AC Models and Frameworks Summary

AC Models and Frameworks Across the Lifespan

• Learning Objective: Describe AC models and frameworks across the lifespan, including:
  • HAT Model
  • SET Framework
  • OCOPUS Framework
• Application in Lab: These models and frameworks will be applied in the lab and throughout the course.

AT Frameworks and Models

• Frameworks and Models:
  • Human Activity Assistive Technology (HAAT) Model
  • SET Framework
  • OCOPUS Framework
• Purpose:
  • Understanding the AT process with clients
  • Identifying the role and value of OT in AT assessment intervention
  • Supporting clients from evaluation through device acquisition and ongoing training

Human Activity Assistive Technology (HAAT) Model

• Description: A model describing someone (human) doing something (activity) in a context (work, play, occupation) using assistive technology.
• Components:
  • Human: Includes the person's abilities in motor, sensory, cognitive, and affective areas.
    • Assessment: These areas need to be assessed initially and ongoing.
    • User Types:
      • Novice User: Relies on the clinician.
      • Expert User: Has experience, knows what they want the technology to do, and is more active in driving the AT decision and acquisition process.
  • Context: Influence of physical, social, cultural, and institutional environments on access to service delivery and use of technology.
    • Physical Context: Includes natural and built environments and physical parameters such as noise, light, and temperature.
    • Social Context: Includes individuals in the environment who affect activity participation in ATUs; their direct and indirect interactions with peers and strangers (face-to-face or virtually).
    • Cultural Context: Involves shared meanings, beliefs, rituals, and values that influence attitudes and participation.
    • Institutional Context: Involves legislation, regulations, policies, and funding.
  • Activity: Any execution of a task that a person needs or wants to engage in.
    • Temporal Aspect: Length and frequency of participation (e.g., multiple times a day, weekly, monthly).
    • Types: Cognition, communication, manipulation, or mobility.
    • Occupational Activity: Includes ADLs.
      • Examples: Dressing, hygiene, grooming, bathing, eating, personal device care, communication, health maintenance, socialization, medication management, sexual expression, responding to an emergency, community mobility, work, educational activities, and engagement in overall productive activities.
    • Occupation-Specific Activities: Rock climbing, cycling, swimming, playing video games, listening to music.
    • Multi-Occupation Activities: Typing, reading, and writing (leisure, work, education).
    • Characteristics: Activities can be learned and are governed by society and culture; they can be accomplished by completing sets of tasks carried out within a particular context or environment.
    • Skills: Specific skills are required to complete an activity in context; if lacking, AT can help.
  • Assistive Technology
• Systems Theory: The HAAT model is based on systems theory, where a change at any point requires readjustment in other components.
• OT's Role:
  • Task Analysis and Occupational Profile: OTs use professional and clinical reasoning skills to perform these to identify and meet the client's needs while fitting the technology to the client.
• HAAT Model Example: Mark needs to write reports for his job (activity), but is unable to use his hands due to a spinal cord injury. He can speak clearly (human skill component), so he uses a speech recognition system (assistive technology) to accomplish the activity.
• Focus: When designing, prescribing, or evaluating AT, the focus on technology is the last stage of the process.
• Influencing Factors: The HAAT model considers the influencing factors and their interactions to enable a person to engage in meaningful and purposeful activities.
• Applications:
  • Clinical Aspects of AT
  • Modification of Existing and Development of New AT
  • Product Research and Development
  • Usability
  • Clinical Assessment
  • Outcome Evaluation of Research

SET Framework

• Setting: Commonly used in the school setting, but applicable across other settings.
• Purpose: A tool that helps teams gather and organize information to guide collaborative decisions about services to foster the success of individuals with disabilities.
• Original Use: To support assistive technology selection and use in educational settings.
• Principles: Used to guide decisions about a broader range of educational services and, with minor adjustments, can be used outside of education environments.
• SET Acronym: Student, Environments, Tasks, and Tools.
• Premise: To develop an appropriate system of tools (devices, services, strategies, modifications, and accommodations), teams must first develop a shared understanding of the student, the environment, and the tasks required.
• Student-Centered: The system of tools should be student-centered, environmentally useful, and task-focused.
• Four-Part Model: Promotes collaborative decision-making in all phases of AT service design and delivery, including implementation and evaluation of effectiveness.
• Resources: Available on Joy's Alaba's website (links provided in resources).
• Application Order: Student, environments, and tasks should be fully explored before tools are considered or selected.
• Guiding Questions:
  • What are the student's needs and abilities?
  • What are the student's educational environments? What activities take place and the expectations?
  • What accommodations, strategies, and solutions should be considered?
  • Ongoing Follow-Through: These questions can be used to guide the process and revisit it to ensure recommendations are still appropriate and adjustments made.