What initial step should an occupational therapist take before recommending technology for a student with severe spastic quadriplegia?

Determining intervention goals with the student is a crucial initial step before recommending technology for a student with severe spastic quadriplegia. This process helps to ensure that any technology introduced aligns with the specific needs, capabilities, and aspirations of the student. By involving the student in this discussion, the therapist can better understand the individual's unique challenges and preferences, allowing for a more personalized approach to intervention.

Setting intervention goals allows the occupational therapist to identify targeted outcomes that the use of technology should help achieve, such as enhancing communication, improving mobility, or fostering independence in daily tasks. This goal-setting process can also support the student’s engagement and motivation, as it empowers them to have a say in their own therapy and the tools they will use.

Engaging the student early also provides an opportunity to consider their personal interests and barriers they may face when using assistive technology. This foundational step is essential as it lays the groundwork for subsequent actions, such as assessing funding, reviewing past technology use, or consulting with parents, all of which can be informed by the clearly defined goals established in collaboration with the student.