Playing with Switches:

accomplish this is by switch adapting. It begins with a basic in- expensive 3.5 mm mono jack or using something called a battery interrupter. Battery-operated toys like the ones you find in mall kiosks can be converted with this jack to allow the connection of any adaptive switch. Switch-adapted toys are specially modified toys that allow children with disabilities to operate them using an adaptive switch. These toys offer a range of benefits for children with disabilities, including increased independence, improved motor skills, and enhanced social interaction. These toys can be adapted to suit a wide range of disabilities, including those with limited mobility, vision or hearing impair- ments, and cognitive disabilities. The use of adapted toys can promote inclusion and help children with disabilities feel like they belong. Through adaptation, they can play with the same toys as their peers. Switch-adapted toys also provide a sense of control and inde- pendence, as they allow children to participate in play activities on their own terms and at their own pace, which can improve confidence and self-esteem. Adapted toys can also help to im- prove children's motor skills. By pressing a switch, children can develop their fine motor skills and hand-eye coordination. Finally, switch-adapted toys can promote social interaction among chil- dren with and without disabilities. By playing with the same toys, children can learn to communicate and play together, which can help to break down barriers and promote acceptance and un- derstanding of differences. Overall, assistive technology plays a crucial role in leveling the playing field, promoting engagement, and unlocking the potential for meaningful and enjoyable play for individuals with disabilities. It is beneficial to introduce the use of assistive technology at a very young age. Encouraging adaptive play for children with physical disabilities and/or are medically fragile is important in supporting learning cause-and-effect, and early use of technol- ogy can lead to so much more later in life. The ability to physi- cally touch a toy and turn it on is one of the first steps in looking at methods of access. There are two types of access methods, direct and indirect selection. Direct selection methods are more intuitive, fast, and efficient. Options may include means such as adapted styluses, adapted joysticks, adapted mice, head-track- ing cameras, and eye gaze systems. Indirect methods are more time-consuming and require more control, accuracy, and at- tention. Examples of ways to indirectly make selections can be through the use of a single switch, multiple switches, using voice commands, macros, and even Morse code. When working with students who have complex physical needs, there are times when using adaptive switches can be the only viable option as a method of access for that individual. An assistive switch in its most simple form is a single device that uses an audio cable connection that sends an activation signal to the connected toy/interface. This audio cable connection is the male counterpart to the 3.5 mm mono jack discussed earlier. There is a large variety of commercial options found on the market, from

companies like Ablenet, Enabling Devices, Inclusive Technology, and open source versions that can be created at home from the Makers Making Change (MMC) organization using off-the-shelf components. Every adaptive switch has the same function but they come in all shapes, sizes, and textures. Some require signif- icant force to activate and others none at all. It is through a de- tailed evaluation process that the most beneficial type of switch is identified. FINDING YOUR SWITCH: THE EVALUATION PROCESS One of the main focuses of occupational therapists and other disability professionals is to aid the user in determining the most efficient method of access. This evaluation process takes into con- sideration the student and all those involved in the student’s care, including parents, guardians, paraprofessionals, caregivers, nurs- es, therapists, and teachers. The evaluation process for assessing a student for switch access is not something that happens in a short time frame, it requires trial and error, data collection, and collaborative effort. The switch access relies on many factors, in- cluding the reliability of movement, examining time and accura- cy, intention and isolated control, endurance, and proper place- ment. Positioning is a key factor in having an appropriate switch site with ideal mounting being a key component. Identification of a reliable access site generally has a hierarchy of body parts to explore. It begins with more flexible parts of the body such as the hands, head, and mouth to more restricted parts such as the feet, and upper and lower extremities, and ends with using mus- cle and brain signals. Each part has its own unique qualities and features that allow for greater versatility with access.

Switch location hierarchy chart

Below you will find a chart that provides examples of what each body part may look like for a switch user.

Hands

Head Mouth Feet

Upper

Lower

Mind

Tap a mi-

Tap a small specs switch with the right side temple of the head.

Activate a sip-and- puff switch with breath support.

Tap on a large pedal switch.

Activate a jelly bean switch by elevating the shoulder.

Tap a pal pad switch with the

Activate a brain-com- puter interface (BCI) via EEG

crolite switch with an index finger.

inside of the knee.

to select a desired letter.

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