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

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

PSYCHOLOGY AND SOCIOLOGY

14. Social, emotional, and behavioral development
15. Cognitive development (e.g., attention span, comprehension, literacy, memory, perception, processing, etc.)
16. Cultural awareness
17. Disability culture
18. Interpersonal relationships
19. Mental health (e.g., anxiety, dementia, depression, etc.)

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

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

INTERVENTIONAL SERVICES

29. Psychological, behavioral, and neuropsychological
30. Medical (e.g., nursing and palliative care, nutrition therapy, pharmaceutical, respiratory, surgical, etc.)
31. Therapeutic (e.g., occupational, physical, recreational, and speech therapy, etc.)
32. Educational and school­based services
33. Vocational rehabilitation (e.g., counseling, evaluation, training, etc.)
34. Assistive technology services (e.g., Complex Rehabilitation Technology (CRT), Durable Medical Equipment (DME), engineering, orthotic, prosthetic, etc.)
35. Alternative and culturally sensitive interventions (e.g., acupuncture, herbal treatments, reflexology, etc.)
36. Social services

PRINCIPLES OF LEARNING AND TEACHING

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

ASSESSMENT PROCEDURES

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

SERVICE DELIVERY AND OUTCOMES

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

PRINCIPLES OF DESIGN, DEVELOPMENT AND APPLICATION

59. Universal design concepts
60. Architectural accessibility (e.g., community, home, school, workplace, social, transportation, etc.)
61. Environmental considerations
62. Factors which contribute to the cost of devices
63. Factors which contribute to usability in particular or multiple environments
64. Relationship of material and design to function
65. Mechanics and strength of materials
66. Electrical circuits, systems and components (e.g., batteries, chargers, fuses, etc.)
67. Responsibilities, limitations, and violation of warranty
68. Preventative maintenance and repair schedules for mechanical, electric, and electronic equipment
69. Tools and their purpose and use (i.e., which tools perform which functions)
70. Ergonomic functions

KNOWLEDGE OF ASSISTIVE TECHNOLOGY DEVICES

71. 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

72. 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)

73. Identification of benefits and limitations of appropriate AT devices, and client access to them
74. 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.)
75. Relationship between educational, medical, therapeutic, and vocational goals, and assistive technology interventions for both short and long term involvement
76. Impact of assistive technology on access to education, employment, and independent living

PROFESSIONAL CONDUCT AND STANDARDS OF PRACTICE

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