RESNA Assistive Technology Professional (ATP) Examinations delivered between July 1, 2016 - December 31, 2022 are based on the exam outline below.
Effective January 1, 2023, the Assistive Technology Professional (ATP) Examinations will based upon the 2022 Job Task Analysis.
“Assistive technology” may include—but is not limited to:
- AAC (Augmentative and alternative communication)
- Accessible transportation (public and private)
- ADL (aids to daily living / activities of daily living)
- Cognitive aids
- Computer access
- EADL (electronic aids to daily living)
- Environmental aids
- Learning and study aids
- Recreation and leisure
- Seating, positioning and mobility
- Sensory (e.g. hearing, vision, physical) aids and accommodations
- Vocational aids and accommodations
I. ASSESSMENT OF NEED (approximately 30% of the exam)
- Review the referral and consult with client and other team members as needed (e.g., caregivers, educational, family, medical professionals, therapeutic, vocational, and workplace, etc.) to determine client needs and expectations
- Review relevant records and plans (e.g., caregivers, educational, family, medical professionals, therapeutic, vocational, and workplace, etc.)
- Schedule the assessment to accommodate the client needs, learning style, impairments, environments, languages, and schedules
- Assess environmental factors (e.g., behavioral, educational, personal assistance, physical, social, and support in the environments) pertaining to the use of the assistive technology
- Collaborate as needed with team members to assess the client's current functional abilities, capacities and limitations (e.g., physical, communicative, sensory, cognitive, etc.)
- Match abilities and limitations to the use of specific assistive technology. Assess functional capacities for future needs and anticipated transition
- Refer clients, initiate requests for service/consultation, or make recommendations on the referral process for further support
- Assist the client and other stakeholders in clarifying and prioritizing goals/needs
- Assess the effectiveness of prior and existing assistive technology
- Facilitate the decision making process of the team providing the assessment and implementation of assistive technology products and services
- Present/explain findings and assessment outcomes and demonstrate/explain recommendations to the client and other team members in an accessible and appropriate format.
II. DEVELOPMENT OF INTERVENTION STRATEGIES - ACTION PLAN (approximately 27% of the exam)
- Define potential intervention strategies and services using an algorithmic method from lowest to highest levels of assistive technology
- dentify product(s) which match technology features given the client’s functional abilities, capacities and limitations, as well as goals, personal preferences, environmental factors, and applicable standards
- Determine the appropriateness of commercially available, modified, and/or custom solutions
- Compare technology being considered with client’s current and/or previously used technology (including but not limited to what is readily available in the client’s environment)
- Conduct demonstrations, trials, and simulations (with basic training to devices/strategies).
- Document measurable objectives as appropriate and conduct subsequent analyses of data to select possible technology solutions
- Identify issues of integration crossing all impacted environments in which the client interacts (e.g., community, home, school, social, workplace, vocational)
- Seek and integrate client and team members’ feedback during trial opportunity
- Identify or assist in determining training and support needs
- Identify measurable outcomes from trials to monitor progress toward achieving stated goals and milestones, including relevant data needed for determining progress and final solutions
- Assist clients in making final selections by explaining the relevant aspects (advantages and disadvantages) of different technology solutions, e.g., reasonable useful life, cost effectiveness, availability of support, and financial implications
- Document recommendations (e.g., sources of technology, related services, training, implementation and trials, costs, and follow-up)
- Identify and advise the client of the procurement process
- Submit recommendations for procurement of assistive technology solutions
III. IMPLEMENTATION OF INTERVENTION (ONCE FUNDED) (approximately 25% of the exam)
- Review and confirm the implementation plan with client and team members
- Initiate and monitor the order process
- Verify product for safety, function, performance, and quality
- Prepare, install, fit and adjust the technology to client requirements
- Train the client and team members in device operation, adjustment, care, maintenance, and the troubleshooting process across all impacted environments in which the client interacts
- Provide information on device warranty, scheduled maintenance, and follow-up needs
- Verify the client's ability to use equipment consistent with their goals once training has been completed
- Provide or make recommendations regarding ongoing training or services to achieve goals
- Educate client and team members about changes which may necessitate follow-up to make adjustments or modifications
- Document the implementation process and progress, and communicate to interdisciplinary team members and other stakeholders
- Inform client and team members of their rights and responsibilities and applicable complaint processes
IV. EVALUATION OF INTERVENTION (FOLLOW-UP) (approximately 15% of the exam)
- Document outcomes (both qualitative and quantitative) and communicate to interdisciplinary team members and other stakeholders
- Troubleshoot equipment failure and initiate repair and/or warranty process
- Modify intervention strategy, as requested or required, ensuring follow-up is in place to address changing client goals
- Develop (or maintain) a quality assurance plan to review achievement of client goals and the service delivery process
V. PROFESSIONAL CONDUCT ( approximately 3% of the exam)
- Maintain compliance to RESNA’s ‘Code of Ethics’ and ‘Standards of Practice’
- Participate in opportunities to advance the field of assistive technology (e.g., mentoring/supervision, education, research, industry affairs, advocacy, policy, and legislation, etc).
The exam questions are written to the job tasks listed above. These job tasks are the result of a job analysis study that was conducted by a panel of subject matter experts and subsequently validated by practitioners.
ATP Job Knowledge
The job analysis study also yielded a list of 81 knowledges relevant to performing assistive technology provision work. Click here for the ATP Job Knowledge list.
The Recognized Acronyms list features common acronyms that are recognized in the field of assistive technology. Certification candidates are expected to be familiar with these acronyms, as they may appear in the exam. Click here to view the Recognized Acronyms list.