This page preserves the original wording of the Lifespace Access Profile for students with severe/multiple disabilities and organizes it for retrieval. Sections align to universal anchors so teams and an AI helper can deep‑link to student context, assessment indicators, supports/feature menus, implementation steps, and compliance notes.

Lifespace Access Profile — Severe/Multiple Disabilities (Clean)

Student Context

Lifespace Access Profile (Severe/Multiple Disabilities)

Use this as reference text for an AI agent. It summarizes the Lifespace Access Profile (LAP) content so teams can gather the right information and turn it into practical next steps. It is not a test; it’s a structured conversation guide.

How to use this guide

Who contributes: Parent/caregiver, SLP, OT, PT, teacher(s), AT specialist, behavior/psychologist, vision/DHH specialists, nurse/physician, instructional assistants, vocational staff—whoever knows the student well.

What to collect: Observations across settings (home, school, community, work/recreation). Note what the student can do now and what they could do with support.

Physical Resources & Access

Focus: health, senses, posture/mobility, motor control, and how the student can physically access communication, learning, and play.

Health & Attendance

What health factors affect availability (seizures, illness, fatigue, meds)?

Expected attendance/predictability; times of day best for learning.

Plan for lowenergy days (short sessions, highersalience reinforcers, simpler inputs).

Vision

Functional vision: acuity, field cuts, tracking, light sensitivity.

Hearing

Functional hearing: amplification, background noise tolerance, need for facetoface speech.

Consider auditory scanning or voice output pace/volume if hearing supports are needed.

Tactile/Proprioceptive

Does the learner recognize real objects, textured shapes, tactile symbols, or braille? Match tactile labels to what is meaningful today; move toward more abstract forms gradually.

Muscle Tone & Coordination

Tone (hypo/hyper/mixed), involuntary movements, tremor.

Target most reliable movement patterns and positions; reduce effort where possible.

Posture & Seating

Current seating/positioning; head/ trunk control.

Does existing equipment meet needs? If not, note adjustments (tilt, lateral supports, headrest) or referrals.

Mobility Support

How the learner moves between locations (independent ambulation, walker, manual/electric chair, pushed by attendant). Note setup time and supports needed.

Range of Motion & Workspace

Comfortable reach and viewing angles. Identify best work angle (sitting/tilt/standing), monitor location, and workspace range (left/right, up/down, near/far).

Current Equipment & Mounting

What is used now (wheelchair seating, standing frame, switch mounts, keyguards, device mounts)? What’s missing? Who maintains it?

Current Switch Use (if applicable)

Access sites (e.g., fingers/hand, elbow, head, foot, knee, cheek, sipandpuff).

At the primary site record:

Range (how large a movement is reliable).

Target size currently accurate (e.g., ≥6", 4", 2", 1", ½").

Number of targets that can be hit accurately (2, 4, 6, 10+).

Choose based on task demands and user strength/endurance—not “cognitive difficulty.”

Cognitive Resources

Note: power comes from number of choices reliably accessed, not number of switches.

Tactile: real objects → reference objects → textures/shapes → tactile symbols → braille. Record number known, size, categories.

Primary/secondary modes that work best: verbal, written, pictures/symbols, sign/gesture, tactile. What accommodations help (face the learner, slow rate, reduce noise)?

Emotional Resources & Interests

Reinforcers/Interests: What does the learner want to control? (music, video, toys, causeandeffect, people’s attention, mobility).

Attention/Distractibility: Best times of day; session length; environmental distractors; cues that reengage (visual timer, “ready” tone/light, firstthen).

Tolerance for Change: How transitions and new tools are introduced (preview, small trials, consistent routines, choicemaking).

Support Resources (People, Time, Equipment)

Time: Prep time for overlays/programming/mounting; time to integrate into instruction and routines; time for troubleshooting.

Environmental Analysis (LifeSpace Domains)

Rate (or just describe) participation and technology use in each domain. Capture independence, communication, physical participation, and computer access where relevant.

Home

Participation: not involved → infrequent → occasional → often → regularly/full/wellintegrated.

Technology use: none → seldom → occasional → used often → used regularly → frequent/wellintegrated.

Independence: needs full assist → needs many assists → needs frequent assists → mostly independent (occasional assist) → independent (infrequent assist) → completely independent.

School

Same anchors as Home for participation and tech use. List classes/contexts where AT is integrated (literacy, math, centers, specials, transitions, cafeteria, playground).

Tech resource needs at school: training, time, equipment support.

Community & Recreation/Leisure

Places and routines (stores, parks, sports, clubs, library, community classes). Note transportation, accessibility, caregiver roles, and where AT extends participation.

Work/Vocational (if applicable now or for transition)

Typical tasks; how information is given/understood; how the learner communicates; safety; endurance/pacing; AT fit to job equipment.

Top Strengths (what already works: sites, representations, routines, interests).

Top Barriers (fatigue, posture, access method limits, environment demands, training/time gaps).

Priority Activities (2–4 daily tasks where AT can increase participation now).

Candidate Tools/Strategies (start leastrestrictive; include mounting/guards/positioning; provide notech/lowtech backups).

Followups (review dates; add goals as skills grow; extend from school → home → community → work).

Activity & Setting:

Goal: what success looks like (e.g., selects from 6 choices within 30s, 80% accuracy).

Representation: visual/tactile/auditory details (size, contrast, voice rate).

Support: prompting level, positioning, reinforcers.

Decision: continue, modify, or switch approach.

Glossary (quick hits)

Reference systems: how choices are labeled—visual (objects → print), tactile (objects → braille), auditory (menus/levels).

Template: Onepage summary

Author’s note

This summary preserves the intent of the original LAP: bring the individual, family, and providers together; use ratings to guide discussion, maximize limited resources through teaming, and let the profile evolve over time as skills and demands change.

Assessments & Screenings

Plainlanguage guidance for screening & planning assistive technology (AT) supports.

Quick rating (optional): For any item, the team may rate 1–10 (1 = limited/rare, 10 = strong/consistent). Ratings help set priorities but are not required.

Switch Comprehension

Levels: no reaction → reacts to effects → cause/effect established → contingent response (waits for a cue) → two switches/two choices → 4+ choices.

Reference Systems for ChoiceMaking

Auditory: number of menus/levels the learner can navigate; note speech clarity and pace that’s successful.

Receptive Communication

Expressive Communication

Following Directions (instructional context)

Quick trial/data sheet (minimal)

Student & team: … Primary goals (2–4): … Access method(s): … Reliable site(s): … Representation(s): … Receptive/Expressive modes: … Top strengths: … Top barriers: … AT & strategies to trial (with backups): … Training/time plan: … Maintenance plan: … Review date(s): …

Supports & Features

What visual labels are meaningful now? (objects → photos → line drawings → symbols → print). Aim to fade toward more abstract forms only when reliable.

Access Method (for 5+ choices)

Direct selection (least restrictive): touch/point/eye gaze; fastest if motorically possible.

Joystick (switched or proportional) when direct selection is not possible for all tasks.

Scanning (row/column; step or automatic) when single/twoswitch access is needed. Prefer least restrictive method that is reliable.

Switch Response Mode

Momentary (on only while pressed)

Timed (stays on for preset interval per activation)

Latched (press = on; press again = off)

Goal: understand what representations and rules “make sense” to the learner, and how choices are made.

Visual: objects → photos → line drawings → picture symbols (e.g., PCS/Bliss) with/without printed words → print (letters/words/phrases). Document what works now, size of labels, number known, and categories (food, leisure, academics, people).

Primary/secondary modes: speech, writing/typing, sign/gesture, AAC device/system, other. Note flexibility (fixed choices vs novel messages), rate, and partner supports.

From simple commands → routine 1step → routine 2step → novel 2step → novel 3step with delays between steps. Record what helps (models, visuals, wait time).

Equipment & Maintenance: What is required now? What customizations/mounts/guards are needed? Who handles repairs and replacement? (Best practice: plan ongoing support; expect wear/tear). Include backup options.

Access Method & Site:

Direct selection: touch/point/eye gaze to target.

Joystick: switched (4way + fire) or proportional (smooth cursor). Less restrictive than scanning.

Scanning: device highlights/speaks items; user advances by step (manual) or waits for automatic scan, then activates to choose. Row/column uses two switches.

Switch response modes: momentary (on while pressed), timed (on for preset period), latched (press=on/press=off).

Implementation & Training

Output: A short plan: strengths, barriers, target activities, candidate tools/strategies, training & time needs, and followups.

Training: Who needs what training (family, aides, teachers, therapists)? Plan initial training, refreshers, and coaching across settings.

What’s used: communication supports, physical participation tools, computer/tablet access. Tech resource needs: training, time, equipment/repair.

Turning information into a plan

People & Time (who trains who; prep/program/mount time; daily embedding plan; coaching schedule).

Trials (what to try, success criteria, data to collect, duration, decision rules).

Maintenance & Budget (who repairs; expected wear; loaners; replacement cycle).

Issues & Troubleshooting

Placement (best spot/angle), endurance (how long before fatigue), speed (time for 10 activations), switch pressure/durability required.

Identify a secondary site to rotate when fatigued.

Outcomes: attempts, accurate selections, time on task, fatigue notes, barriers.