ATP Job Analysis Study - Knowledges

In conducting the ATP Job Analysis Study, the panel of subject matter experts identified 81 knowledges relevant to the provision of assistive technology services:

HUMAN ANATOMY

  1. Circulatory system
  2. Digestive system
  3. Endocrine system
  4. Integumentary system
  5. Lymphatic system
  6. Muscular system
  7. Nervous system
  8. Respiratory system
  9. Sensory system
  10. Skeletal system
  11. Urogenital system

HUMAN DEVELOPMENT THROUGH THE LIFECYCLE

  1. Typical and atypical development (e.g., adaptive, cognitive, communication, emotional,  language, motor, sensory, social, etc.)
  2. Developmental stages (e.g., neonatal, infancy, early childhood, school age, adolescence, adulthood, senior adults)

PSYCHOLOGY AND SOCIOLOGY

  1. Social, emotional, and behavioral development
  2. Cognitive development (e.g., attention span, comprehension, literacy, memory, perception, processing, etc.)
  3. Cultural awareness
  4. Disability culture
  5. Interpersonal relationships
  6. Mental health (e.g., anxiety, dementia, depression, etc.)

FUNDAMENTAL FUNCTIONAL ABILITIES, CAPACITIES AND LIMITATIONS (INCLUDING ETIOLOGIES AND PATHOLOGIES)

  1. Sensory and perception (e.g., auditory, body awareness, neurosensory, proprioception, sensory processing, spatial relations, tactile, visual, etc.)
  2. Oral motor function
  3. Biomechanics of posture, movement, and function
  4. Physical (e.g., balance, coordination, endurance, muscle tone, range of motion, strength, etc.)
  5. Communication (e.g., receptive/expressive language, verbal/non­ verbal, written, etc.)
  6. Cognition and learning (e.g., attention, executive function, literacy, organization, etc.)
  7. Behavioral/Emotional (e.g., emotional vulnerability, self­control, self­management, etc.)
  8. Environmental interactions and access (e.g., community, home, school, social, transportation, workplace, etc.)
  9. Etiology, pathology, and characteristics of different diagnoses (e.g., congenital, degenerative, developmental, effects of co­morbidities, progressive, etc.)

INTERVENTIONAL SERVICES

  1. Psychological, behavioral, and neuropsychological
  2. Medical (e.g., nursing and palliative care, nutrition therapy, pharmaceutical, respiratory, surgical, etc.)
  3. Therapeutic (e.g., occupational, physical, recreational, and speech therapy, etc.)
  4. Educational and school­based services
  5. Vocational rehabilitation (e.g., counseling, evaluation, training, etc.)
  6. Assistive technology services (e.g., Complex Rehabilitation Technology (CRT), Durable Medical Equipment (DME), engineering, orthotic, prosthetic, etc.)
  7. Alternative and culturally sensitive interventions (e.g., acupuncture, herbal treatments, reflexology, etc.)
  8. Social services

PRINCIPLES OF LEARNING AND TEACHING

  1. Principles of learning for age appropriate groups (e.g., childhood, adulthood, etc.)
  2. Learning styles (e.g., aural, logical, physical, social, solitary, verbal, visual, etc.)
  3. Hierarchy of learning (e.g., Bloom’s taxonomy, Brown’s stages of language development, etc.)
  4. Motivation (e.g., intrinsic and extrinsic motivation)
  5. Abilities and challenges to learning (e.g., attention, cognitive, language, physical, etc.)
  6. Accommodation verses modification (e.g., assignments, materials, work stations, etc.)
  7. Training strategies and methods (e.g., modeling, multi­sensory and visual supports, positive behavioral supports, prompt fading, task analysis, etc.)

ASSESSMENT PROCEDURES

  1. Client’s current level of function across environments (e.g., community, home, school, work, transportation, etc.)
  2. Client’s abilities/challenges, capacities/limitations
  3. How to assess client tasks, activities, and participation considering environmental factors
  4. Technology/device features which match the client’s needs
  5. Data collection and measurement procedures
  6. Analysis and synthesis of information to determine recommendations
  7. Application of the Student, Environment, Task, Tools Framework (SETT) or Human Activity Assistive Technology (HAAT) model to assess clients

SERVICE DELIVERY AND OUTCOMES

  1. Awareness and investigation of all avenues of procurement applicable to the individual client
  2. Principles of quality assurance and client satisfaction
  3. Awareness of ongoing resources and services such as suppliers, fellow clinicians, community resources
  4. Awareness of, and advocacy for, consumer rights and responsibility
  5. Roles and responsibilities of individuals with disabilities and others (e.g., academics, caregivers, designers, distributors, educators, engineers, fabricators, manufacturers, medical professionals, technicians, researchers, etc.)
  6. Sources, procedures, documentation, and eligibility for AT procurement
  7. Rules, regulations, laws, and statutes relating to procurement
  8. Application of outcome measures for evidence based practice and accountability

PRINCIPLES OF DESIGN, DEVELOPMENT AND APPLICATION

  1. Universal design concepts
  2. Architectural accessibility (e.g., community, home, school, workplace, social, transportation, etc.)
  3. Environmental considerations
  4. Factors which contribute to the cost of devices
  5. Factors which contribute to usability in particular or multiple environments
  6. Relationship of material and design to function
  7. Mechanics and strength of materials
  8. Electrical circuits, systems and components (e.g., batteries, chargers, fuses, etc.)
  9. Responsibilities, limitations, and violation of warranty
  10. Preventative maintenance and repair schedules for mechanical, electric, and electronic equipment
  11. Tools and their purpose and use (i.e., which tools perform which functions)
  12. Ergonomic functions

KNOWLEDGE OF ASSISTIVE TECHNOLOGY DEVICES

  1. Categories, features and applications of available assistive technologies (e.g., communication, control of environment, mobility, posture, sensory function, etc.)
  • AAC (Augmentative/Alternative Communication)
  • Accessible transportation
  • ADL (Aids to Daily Living e.g., dressing, bathing, etc.)
  • Cognitive aids (e.g., day­organizer, pill minder, travel application, etc.)
  • Adaptive interfaces including computer access (e.g., eye gaze, adaptive mouse, adaptive keyboard, voice recognition, etc.), hardware, software, and mobile device access (e.g., cell phones, tablets, etc.)
  • Interactive technology systems (e.g., compatibility of interactive systems, programs, platforms, and equipment)
  • Technology access with consideration for cognition
  • EADL (Electronic Aids to Daily Living? e.g., TV, light, door controls, etc.)
  • Education/learning/accessible instructional materials
  • Environmental access, modification, utilization
  • Mobility assistive equipment
  • Orthotics/prosthetics
  • Seating and positioning
  • Sensory aids (e.g., vision, hearing, tactile, etc. — such as refreshable Braille displays, weighted vests, tactile manipulatives, noise cancelling/amplification, alternative lighting, etc.)
  • Recreation
  • Work site modification
  1. Credible and vetted sources of information regarding products and technical standards acquired through researching, updating , and upgrading one’s own knowledge, in order to provide best practice recommendations to clients and colleagues

ENVIRONMENTAL INTEGRATION (PERSON, TECHNOLOGY, HUMAN­DEVICE INTERFACE)

  1. Identification of benefits and limitations of appropriate AT devices, and client access to them
  2. Inter­relationship and compatibility issues among various technologies in meeting the needs of the client through the use of appropriate assessment and integration models such as the SETT Framework and HAAT model (e.g., communication access, mobility, seating, etc.)
  3. Relationship between educational, medical, therapeutic, and vocational goals, and assistive technology interventions for both short and long term involvement
  4. Impact of assistive technology on access to education, employment, and independent living

PROFESSIONAL CONDUCT AND STANDARDS OF PRACTICE

  1. Maintain current knowledge of features and functions of emerging technologies and products
  2. Maintain professional knowledge, skills, and on­ going education in all areas relevant to an individual’s AT practice
  3. Application of RESNA’s Code of Ethics and The Standards of Practice to an individual’s discipline(s) and field(s)
  4. Roles and responsibilities of other professionals for referral purposes and collaboration
  5. Apply a client­centered approach with active engagement of all relevant team members