Biomedical Engineering Reference
In-Depth Information
TABLe 3.1 (COnTInUeD)
MPT Assessment Process and Forms
•Educational:
Educational Technology Device Predisposition Assessment-Student
Educational Technology Device Predisposition Assessment-Teacher
The ET PA is a 43-item form designed to assess student and educator perspectives in four key areas:
(1) educational goal and need, (2) particular educational technology under consideration, (3)
psychosocial environments in which the technology will be used, and (4) student learning style and
preferences.
•Workplace:
Workplace Technology Device Predisposition Assessment-Individual
Workplace Technology Device Predisposition Assessment-Employer
The 28 items in the WT PA address key characteristics of the technology being proposed, the person or
employee, and the workplace.
•Health care:
Healthcare Technology Device Predisposition Assessment-Professional
The 42-item HCT PA is a checklist addressing characteristics of the particular health problem,
health-care technology, likely consequence of HCT use, personal issues, and attitudes of significant
others toward the course of treatment.
Each of the individual forms may serve as a guide for an oral interview if that seems more appropriate
for the situation. The professional completes the professional version of the same form and identifies
any discrepancies in perspective between the professional's and the individual's responses. These
discrepancies then become a topic for discussion and counseling.
Step Four: The professional discusses with the individual those factors that may indicate problems with
his or her acceptance or appropriate use of the technology.
Step Five: After problem areas (barriers, limitations) have been noted, the professional and individual
work to identify specific intervention strategies and devise an action plan to address the problems.
Step Six: The strategies and action plans are committed to writing, for experience has shown that plans
that are merely verbalized are not implemented as frequently as written plans. Written plans also serve as
documentation and can provide the justification for any subsequent actions such as requests for funding
or release time for training.
Step Seven: A follow-up assessment is conducted to determine any adjustments or accommodations
needed to the technology and to inquire into realization of benefit, goal achievement, and whether the
individual consumer has changed priorities. The measures in Step Three: Specific Technology Matching are
used at baseline/initial assessment and then again at follow-up to determine change over time for a
particular person.
The measures in Table 3.1, especially the ATD PA, are consistently reliable and valid
(Scherer and Cushman 1995; Vincent and Morin 1999; Goodman et al. 2002; Gatti et  al.
2004; Scherer and Sax 2010). Significant correlations are with the following factors: quality
of life, mood, support from others, motivation for AT use, program/therapist reliance, self-
determination/self-esteem (Scherer et al. 2005), environmental factors of the ICF (Scherer and
Glueckauf 2005), Satisfaction with Life Scale (SWLS), Brief Symptom Inventory (BSI) (Scherer
and Cushman 1995), and psychosocial aspects (Brown and Merbitz 1995; Brown, 1997).
Furthermore, a recent study aimed at analyzing the use of brain computer interfaces
(BCIs) compared with the use of eye-tracking systems in subjects with amyotrophic lat-
eral sclerosis (ALS) found significant correlations between several factors assessed with
the ATD PA (AT, environment, disability, character) and other measures such as usability,
mood, motivation, and cognitive load. The study highlights the crucial role of the living
environment on the use of the assigned AT to promote a satisfactory experience with it.
 
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