Another important aspect of learning to utilize a switch in- cludes using proper verbal, visual, and physical cues to foster a student's understanding. Saying to a student “Hit the switch” or “Tap the button” may inhibit the student from learning the causal relationship of activating the switch. It is vital to connect the switch action with a functional outcome and to encourage the function (turn on a toy, type a letter on a computer, tap on a tablet, or select a “Hi, how was your weekend?” on a commu- nication device). The evaluation process must include intrinsic motivation and take into account who the user is. Data collection is a principal aspect of determining the cor- rect switch choice and proper placement. There are multiple tools and strategies that are available to aid in this process. A team may begin with a simple document or spreadsheet table that collects response times based on various conditions.
widely used motivators is switch-adapted toys. There are various commercially available options of toys that may be purchased online from companies like Enabling Devices, Ablenet, Inclusive Technology, or from sellers on Amazon and Etsy. The high cost of commercially obtained toys can be a considerable barrier for most individuals with disabilities and their families. Like all children, a variety of toys and ongoing novelty are important to maintain, making purchasing more burdensome. As discussed earlier, simple battery-operated toys can be modified or switch-adapted using an inexpensive basic 3.5 mm mono jack cable and a bit of soldering skills. Various orga- nizations support access to these toys or provide instructions on how to modify them. Makers Making Change, FairPlay, and Switched are examples of some organizations found nationally that support the mission to create accessible play opportunities. They host workshops, hold hackathons, and create free instruc- tional manuals and videos to teach others to adapt. Continuing to develop play skills, users may move beyond smaller toys, and explore other switch-adapted devices. Devic- es such as adapted Uno Attack, Nerf guns, card shufflers, dice rollers, and even switch-operated bowling ramps are some examples. Single switch presses may even be used to support adapted mobility projects such as Go Baby Go. This same cause- and-effect skill can transfer to the control of an environment to turn a fan, appliance, light, or music source on or off. Switch presses may also be used for single message communication buttons as a form of Alternative Augmentative Communication (AAC) systems.
Able to wait
Able to activate
Able to hold
Able to release
Able to activite again
Right hand
Left hand
Head
Right knee
Sample table used to collect data on the access point and its responses
Moving from there, there are a variety of software systems available that automatically collect speed and accuracy data. These include software such as Koester Performance Research’s Compass or the free web-based application, Scanning Wizard. Scanning Wizard provides switch users, practitioners, and care- givers recommendations to optimize switch and scanning set- ups. GETTING STARTED Once the optimal switch, access method, and location are identified, it is time to get to work! Switch progression is a grad- ed method of introducing switch access and developing scaf- folded proficiency. Most often, users begin with simple cause- and-effect activities; pressing the switch to engage with a toy, learning to press it again, or holding the switch for prolonged periods. The next development would include introducing two or more switches that provide differing effects followed by the introduction of timing. This would involve waiting for a partic- ular event to occur before pressing the switch. All these skills build a user’s ability to then complete formal scanning where items are scanned through with switch activation on the desired item. Mastering the ability to scan can open the user to a wide range of mobile and computer access, which is the ultimate goal. When first developing cause and effect skills, one of the most
Example of an adapted Uno Attack for switch use.
DEVELOPING SKILLS FOR LIFE Once establishing many of these foundational cause-and-ef- fect skills and developing the understanding and independence of being able to affect their environment, users can begin ex- perimenting with mobile and computer access. A key interme- diary between switches and computers is a switch interface.
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