AT Assessment & Selection

Choosing the right assistive technology is a process, not a single purchase decision. A thoughtful assessment and selection process helps match a device or strategy to the person who will use it, reducing the chance that expensive equipment ends up unused. This page explains the general concepts behind AT assessment and selection. It is educational in nature and is not a substitute for an individualized evaluation conducted by a qualified professional, which accounts for a specific person's full history, abilities, and circumstances.

PERSON

An assessment starts with the individual: their strengths, physical and cognitive abilities, sensory status, communication style, motivation, and preferences. The same diagnosis can affect two people very differently, so assessment focuses on the specific person rather than a category or label. The person's own goals and priorities are central to a good outcome.

TASK

Assistive technology exists to support specific tasks, such as communicating, reading, writing, moving, or completing schoolwork or job duties. An assessment identifies which tasks are difficult or impossible without support, and which are the highest priority to address first. A device that is excellent for one task may be the wrong choice for another.

ENVIRONMENT

Where and with whom a person will use a technology matters. A tool that works well in a quiet therapy room may not work in a noisy classroom, a busy workplace, or outdoors. Assessment considers all the environments where a person needs to function, along with the people, like family members, teachers, or coworkers, who will support the technology's use. The environment also includes the websites, documents, and software a person needs to use. Whether those are built to work with assistive technology is a separate question from which tools match the person; see Digital Accessibility.

Selecting assistive technology is not only about choosing a device or software program. Effective access depends on the interaction among the person, the task, the assistive technology, and the environment in which it will be used. A tool that works well in one setting may not provide the same access when websites, documents, software, hardware, or physical environments are inaccessible or incompatible.

Digital accessibility is therefore part of the broader access picture. Standards and accessibility practices can help make digital environments compatible with assistive technology, while an AT assessment focuses on the individualized tools, access methods, configurations, and supports a person needs.

ACCESS METHOD

Once needs are understood, the way a person will physically or cognitively operate a device is considered, such as direct selection, switch scanning, eye gaze, or voice input. Access method and device are often selected together, since the best features in the world are not useful if a person cannot reliably operate the device.

FEATURE MATCHING

Feature matching means comparing a person's needs across person, task, and environment to the specific features different devices or strategies offer, rather than choosing a device first and hoping it fits. This structured approach, sometimes formalized in frameworks used by AT professionals, such as the SETT Framework and the process described by the Wisconsin Assistive Technology Initiative, and consistent with quality indicators published by the QIAT Community, helps narrow a wide field of options down to a short list of reasonable candidates worth trialing.

TRIALS

Trialing means using a device or strategy in real settings, ideally for more than a brief demonstration, before committing to it. Many state AT Act programs, school districts, and device lending libraries make trial equipment available. Trials often reveal practical issues, such as fatigue, durability, or fit within a daily routine, that a short demonstration cannot show.

POSITIONING

How a person is seated or positioned strongly affects how well they can use any access method or device. Seating, trunk and head support, table or mounting height, and device placement all influence accuracy, speed, and endurance. Positioning is often addressed together with occupational or physical therapy as part of a complete assessment.

TRAINING

A device is only as useful as a person's ability to operate it. Training covers the primary user as well as communication partners, family members, teachers, or coworkers who will support ongoing use. Training is rarely a single session; skills typically build over time with practice and coaching.

IMPLEMENTATION

Implementation is the process of putting a chosen device or strategy into daily use across relevant settings, such as home, school, or work. Successful implementation usually requires planning, communication among everyone involved, and troubleshooting as real-world use reveals challenges that were not obvious during assessment or trials.

OBSERVATION AND DATA

Tracking how a device or strategy is actually working, through informal observation or more structured data collection, helps determine whether it is meeting its intended goals. This information supports decisions about adjustments, additional training, or reconsidering the approach if it is not working as hoped.

FOLLOW-UP

Assessment and selection do not end once a device is obtained. Scheduled follow-up allows the person and their team to review progress, address new challenges, and confirm the technology continues to fit as skills develop or circumstances change. For remote follow-up and telehealth support, see Telehealth and Remote Assistive Technology Support.

CHANGING NEEDS

Abilities, environments, and goals change over time, sometimes gradually and sometimes suddenly. A technology that was a good match at one point may need to be adjusted or replaced later. Building in periodic review, rather than treating a single selection as final, supports long-term success.

RELATED RESOURCES

For an overview of the broader field, see Assistive Technology 101. For funding pathways once a device or strategy is selected, see Funding Assistive Technology. For how access methods relate to AAC specifically, see AAC Access Methods. For adapted computer input options such as alternative keyboards or mice, see Alternative Keyboards, Alternative Mice and Pointing Devices; for computer access methods available on Mac, see Mac Access Methods. For physical switch-based access, see Switch Access. For eye-controlled access, see Eye Gaze and Eye-Tracking Assistive Technology. For individualized help from the nonprofit, visit AccessibilityClinic.org. For an individualized evaluation of assistive technology needs, visit AssistiveTechnologyEvaluations.org. This page provides general education only; an individualized evaluation by a qualified professional is necessary to make decisions for a specific person. For examples of how these assessment concepts apply in a homeschool or home-learning setting, see Assistive Technology for Homeschool and Home Learning. For how this process applies in specific settings, see Employment & Workplace Accommodations for workplace accommodation requests, Assistive Technology for College and Postsecondary Education for postsecondary planning, and Education, IDEA & IEPs for school based evaluations.

QUESTIONS PEOPLE MAY CONSIDER

People beginning an assessment sometimes find it helpful to think through a few questions in advance. What daily tasks are hardest right now, and which would make the biggest difference if they became easier? Who else, such as family members, teachers, or coworkers, will need to understand or support the technology? What settings will the technology need to work in, and are there constraints such as noise, lighting, or shared equipment? Is there a chance to trial a device before committing to it, and for how long? Who will provide training, and how will progress be checked after implementation? What is the plan if the chosen technology needs to change as needs change over time?

AUTHORITATIVE RESOURCES

These general concepts are consistent with guidance from established assistive technology organizations. The QIAT Community, a national grassroots group focused on quality indicators for assistive technology services, publishes indicators specifically addressing assessment of AT needs. The AT3 Center, the federally funded national technical assistance center for the Assistive Technology Act programs, provides resources on the AT decision making process. The Wisconsin Assistive Technology Initiative offers widely used assessment frameworks and forms that many AT teams reference. The Administration for Community Living, the federal agency that oversees the Assistive Technology Act State Grant Program, provides an overview of how state AT programs support assessment, device loan, and funding activities.

ABOUT THIS PAGE

This page provides general educational information about the assistive technology assessment and selection process. It is not a substitute for an individualized evaluation conducted by a qualified professional. Reviewed for educational and assistive technology content by Dr. Jeffrey Davis, PhD, ATP.