -
This is the only consistent person in the chronology of AT services. Persons with disabilities can provide team members with historical information; perspectives on successful and unsuccessful applications of AT devices; information about their wishes, goals, and aspirations; and perspectives on their abilities and disabilities. The person with a disability should be part of the AT team, unless the team feels that their participation is detrimental (e.g., forces the person to confront the impact of their disability during a time when this may have serious ramifications). The person's views should be valued and solicited throughout the AT process.
2. Family members -
Family members are the second most important person in the AT team. The student's family members are able to give the team information about many of the same things the person with a disability can. In addition, these persons can serve as another lens through which the AT team can evaluate the information received from the person. In some instances, family members will bring up points that are hidden to both the person with a disability and the other AT team members. It is very important that the AT team take into consideration the families goals, wishes, abilities, and areas where the family is unable to effectively help with the AT intervention. Cultural background and beliefs as well as the dynamics of the family equally effect the ability of the person to effectively use AT devices and services. Many family members can serve useful roles as advocates for the child or adult with AT needs.
3. Someone familiar with AT devices -
The third critical member of an AT team is a person who is familiar with AT devices and services. This person is able to take the information provided by the person with a disability, their parents or family members, and the educational or vocational team and sift through the array of potential devices to arrive at a recommendation for an appropriate device(s). This person is also able to advise the AT team about the necessary supports, including training, that should accompany the AT device to insure a successful application for the person with a disability.
4. Someone familiar with the routines, tasks, and target environments for the AT intervention -
Typically this is the special or regular education teacher in most public schools or the vocational counselor or job coach for vocational settings. These persons have unique perspectives about the types of tasks, the requirements for each task, and the environmental variables that may significantly effect the application of AT devices. For example, teachers can inform the parents and AT person about the task demands inherent in most academic work (time limits, expected output, and accuracy). This information should be incorporated into all AT recommendations.
5. Aides or personal assistants -
These individuals work with the teacher to instruct the student. In some instances, an instructional aide, especially a 1:1 instructional assistant, may know the student the best. Instructional assistants can play important roles in peer interactions, social situations, self-care routines, academic tutoring, and fostering independent behaviors.
6. Audiologists -
The audiologist is an important person to include in any AT intervention where the person's hearing abilities are questionable or where the person has a documented hearing impairment and is in need of hearing technology. Indeed, in the last situation, the audiologist is the foremost team member and can function as the AT specialist in this situation. Audiologists are familiar with all forms of hearing technologies (which you will learn about later) and are uniquely qualified to provide instruction in the care, maintenance, and use of all hearing technologies.
7. Occupational and Physical Therapists -
The occupational therapist (OT) and physical therapist (PT) are important team members for any child with a physical or health impairment. Both types of therapists have extensive training in abnormal motor development, positioning, mobility, and methods for improving physical functioning. Although many therapists are trained in many areas, OTs typically are more involved in functional task modifications, splinting and bracing, orthotics and prostheses whereas PTs are more often used for positioning and mobility. An OT may be used to assist the team to figure out access methods once a device has been identified. A PT may assist the team in insuring that the child is properly positioned in a comfortable, functional manner so that he or she can effectively use the device.
8. Peers -
The child's peers are rarely included in AT assessments or interventions, even though they have a wealth of information that could assist the team. Peers can give the team members information about the social appropriateness of the device, the effectiveness of the AT intervention in social settings, what is "cool" and "uncool". Peers, especially for adolescents and adults, form the fabric of the teen's or adult's value group.
9. Physicians and Nurses-
The physician or nurse can address health and medical issues the team may need to be aware of prior to the person's purchasing and using an AT device. Physicians or nurses can tell the team about the medications the person is currently taking, their effects, and side effects; the prognosis for the condition (degenerative or stable), future or past surgical procedures. In addition, the physician is often a required member of AT teams for devices purchased through medical insurance (insurance companies require a physician's signature to approve many, if not all, AT devices).
10. Administrator -
Some of the more prominent legal and procedural problems with AT devices and services can be avoided by having the school or vocational supervisor involved in AT teams. This person holds the financial reins and can approve or refuse AT recommendations (although in most cases, the law forces the school or service agency to purchase the device). Using the administrator wisely is an important function for AT teams. Best practices would dictate that the moment a team considers AT devices or services, especially high tech devices, the administrator should be involved. This allows this person to sequester the necessary funds or to work with other service agencies to provide the AT devices or services prior to the IEP meeting (a great source of embarrassment to all if this is the first time the administrator has heard about the device).
11. Speech/Language Pathologist -
The speech language pathologist (SLP) is the cornerstone for any intervention (AT or otherwise) that involves the areas of language, communication, and speech. This person has extensive background in normal and abnormal development, speech problems, language interventions, and the interplay between language and cognitive abilities. The SLP is generally trained in augmentative and alternative communication (AAC) technology and, as such, is often the team leader in AAC interventions. In addition, SLPs are frequently involved in developing social competence, developing vocabularies, and suggesting interventions for communication.
12. Psychologist -
The psychologist is instrumental to the team in discussing the child's cognitive abilities (thinking, reasoning). Psychologists can assist the team members' match potential AT devices to the child's cognitive learning abilities and learning styles. Most psychologists are well trained in adaptations for educational settings, behavior management, and can help the team develop specific assessment tasks necessary to identify AT devices and services.