Transcript Switch Use for Young Children

Switch Use for
Young Children
Cindy Cavanagh, CCC-SLP, ATP
Assistive Technology
Mississippi Bend AEA
729 21st St.
Bettendorf, IA 52722
[email protected]
563-344-6321
Demonstration of switch use
Featuring:
Quack Quack Ducky
and a pillow switch
The word “event” refers to:
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Activation of a toy
Voice output that results in a response from a person
(BIG Step by Step)
Discontinuation of an event (Big Step by Step and Step
by Step)
Activation of an appliance (e.g. fan)
Activation of an appliance that results in another event
by people (e.g. fan and then everyone yells, “Turn it
off!”
Simultaneous activation of two or more events
(toys/appliances, etc.) (e.g. music and lights)
Three areas
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Single Switch Use
Multiple Switch Use
Switch Scanning Use
Single Switch Use: Purpose
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Types of
Learning
Teach control of the body
Teach the relationship between a movement and an
event
Provide independent recreational opportunities
Provide easy access to an event
Provide a foundation for expansion of event control
(eventually moving to multiple selections)
Provide experience with symbolic communication
(receptive and expressive)
Multiple Switch Control
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Teach greater control of the body
Teach the relationship between a particular
movement and an event
Provide selection of independent recreational
opportunities
Provide easy access to two or more events
Provide multiple event control
Provide experience with symbolic
communication (receptive and expressive)
Multiple Switch Use: Purpose
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Provide expansion of all of the previous items
in the environment of control over two or more
events
Provide opportunity for greater personal
decision-making
These are the result of using switch
control of events:
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Interaction with other children
Opportunity to engage in academic activities
Opportunity to demonstrate learning
Preparedness for new learning
Development of the independence “spark”
Opportunity for independent enjoyment
Opportunity for personal decision-making
Switch Scanning Use (auditory or
visual): Purpose
Provide all of the previous items in a different
mode of event selection
 Expand event control for children who do not
yet have the physical control for multiple switch
access
Featuring: Firefly; Bubble Blower; Vibrating Bug
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Baseline Information and
Goal Setting
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What can this child do now?
What do we believe this child can do if I help
him/her learn to control events?
How will this impact this child’s general
development? (i.e. How does this fit into other
goals?)
How does this fit into the long-term plans for
this child?
Baseline Information and
Goal Setting (cont.)
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Establishment of reinforcement hierarchy
What is the reinforcement hierarchy?
Consider general sensory trends
 Consider specific events (toys, routines, etc.)
 Consider day-to-day variability
 Consider variability across a day
 Consider influences
Reinforcement Hierarchy
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(Things I like and things I
don’t like)
Baseline Information and
Goal Setting (cont.)
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Establishment of reinforcement hierarchy
(continued)
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Considerations for the non-preferred items on the
reinforcement hierarchy
Must be something the child does not prefer
 Must be something that is neutral or good for the child
 Must be something that fits into the context of an activity
(e.g. washing face off while eating)
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Baseline Information and
Goal
Setting
(cont.)
Conditions
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Baseline conditions and considerations for
selection
Condition 1:
 Condition 2:
activate
 Condition 3:
 Condition 4:
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Sample Goal
Switch unattached
Switch unattached – Instruction to
Switch attached to high reinforcement
Switch attached to low reinforcement
Progression of Switch Use
Intervention
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Seating/positioning
Experience with movement
Switch type (including size, texture, color)
Switch location
Reinforcement value (including novelty)
Pre-activity intervention (e.g. PT, movement, sensory
stimulation, etc.)
Interventions to consider
Time of day
Length of activity
Amount of experience with the activity
Environmental competition for attention
Equipment Basics
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Battery interrupters
Batter controller
Power unit for electrical devices
Battery-powered devices
Electrical (plug-in) devices
Switches
Computer switch interface
Universal mounting system
Symbol system
Basic Equipment
Additional Items
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These items may not be needed in every room
and access could be through a district cache.
Variety of switch types
 Varied toys/appliances
 Software
 Variety of mounting options
 Standardized tactile system (IBSS)
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Switch-Activated Item Matrix
Note: consider comfort level of students when using each item
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Sound
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Fan blowing streamers
Visual movement and sound
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Switch-Activated Items
Matrix (SAIM)
Visual movement
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Switch-activated CD player
(fan blowing packing peanuts – children in the room pick them up)
Elefun
Vibration
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Vibrating Bug
Firefly
Switch-Activated Item Matrix
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Steady Light
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Flashing/Moving Light
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Polaroid camera
Airflow
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Flashing base light
Disco lights/mood lights
Brief Sound/light
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Base light
Fan
Smell
Temperature (hot/cold/tepid)
Body movement
Examples of Computer software
for single and two-switch
development:
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SimTech
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IntelliTools
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Switch Wars
Switch Kids
Switch Puzzle #6
Patterns
Scenes
Pictures
Living Books
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Arthur’s Teacher Trouble
Switches
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Pressure
Toggle
Mercury
Voice
Temperature
Muscle movement
Light interruption
Mounts
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Specific to switches
Universal
Specially designed
The Assistive Technology Loan
Library (ATLL)
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Web-based checkout of appliances, toys and
control units
Switch checkout through AT
Mount checkout through AT
Consultation available through AT
Development of a local library
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Solicitation of devices
Fund-raising
Housing of devices and checkout
Upkeep/batteries
Weeding and continued acquisition
Transition of AT
Locate forms for transfer of assistive
technology at:
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www.aea9.k12.ia.us