Research References

Assistive Technology Research References

Essential AT Assessment Research

Abdelwahab, M. M., Al-Noori, A., Alenizi, A., Al-Karawi, A., & Al-Noori, S. (2025). A systematic review of assistive technology for enhancing the students with disabilities. Journal of Disability Research.

Phillips, B., & Zhao, H. (1993). Predictors of assistive technology abandonment. Assistive Technology, 5(1), 36–45. https://doi.org/10.1080/10400435.1993.10132205

Riemer-Reiss, M. L., & Wacker, R. R. (2000). Factors associated with assistive technology discontinuance among individuals with disabilities. Journal of Rehabilitation, 66(3), 44–50. https://www.researchgate.net/publication/243585232

Scherer, M. J. (1998). Matching person and technology: A series of assessments for evaluating predispositions to and outcomes of technology use in rehabilitation. Institute for Matching Person & Technology. https://psycnet.apa.org/books/10629-011

Watson, R. E., Wright, S. A., & Phillips, B. (2010). Predictors of long-term assistive technology use by students with disabilities. Journal of Vocational Rehabilitation, 32(3), 163–171. https://www.resna.org/sites/default/files/legacy/conference/proceedings/2005/Research/OUT/Sax.html

Zabala, J. (1995). The SETT framework: Critical areas to consider when making informed assistive technology decisions. Proceedings of the RESNA Annual Conference, 326–329. https://files.eric.ed.gov/fulltext/ED381962.pdf

Zabala, J. (2005). The SETT framework: The process is as important as the product. Closing the Gap, 23(6), 1, 22–23. https://www.joyzabala.com/links-resources

Higher Education AT Implementation

Arthanat, S., & Kim, M. (2016). Perceptions of assistive technology effectiveness and usability among college students with disabilities. Journal of Rehabilitation, 82(1), 40–47. https://www.questia.com/library/journal/1G1-447847969

Bento, R., & Cordeiro, M. (2020). Assistive technologies in higher education: A systematic review of factors influencing adoption and use. Journal of University Teaching & Learning Practice, 17(2). https://ro.uow.edu.au/jutlp/vol17/iss2/7/

Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Barile, M., Nguyen, M. N., Klomp, R., & Wolforth, J. (2009). Disabilities and e-learning problems and solutions: An exploratory study. Educational Technology & Society, 12(4), 241–256. https://www.jstor.org/stable/jeductechsoci.12.4.241

Goldrick, M., Stevns, R., & Christensen, L. (2016). The use of assistive technologies as learning technologies to facilitate flexible learning in higher education. SensusAccess.

Malcolm, M. P., & Roll, M. C. (2017). Self-reported assistive technology outcomes and personal characteristics in college students with less-apparent disabilities. Assistive Technology, 29(2), 91–98. https://doi.org/10.1080/10400435.2016.1214932

Marshak, L., Van Wieren, T., Ferrell, D. R., Swiss, L., & Dugan, C. (2010). Exploring barriers to college student use of disability services and accommodations. Journal of Postsecondary Education and Disability, 22(3), 151–165. https://files.eric.ed.gov/fulltext/EJ906688.pdf

McNicholl, A., Casey, H., Desmond, D., & Gallagher, P. (2021). The impact of assistive technology use for students with disabilities in higher education: A systematic review. Disability and Rehabilitation: Assistive Technology, 16(2), 130–143. https://doi.org/10.1080/17483107.2019.1642395 

McNaughton, D., & Light, J. (2015). The promise of core vocabulary for individuals with complex communication needs. Augmentative and Alternative Communication, 31(1), 1–13. https://doi.org/10.3109/07434618.2015.1036458

Pinkelman, A., Roll, M., & Greene, D. (2016). Use of a modified Canadian Occupational Performance Measure for assistive technology outcomes in postsecondary education. Occupational Therapy in Health Care, 30(4), 388–401. https://doi.org/10.1080/07380577.2016.1227893

Roberts, K. D., Moore, E. J., & Stotler, R. L. (2004). Designing effective online intake forms for university disability services. Journal of Postsecondary Education and Disability, 17(2), 99–111. https://www.ahead.org/professional-resources/publications/jped/archived-jped/jped-volume-17

Sultana, S., & Hayhoe, S. (2013). Mobile learning: Device ownership, usage, and perspectives of post-secondary students with and without disabilities. ScholarWorks.

AT Decision-Making Frameworks

Bowser, G., Korsten, J., Reed, P., & Zabala, J. (1999). Quality indicators for effective assistive technology services. TAM Connector, 11(5), 1–5.

CAST. (n.d.). Universal Design for Learning.

Cook, A. M., & Polgar, J. M. (2014). Assistive technologies: Principles and practice (4th ed.). Elsevier Health Sciences. https://www.elsevier.com/books/assistive-technologies/cook/978-0-323-22103-7

Cunningham, T., & Lamond, B. (n.d.). The SETT framework for AT tool selection. Reading Rockets.

Federici, S., & Scherer, M. J. (Eds.). (2012). Assistive technology assessment handbook. CRC Press. https://www.routledge.com/Assistive-Technology-Assessment-Handbook/Federici-Scherer/p/book/9781439838667

Lenker, J. A., & Paquet, V. L. (2003). A review of conceptual models for assistive technology outcomes research and practice. Assistive Technology, 15(1), 1–15. https://doi.org/10.1080/10400435.2003.10131885

QIAT Leadership Team. (2015). Quality indicators for assistive technology.

Scherer, M. J., & Federici, S. (Eds.). (2015). The assessment of assistive technology outcomes. CRC Press. https://www.routledge.com/The-Assessment-of-Assistive-Technology-Outcomes/Scherer-Federici/p/book/9781482215514

Sweet, L., Jones, A., & Drummond, C. K. (2022). SETT: A framework for capacity building partnerships. PM&R, 14(5), 620–629.

World Health Organization, & United Nations Children's Fund. (2022). Global report on assistive technology. https://www.who.int/publications/i/item/9789240049451

Zabala, J. S., Bowser, G., Blunt, M., Hartsell, K., Carl, D., Korsten, J., ... Reed, P. (2000). Quality indicators for assistive technology services in school settings. Journal of Special Education Technology, 15(4), 25–36.

Learning Theory and AT Effectiveness

Fish, T., & Moran, C. (2023). Electronic assistive technology to support memory function after traumatic brain injury: A systematic review of efficacy and user perspectives. Journal of Neurotrauma.

LoPresti, E. F., Scherer, M. J., & Berg, T. (2000). Assistive technologies for cognition. The ASHA Leader, 5(2), 14–17.

Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education, 114, 139–163.

Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness.

Sohlberg, M. M., & Turkstra, L. S. (in press). Compensation Techniques Questionnaire (CTQ).

User-Centered Assessment Approaches

Mandilas, G., et al. (2021). Measuring self-reported access to assistive technology: A systematic review of survey tools and methodologies. JMIR Medical Informatics, 9(12), e33454. https://doi.org/10.2196/33454

Sánchez-Herrera, M., & Federici, S. (2021). The psychometric properties of the Matching Person and Technology (MPT) assessment process in predicting outcomes. Assistive Technology, 33(2), 79–88. https://doi.org/10.1080/10400435.2019.1705836

Wessels, R., Persson, J., Lorentsen, O., Andrich, R., Ferrario, M., Oortwijn, W., & de Witte, L. P. (2002). IPPA: Individually prioritised problem assessment. Technology and Disability, 14(3), 141–145. https://content.iospress.com/articles/technology-and-disability/tad00197