ATP Job Analysis Study - Knowledges (after January 1, 2023)

ATP Job Analysis Study - Knowledges (for exams after January 1, 2023)

In conducting the 2022 ATP Job Analysis Study, the panel of subject matter experts identified the below knowledges relevant to the provision of assistive techology services:

2022 Assistive Technology Knowledge Topics

  1. 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


  1. Human Development through the Lifecycle

  1. Developmental stages (e.g., neonatal, infancy, early childhood, school age, adolescence, adulthood, senior adults)
  2.  Typical and atypical development (e.g., adaptive, cognitive, communication, emotional, language, motor, sensory, social)
  3. Process of aging and degeneration (e.g., frailty, aging with a disability)


  1. Psychology and Sociology

  1. Typical and atypical social, emotional, and behavioral development
  2. Typical and atypical cognitive development (e.g., attention span, comprehension, literacy, memory, perception, processing, learning)
  3. Cultural awareness and sensitivity
  4. Disability culture awareness and sensitivity
  5. Disability etiquette and respect
  6. Client personal factors (e.g., experience of trauma, stress, socioeconomic, mood state, identity)
  7. Client life roles and relationships
  8. Mental health (e.g., anxiety, depression)


  1. Fundamental Functional Abilities, Capabilities and Limitations (Including Etiologies and Pathologies)

  1. Sensory and perception (e.g., auditory, body awareness, neurosensory, proprioception, sensory processing, spatial relations, tactile, visual)
  2.  Oral motor function (e.g., breath control, swallowing, feeding)
  3. Biomechanics of posture, movement, and function
  4. Physical (e.g., endurance, range of motion, strength)
  5. Skin and related structures (e.g., intrinsic and extrinsic factors)
  6. Neurological (e.g., pain, sensation, coordination, balance, reflex activity, muscle tone)
  7.  Communication (e.g., receptive/expressive language, verbal/non-verbal, written)
  8. Cognition and learning (e.g., attention, executive function, literacy, organization, memory, safety awareness)
  9.  Behavioral/Emotional (e.g., emotional vulnerability, self-control, self-management, self-stimulatory behavior)
  10. Environmental interactions and access (e.g., community, home, school, social, transportation, workplace)
  11. Etiology, pathology, and characteristics of different diagnoses (e.g., congenital, degenerative, developmental, effects of co-morbidities, progressive, infectious disease)


  1. Interventional Services

  1. Psychological, behavioral, and neuropsychological
  2. Medical (e.g., nursing and palliative care, nutrition therapy, pharmaceutical, respiratory, surgical)
  3. Therapeutic (e.g., occupational, physical, recreational, and speech therapy)
  4. Educational and school-based related services
  5. Vocational rehabilitation (e.g., counseling, evaluation, training)
  6. Assistive technology services (e.g., computer and mobile access, seating and mobility, robotics, orthotic and prosthetic, Augmentative and Alternative Communication (AAC), blind and low vision, environmental access)
  7. Alternative and culturally sensitive interventions (e.g., acupuncture, herbal treatments, reflexology)
  8. Social services


  1. Principles of Learning and Teaching

  1. Principles of teaching for age-appropriate groups
  2. Learning styles (e.g., aural, logical, physical, social, solitary, verbal, visual)
  3. Hierarchy of learning
  4. Motivation (e.g., intrinsic and extrinsic motivation)
  5. Abilities and challenges to learning (e.g., attention, cognitive, language, communication, physical, social, contextual, emotional,  information/sensory/cognitive overload)
  6. Accommodation versus modification (e.g., scaffolding, materials, workstations)
  7. Training strategies and methods (e.g., modeling, multi-sensory and visual supports, positive behavioral supports, prompt fading, task analysis)


  1. Assessment

  1. Client's current level of function across environmental contexts(e.g., community, home, school, work, transportation)
  2. Client's abilities/challenges, capacities/limitations and expected level of performance
  3. Client tasks, activities, and participation considering environmental factors
  4. Technology/device features and benefits which match the client's needs
  5. Ongoing outcome measurement procedures and  data collection
  6. The process of analysis/synthesis to determine recommendations
  7. Application of the appropriate assessment models and frameworks (e.g., Student, Environment, Task, Tools Framework (SETT),  Human Activity Assistive Technology (HAAT), Matching Person Technology (MPT), International Classification of Functioning Disability and Health (ICF))


  1. Service Delivery and Outcomes

  1. Awareness and investigation of avenues of procurement applicable to the individual client
  2. Principles of quality assurance, functional outcomes, and client satisfaction
  3. Awareness of related resources and services (e.g., manufacturers/suppliers, medical/educational/vocational, community-based, built-in accessibility features)
  4. Awareness of, and advocacy for, consumer rights and responsibilities
  5. Roles and responsibilities of clients and other stakeholders (e.g., academics, caregivers, designers, distributors, educators, engineers, fabricators, manufacturers, medical professionals, technicians, researchers, counselors)
  6. Application of outcome measures for evidence-based practice and accountability


  1. Principles of Design, Development and Application

  1. Universal design concepts
  2. Environmental considerations and accessibility (e.g., community, home, school, workplace, social, transportation)
  3. Factors which contribute to the cost of devices
  4. Factors which contribute to usability across relevant environments
  5. Relationship of material and design to function and form
  6. Physical properties of materials (e.g., mechanics, strength, durability)
  7. Electrical properties (e.g., circuits, systems, batteries, chargers, fuses)
  8. Responsibilities, safety, limitations, and  warranty parameters
  9. Preventive maintenance and repair schedules for equipment
  10. Tools/instruments and their purpose and use in maintaining AT
  11. Ergonomics


  1. Assistive Technology Devices

  1. AAC (Augmentative/Alternative Communication)
  2. Accessible transportation, transportation safety, and driving (e.g., public and private)
  3. Aids to Daily Living (e.g., dressing hook, shower chair, rocker knife)
  4. EADL (Electronic Aids to Daily Living) (e.g., light, door controls, smart home technology)
  5. Cognitive aids (e.g., day organizer, pill reminder, location services)
  6. Adaptive interfaces including computer access (e.g., eye gaze, adaptive mouse, adaptive keyboard, voice recognition), hardware, software, and mobile device access (e.g., cell phones, tablets), and mounting applications
  7. Interactive technology systems (e.g., compatibility of interactive systems, programs, platforms, and equipment)
  8. Education/learning/accessible instructional materials
  9. Environmental access, modification, utilization
  10. Mobility assistive equipment
  11. Orthotics/prosthetics
  12. Seating and positioning
  13. Sensory aids (e.g., tactile manipulatives, noise cancelling/amplification, alternative lighting, haptics)
  14. Blind and low vision (e.g., video magnifier, screen reader, screen magnification, accessible websites, braille writer)
  15. Deaf and hard of hearing (e.g., captioning, video calls)
  16. Adaptive devices for gaming, sports, and recreation
  17. Work site modification
  18. Technology access, compatibility, and client technology interface
  19. Credible and vetted sources of information regarding products and technical standards acquired through researching, updating, and upgrading one's own knowledge


  1. Environmental Integration (Person, Technology, Person-Device Interface)

  1. Identification of features, benefits, and limitations of appropriate AT devices and client access across the lifespan
  2. Interrelationship and compatibility among various technologies in meeting the needs and desired outcomes of the client and other stakeholders
  3. Relationship between the client and other stakeholders goals and desired outcomes for both short and long-term engagement
  4. Impact of assistive technology on access to education, employment, and independent living


         L. 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 areas relevant to an individual's AT practice
  3.  Application of RESNA's Code of Ethics and Standards of Practice to an individual's discipline(s) and field(s)
  4.  Scope of practice and need for collaboration/referral with other stakeholders
  5. Apply a client centered approach with active engagement of relevant stakeholders