Welcome to the TATE: Training Assistive Technology in the Environment Toolkit.
Assistive technology for cognition (ATC) has tremendous potential to support increased independence in adults with cognitive impairments due to traumatic brain injury (TBI) by compensating for these impairments. However, the ATC literature cites lack of effective instruction as a barrier to successful, long-term use.
In this project, we developed and evaluated an instructional package called the Training Assistive Technology in the Environment (TATE) Toolkit. To ensure the TATE Toolkit reaches its intended audience—the staff who train individuals with brain injury to use ATC —we have made it available on this web page. We welcome your feedback and questions.
Please contact Laurie Ehlhardt Powell, TATE Project Director, at lpowell@uoregon.edu
National Institute on Disability and Rehabilitation Research (NIDRR) Project # H133G090227
Why is training ATC important? Click on the video above to find out.
Overview
ATC—What is it? Assistive technology for cognition (ATC) refers to the use of technology to compensate for cognitive challenges. ATC includes low-tech aids such as notepads, calendars, and clocks. It also includes more complex electronic aids including tablets, simple cell phones, and smart phones.
With technology always changing, why use this Toolkit?
Although changes in technology are occurring at a rapid pace, the need for systematic assessment and training of ATC following brain injury remains constant. The goal of this manual is to address these constants.
This Toolkit is for trainers.
Trainers (instructors, coaches) include caregivers, family members, job coaches, speech pathologists, occupational therapists, and volunteers—anyone in a position to help someone with a brain injury learn to use ATC.
This Toolkit was informed by the latest research on how to assess, select, and train ATC for individuals with cognitive impairments due to acquired brain injury.
Toolkit Sections
Training Videos - These videos correspond to pages 9-12 in the Training section of the Toolkit; see link above.
NOTE: These videos are for the trainer, not the individual with brain injury. The technology used in these videos - the Palm Pilot - is no longer manufactured. However, the focus of these videos and the entire TATE Toolkit is not on ATC device and app technology but on the instructional technology used to teach devices and apps.
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Instructions - Models
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Practice - Examples
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Correcting Mistakes
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Practice - Other Places and People
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Self-Assessment - Prediction
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Self-Assessment - Reflection
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Routines
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New accordion content
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Test Video #1
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Test Video #2
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TATE Project Publications
Daly, M. P. (2013). Assistive technology for cognition following brain injury: A clinician's perspective. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 74-83. Abstract
de Domingo, K. (2013). Assistive technology for cognition: Perspectives on funding. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 84-89. Abstract
Powell, L. E., Glang, A., Pinkelman, S., Albin, R., Harwick, R., Ettel, D., & Wild, M. (2015). Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study. NeuroRehabilitation, 37(3), 437-447. doi: 10.3233/NRE-151272. Abstract
Powell, L. E., Glang, A., & Ettel, D. (2013). Systematic assessment and instruction of assistive technology for cognition (ATC) following brain injury: An introduction. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 59-68. Abstract
Powell, L. E., Wallace, T., & Wild, M. R. (2013). Training-the-Trainer on assistive technology for cognition (ATC): Current practices. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 90-94. Abstract
Saraceno, C. (2013). Learning to use assistive technology for cognition: A survivor's perspective. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 69-73. Abstract
Wild, M.R. (2013). Assistive technology for cognition following brain injury: Guidelines for device and app selection. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 49-58. Abstract
National Institute on Disability and Rehabilitation Research (NIDRR) Project # H133G090227