Using the Knoster Model to Naviagate AT/AAC Teams Through C…

Feb/March Closing The Gap Resource Directory 2025 Volume 43 - #6

leadership, policy & implementation

Summary: Working in AT and AAC services requires strong teamwork to drive positive change. This article highlights how the Knoster Model can significantly enhance your team’s approach to managing change, leading to improved services for your students. This model provides a robust framework for achieving meaningful transformation. It underscores the necessity of structured processes, open communication, and a shared vision to foster an environment where everyone can thrive. Embrace the Knoster Model to elevate your impact!. Using the Knoster Model to Navigate AT/AAC Teams Through Change

“Change, after all, is only another word for growth, another synonym for learning, we can all do it, if we want to.” - Charles Handy, Irish author/philosopher specializing in organizational behavior and management. Have you ever been part of a team that isn’t getting the job done? As an educator, you spend hours in meetings. Meet- ings about systems, about students, about other meetings. As a special education teacher, administrator, and occupational therapist, I have led and participated in evaluation, IEP, wrap- around, department, and many other meetings that increased access for students and ones that have circled the drain. These meetings were at district and student levels, varied in size and expertise, and often encountered issues that disrupted the processes, misdirected the efforts, or completely derailed the goals. Imagine you are working with a team that meets monthly. At the meeting, the team is energized by the prospect of pro- viding communication options for a particular student. You participate in lively discussions about potential strategies in detail and leave each meeting with a clear action plan. How-

ever, when we reconvened the following month, many tasks remained unattempted or a team member had taken a com- pletely different approach. After several months of this recur- ring pattern, the team and you start questioning whether the student is ready to engage. Perhaps in another instance, a team would methodically work through our checklist but ultimately abandon the data collection process because the student simply wanted to press the buttons without engaging with the intended communica- tion tools. During my work with assistive technology (AT) and teams focused on augmentative and alternative communication (AAC), I realized that the challenges encountered were not due to a student’s “failure” or their lack of ability, need, or desire. In- stead, these challenges often stemmed from issues related to team facilitation, teamwork dynamics, and systemic changes. Like many others in the field, I pursued various professional de- velopment opportunities and read extensively to improve my skills in participating in and facilitating teams.

IRENE HUGHES - Began my career as a Special Education Teacher in Roseburg, Oregon, in 1979. In 1984, I earned my Master’s degree in Occupational Therapy. Throughout my career in education, I have primarily focused on teaching and advocating for individuals from infancy to age 21. My emphasis has been on utilizing assistive technology (AT) and augmentative and alternative communication (AAC) devices and services to support students with complex and diverse needs. This work aims to promote access, equity, independence, and self-determination among these individuals. Currently, I provide consulting, coaching, and professional development services to school districts. I believe, “everything is figureoutable” (Marie Forleo, 2020).

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By implementing several strategies—such as maintaining a timed agenda, starting and ending meetings on time, estab- lishing ground rules, and fostering a safe environment— team productivity was enhanced. For these groups, integrating and applying the Knoster Model into our processes led to signifi- cant positive changes in how we provided devices and services to students who utilize AT and AAC. “When I first started working in this area AAC I remember hearing older therapists talking about “systemic change” and thinking that that had nothing to do with me. But I now know it has everything to do with me.” Jane Farrall of Special Educa- tor, Speech Pathologist and Disability Rights Advocate (June, 2014) Managing the rapid changes in assistive technology AT and AAC is essential for meeting the complex needs of students with Individualized Education Programs (IEPs) and Section 504 plans. As schools become increasingly diverse, the demand for individualized and customizable AT and AAC devices also rises. Each student’s unique circumstances necessitate a supportive team with a clear vision to achieve desired outcomes while minimizing challenges among team members. This article explores the Knoster Model to assist teams in designing, implementing, and maintaining meaningful change when selecting and implementing AAC and AT programs for students. This process goes beyond focusing solely on the indi- vidual; it is crucial to consider all factors involved. Specifically, let’s examine the context of use—where, when, how, and why the technology will be utilized. Additionally, un- derstanding the various systems that support the individual is essential. System change theory can enhance our practices by minimizing team conflicts and reducing the likelihood of system abandonment. The Knoster Model serves as one frame- work that teams can utilize to facilitate meaningful change ef- fectively. THE KNOSTER MODEL At first glance, understanding the Knoster Model may seem overwhelming due to its numerous components and unfamil- iar vocabulary, particularly in the context of assistive technol- ogy (AT) and augmentative and alternative communication (AAC). This section aims to bridge that gap. At the core of the Knoster Model are the Stages of Change: Unfreeze, Change, and Refreeze. Each stage is crucial for ensur- ing that necessary adjustments are made thoughtfully and ef- fectively. 1. **Unfreeze**: This stage focuses on creating awareness and fostering a sense of urgency among team mem-

bers and stakeholders. This can occur when the IEP team notices that a student with communication challenges struggles to engage and participate in class discussions and activities. Through open and safe brainstorming and problem-solving sessions, the team identifies the specific student challenges and recognizes the need for assistive technology to enhance communication. 2. **Change**: In this stage, the team evaluates the situa- tion using tools such as the SETT framework (Student, En- vironment, Task, Tools). For instance, they assess various communication devices and software that align with the students’ strengths and preferences. They might decide to implement a speech-generating device to help the stu- dent express their thoughts more effectively. It is essential to develop a comprehensive plan during this stage, outlin- ing specific activities, methodologies, and communication strategies to facilitate the change. 3. **Refreeze**: The team follows three steps of “Refreeze” when implementing the new device into the student’s life. They establish regular check-ins to monitor the student’s progress and gather feedback from key stakeholders. The goal is to integrate assistive technology seamlessly into the student’s daily routine. Continuous progress monitor- ing ensures that the changes achieve their intended im- pact and allows for necessary adjustments. Understanding how sustained change occurs is crucial for recognizing the overall process that the team follows. This knowledge en- ables the use of the Knoster Model to anticipate and effec- tively address challenges. To achieve successful outcomes, teams apply four key princi- ples: flexibility, adaptation, collaboration, and communication. These principles help shape the plan’s outcome and ensure it accurately reflects the team’s current state while outlining a re- alistic path forward; they keep the team focused on their work and aligned with common ground rules. In addition, let’s examine how the components of the Knoster Model interconnect, which includes six essential ele- ments: vision, consensus, skills, resources, motivation, and ac- tion plan. The four guiding principles steer the plan’s outcome and its understanding. They ensure that the model aligns with the team’s present circumstances while providing a clear direc- tion for the future. Each key element acts as a building block, ensuring that every step of the process is carefully considered. Together, these components enhance team performance and facilitate successful change implementation. For effective change to occur, all elements must be present.

Elements of the Knoster Model

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THE KNOSTER MODEL

The Knoster Change Management Model

Missing any component can lead to project failure, impact- ing team members; without a clear vision outlining needs, roles, and action plans, team members end up feeling confused about their tasks. A lack of consensus on the need for a device, its selection, or its implementation can foster a sense of sabotage, espe- cially if even one team member is not aligned with the plan. Additionally, if the team lacks the necessary skills for assessing needs and managing implementation, anxiety can rise. While skills development is a potential solution, it requires access to resources. Moreover, without support from administration, families, and stakeholders, essential supplies and training may be un- available, leading to frustration and potentially causing team members to consider quitting. Incentives can be complex and may be misunderstood as bribery or simple reward systems. In this context, intrinsic in- centives focus on addressing each team member’s underly- ing motivations. Consider questions like, Is the student more engaged and confident? Are their efforts resulting in positive changes? Without motivation, resistance to the plan may occur. Proper planning is essential; without it, actions can be fu- tile, and without action, planning is pointless. An effective way to implement the Knoster Model is to conclude meetings with a check-in, where team members share their feelings about progress and identify any missing components. This reflective process fosters open communication and increases the chanc- es of success.

Using a Google Form for this check-in can help gather input on the process and team dynamics. Team leaders should review the responses before the next meeting to address any identi- fied gaps effectively.

https://bit.ly/ihughes_consulting

Yes! The Knoster Model can make a difference in your prac- tice.

The success of any initiative in assistive technology hinges on the mastery of change management. By leveraging the Knoster Model Framework, teams can skillfully navigate the complexities of transitions with confidence. Prioritizing col- laboration, communication, and strategic planning equips them to effectively address the diverse needs of students and achieve impactful outcomes. As educational environments un- dergo rapid transformation, embracing these principles will be vital for fostering a dynamic culture of innovation and support that empowers every learner to excel. RESOURCES: T Knoster, Presentation to TASH Conference, Washington DC, 1991. (2020, March 3). Models: The Lippitt-Knoster Model for Man- aging Complex Change. Sergio Caredda. Retrieved April 28, 2023, from (n.d.). https://sergiocaredda.Eu/organisation/tools/ models-the-lippitt-knoster-model-for-managing-complex- change/.

Heifetz, M. (2023, April 28). Managing Change While Imple- menting First Due: The Knoster Model At Work. First due. Re-

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trieved February 18, 2022, from https://www.firstdue.com/ news/the-knoster-model-at-work-part-one

(n.d.). LEADING AND MANAGING COMPLEX CHANGE. Word- press. Retrieved April 28, 2023, from extension://elhekieabh- bkpmcefcoobjddigjcaadp/https://edadm821.files.wordpress. com/2013/01/leading-and-managing-complex-change1.pdf

AAC: Systemic Change for Individual Success – Jane Farrall Con- sulting. (2014, June). Janefarrall.com. https://janefarrall.com/ aac-systemic-change-for-individual-success/ Bhat, S., Dr. (2021, November 10). Lippit- Knoster change man- agement model. Dr. Shruti Bjat PhD., MBA, CLSSBB Profitability Expert. Retrieved April 28, 2023, from https://www.drshrutib- hat.com/blog/lippit-knoster-change-management-model Sapuppo, S. (2021, June 16). CHANGE IS A GOOD THING FOR SCHOOLS (JUST LEAN INTO IT). EdSmart. Retrieved April 28, 2023, from https://blog.edsmart.com/change-is-a-good-thing Hoek, W. (2020, January 7). Knoster Model for Managing Change. Willem Hoek. Retrieved April 28, 2023, from https:// whoek.com/b/knoster_managing-change.html

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