Rehabilitation counsellors: incorporation of assistive technology device selection and referrals into professional practice.

PURPOSE. The purpose of this study was to determine how well graduates of a rehabilitation counselling master programme were prepared to work with clients in assistive technology (AT) device selection or referral of resources. Specifically, inquiry was conducted as to how graduates have incorporated AT into their professional practice, their level of comfort with exploring AT solutions, and whether they felt additional training was needed. METHODS. The methodology used was an online survey of multiple choice and text boxes sent to rehabilitation counselling graduates. Descriptive statistics and cross tabulations were used to provide the range of responses. Trends were analysed to highlight differences between various factors. RESULTS. Responses indicated that graduates did find the dedicated AT course helpful in learning about the AT process. However, a number of respondents were not comfortable in participating in the AT process and were not incorporating the AT process into their work. CONCLUSIONS. Future studies should explore the role of AT acquisition from the perspective of rehabilitation counsellors and also examine why graduates are not incorporating the AT process. Respondents indicated the need for continuing education and professional development in this area.

Predictors of assistive technology use: the importance of personal and psychosocial factors.

OBJECTIVE: To validate an assistive technology (AT) baseline and outcomes measure and to quantify the measure's value in determining the best match of consumer and AT considering consumer ratings of their subjective quality of life, mood, support from others, motivation for AT use, program/therapist reliance, and self-determination/self-esteem. DESIGN: Prospective multi-cohort study. SETTING: Vocational rehabilitation offices and community. PARTICIPANTS: Over 150 vocational rehabilitation counselors in 25 U.S. states with one consumer each receiving new AT. INTERVENTIONS: Counselor training in the Matching Person and Technology (MPT) Model and consumer completion of the MPT measure, Assistive Technology Device Predisposition Assessment (ATD PA). MAIN OUTCOME MEASURES: Total and subscale scores on the ATD PA as well as counselor-completed questionnaires. RESULTS: ATD PA items differentiated consumer predispositions to AT use as well as AT and user match. There were no significant differences due to gender, physical locality, or age within this sample of working-age adult consumers. Vocational rehabilitation counselors exposed to training in the MPT Model achieved enhanced AT service delivery outcomes. CONCLUSIONS: The ATD PA is a valid measure of predisposition to use an AT and the subsequent match of AT and user. Rehabilitation practitioners who use the ATD PA will achieve evidence-based practice and can expect to see enhanced AT service delivery outcomes.

Assistive technology education: an online model for rehabilitation professionals.

PURPOSE: A model for delivering Assistive Technology (AT) education is described in the context of an online masters degree in rehabilitation counselling, demonstrating the integration of content and process in an interactive format. METHOD: Data collected from course activities and assignments were examined to identify ways in which 120 students from 18 US states responded to and interacted with the information and how they applied the course content to their jobs as rehabilitation professionals. A qualitative research design was used to identify themes to add to the understanding of issues associated with learning about AT in an online format. RESULTS: Critical components of the course identified from the data analysis included: increased awareness, skills, confidence, and immediate application to own job responsibilities; interaction with instructors and peers; access to resources and expertise; value-based practices; and participation on interdisciplinary teams. These themes were consistent across all six groups of students enrolled in the participating three rehabilitation regions. CONCLUSIONS: Online education can be an effective medium for teaching practicing rehabilitation professionals how to provide person-centred AT services to people with disabilities. The content must drive the technology; the process must be student-driven; and the interaction must address individual learning styles and promote lifelong learning.