Validating a measure to assess factors that affect assistive technology use by students with disabilities in elementary and secondary education

Abstract

Purpose/Aim: The purpose of this study was to measure the predictive validity, internal consistency and clinical utility of the Matching Assistive Technology to Child & Augmentative Communication Evaluation Simplified (MATCH-ACES) assessment. Methods: Twenty-three assistive technology team evaluators assessed 35 children using the MATCH-ACES assessment. This quasi-experimental study examined the internal consistency, predictive validity and clinical utility of the MATCH-ACES assessment. Results: The MATCH-ACES assessment predisposition scales had good internal consistency across all three scales. A significant relationship was found between (a) high student perseverance and need for assistive technology and (b) high teacher comfort and interest in technology use (p = (0).002). Conclusions: Study results indicate that the MATCH-ACES assessment has good internal consistency and validity. Predisposition characteristics of student and teacher combined can influence the level of assistive technology use; therefore, assistive technology teams should assess predisposition factors of the user when recommending assistive technology.

Implications for Rehabilitation

• Educational and medical professionals should be educated on evidence-based assistive technology assessments.

• Personal experience and psychosocial factors can influence the outcome use of assistive technology.

• Assistive technology assessments must include an intervention plan for assistive technology service delivery to measure effective outcome use.

Keywords:

• Assistive technology
• children and youth
• Matching Person & Technology Model
• special education