1.

With the HAAT (Human Activity Assistive Technology) model, “the activity or need is identified first,
followed by the aspects of the human that affect the ability to perform and engage in the activity” (Cook &
Polgar, 2015, p. 41). HAAT focuses strongly on context rather than environment, noting specifically the
“physical context, social context, cultural context, and the institutional context” (p. 10). By analyzing the
aspects of an activity in a given context and how those activities are carried out by the individual, a proper AT
assessment can be provided which will get the individual the AT he or she needs.

The SETT (Students, Environments, Tasks, & Tools) model is a “thorough yet simple approach to assistive
technology assessment and intervention” (Zabala, 2005, p. 4). Originally designed as an approach to providing
AT for students, this model has recently been applied to the greater disabled population in non-school settings.
SETT focuses first on the individual and develops a “shared understanding of the [student], the customary
environments in which the student spends time, and the tasks that are required for the student to be able to do or
learn to do” (p. 1). SETT is deliberately called a framework and not a model since it is meant to be used as more
of a guide for differentiated use as opposed to a set standard of rules.

2. In my own work, I would choose the HAAT model for supporting a client. I work with adults and feel that
the HAAT model includes many more resources and guidelines for adults with disabilities. I also feel that the
more loose framework of the SETT model would be difficult in a corporate setting, since many companies
might prefer to have strict guidelines in order to assure they are compliant.

I also really like the different contexts, perspectives, and aspects that are considered as part of the HAAT
model. For example, a clinician should consider that “an activity that might be considered work for one person
is considered leisure for another” before fitting a client with a device (Cook & Polgar, 2015, p. 50). The first
real-life example I think of is cooking. I absolutely love cooking and if I ever become disabled and am unable to
cook, I would thoroughly search for any AT that might help me regain my ability to enjoy my hobby. For others
though, cooking is not enjoyable and that individual might be happy with the bare minimum of AT that would
allow for microwaving or heating up prepared foods. HAAT considers the context within the environment and
allows for more thorough evaluation of what activities a person carries out in his or her life before providing AT
solutions.

Cook, A.M. & Polgar, J.M. (2015). Assistive Technologies: Principles & Practices (4th ed). St.
Louis, Missouri: Mosby

Zabala, J.S. (2005). Using the SETT Framework to Level the Learning Field for Students with
Disabilities. Retrieved January 31, 2018, from
https://framingham.blackboard.com/bbcswebdav/pid-399258-dt-content-rid-1365975_1/c
ourses/S18.INST.968C0A/SETT%20Introduction.pdf