"Most behavioral issues stem from difficulty with communication, sensory regulation, decreased understanding/comprehension and acting out due to inability to complete academic work. With that being said most AT for behaviors starts with visual supports such as a visual timer and visual schedules. Other AT for behavior also includes support for lack of communication with low, mid or high tech AAC (devices, communication apps, picture choice board, PECS). Also when looking at AT supports for behavior we look at the sensory component so AT in the form of compression and weighted vests. One of the other areas can be AT support for academics such as voice to text to reduce typing/writing demands, word prediction software, reader pens and text to voice to improve comprehension can improve behavior because it takes away the frustration and demands of learning."

- Melissa Grandsart (Assistive Technology Coordinator)

The Individuals with Disabilities Education Improvement Act (IDEA) defines assistive technology as “any item, piece of equipment, or product system, that is used to increase, maintain, or improve the functional capabilities of a child and specifically excludes a medical device that is surgically implanted or the replacement of such device” (e.g., a cochlear implant) (Authority: 20 U.S.C 1401(1) or IDEA Amendments of 2004. P.L. 108-446, 20 U.S.C. 1400 et seq., 300.5). IRIS Center - Assistive Technology

- Low tech:  Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.

-Mid tech:  Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices.  

-High tech:  Complex technological support strategies - typically "high" cost equipment. Example: video cameras, computers and adaptive hardware, complex voice output devices. 

                                           (NASET, 2025) NASET-Assistive Technology

Assistive technology for listening: paper based computer pen; personal FM listening system; variable speed recorders

Assistive technology for math: electronic math worksheets; paper based computer pen; talking calculators

Assistive technology for organization & memory: free-form database software; information data managers; paper based computer pen

Assistive technology for reading: audio books and publications; optical character recognition; paper based computer pen; speech synthesizers/screen readers; variable speed tape recorders 

 (Reading Rockets)

 Paraprofessionals can be trained to implement evidence based practices to promote alternative augmentative communication with students who have complex communication needs. Classroom teachers can deliver paraprofessional training effectively. AAC can empower children with ASD to communicate effectively and appropriately (Wermer et al., 2018).

“Accessible versions of educational materials may mean the difference between learning barriers and learning opportunities.” (AEM Center)

Key takeaways from NeuroLaunch: Assistive Technology for Emotional Disturbance

• For students struggling with emotional disturbance, the right assistive technology can be a game-changer, unlocking their potential and paving the way for academic and personal success.
• From nifty apps that help manage emotions to high-tech communication devices, assistive technology is changing the game for students with emotional disturbance. It’s like having a Swiss Army knife for the mind – versatile, practical, and sometimes a little bit magical.
• Communication tools and devices: They help students express themselves when words just won’t come, or when emotions are running too high for coherent speech.
• Emotion regulation and self-monitoring apps: can help students track their moods, identify triggers, and even suggest coping strategies.
• Organization and time management software: For students who feel like their thoughts are a tangled ball of yarn, these tools can help unravel the mess.
• Sensory tools and fidget devices:  these tools can help soothe anxious nerves and channel excess energy.
• Social skills development programs: They offer safe spaces for students to learn about body language, practice conversations, and navigate tricky social situations.
• With the right tools, students can learn to recognize their emotional states and develop strategies to manage them. Students who struggle to express themselves or read social cues, assistive technology can be a bridge to better relationships. Students become more adept at using these tools, they often develop a stronger sense of autonomy.
• ***Need to do an assessment to determine what is appropriate***
   (NeuroLaunch, 2024)

Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology is an older article still with plenty of relevant information. If you get the time to read it, it can be a valuable resource! Click Here