OT working in school has been asked to recommend technological devices for a student with severe spastic quadriplegia and dysarthria. Which action should the OT take prior to recommending specific equipment?

OT working in school has been asked to recommend technological devices for a student with severe spastic quadriplegia and dysarthria. Which action should the OT take prior to recommending specific equipment?

• A. Determine access capabilities in collaboration with the SLP
• B. Identify funding source(s) in collaboration w/ the social worker
• C. Obtain family support in collaboration w/ the psychologist
• D. Determine intervention goals in collaboration with the student

Answer: (D)

Centering the process on the student’s goals and desired participation ensures that any recommended technology will meaningfully support function. By collaborating with the student to identify intervention goals, the OT sets a clear target for what the device should enable—whether it’s more effective communication for dysarthria, better access to classroom tasks, or easier control of the learning environment. Once these goals are defined, you can evaluate device options that specifically support those outcomes, and involve the right teammates (such as the SLP for communication methods or family for feasibility) in a focused way. Establishing goals first also helps justify the selection and implementation of equipment, ensuring the chosen tools align with the student’s priorities and curriculum participation. While coordinating with others on access capabilities, funding, and family support is essential, those steps follow from having clearly defined goals to guide the equipment choice.

Centering the process on the student’s goals and desired participation ensures that any recommended technology will meaningfully support function. By collaborating with the student to identify intervention goals, the OT sets a clear target for what the device should enable—whether it’s more effective communication for dysarthria, better access to classroom tasks, or easier control of the learning environment. Once these goals are defined, you can evaluate device options that specifically support those outcomes, and involve the right teammates (such as the SLP for communication methods or family for feasibility) in a focused way. Establishing goals first also helps justify the selection and implementation of equipment, ensuring the chosen tools align with the student’s priorities and curriculum participation. While coordinating with others on access capabilities, funding, and family support is essential, those steps follow from having clearly defined goals to guide the equipment choice.