• Demonstration - Pair verbal prompt with demonstration, "I'm going to turn the music on," and then perform the activity. o Examples: Turn-taking: “My turn” and adult takes a turn. Could add a verbal prompt with then saying: “Your turn” • Motor guidance – Physical support can either support ac- tive learning or passive learning. Assisting an individual in completing a task with hand-over-hand does not typically provide learning value. Often hand-over-hand elicits pas- sive learning. It may be more appropriate and beneficial to support at the elbow or wrist, or at least hand-under-hand. The article When You Need Your Hands to Help ... Facilitation Guidelines for Staff Working With Students With Physical Challenges by Dale Gardner-Fox, M.S., RPT, is an excellent re- source to support this level of prompting. SWITCH TYPES AND PLACEMENT CONSIDERATIONS There are multiple categories of switch types similar to mul- tiple categories of assistive technology. Also, there can also be various ways to label or categorize switches although they all are essentially describing similar features. For more information on switch types, go to Assistive Technology Internet Module, Switch Access – WATI - Part 11 through OCALI authored by Cindy Nankee (2016). Another great resource is the Ablenet Switch Selection Guide, which includes a variety of mechanical, electronic, wired and wireless switches - Ablenet Swith Selection Guide. Often teams will try various types of switches before trialing various switch placements. When beginning to support and ex- plore switch skills with an individual, starting with a jellybean switch, along with experimenting with various switch place- ments, can be effective before trying different switch types. Before determining switch placements and types, it is recom- mended to ensure that the individual is positioned an optimal as possible. “A student’s ability to successfully coordinate the mo- tor and visual skills required for functional switch use is in large part dependent on the manner in which the child is positioned” Goosens and Crain (1992). If an individual is not positioned cor- rectly, then determining access method will be a moot point. The ability to use your upper extremities and hands functionally, the ability to control your trunk and head, the ability to sustain engagement or even have the motivation to engage is all de- pendent on positioning. For switch placement considerations, teams will want to look for consistent, reliable physical movement. Some questions to guide switch placement: • Can the individual repeat the movement with minimal effort? • Can the individual repeat the movement upon request? • Is the activity motivating enough that the individual wants to turn it on with the switch?
Image 8: Example of 2 switch premade activity in Tar Heel Gameplay.
Image 9: Options available when creating a Tar Heel Gameplay.
o Examples: Draw the individual's attention to the switch by indicating where the switch is located with your hand. Demonstrate the switch-activation motion using the same body part that the individual uses to activate the switch. • Verbal prompt - Request the individual to participate in the activity, "Turn the page or play the game." Avoid saying, "hit the switch" as the switch itself is simply the access tool to the activity. o Example: Say something like “Tell me…” or “Show me…” or “Play the…” • Auditory prompt – Draw attention to the switch by tapping. This can be beneficial for individuals with visual impairments and for those using head access where the switch is not in the line of sight. o Example: Lightly tap the switch or the near the switch to make sound to draw attention to it without activating it.
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