Switch Use for Young Children

1. Switch Use for Young Children Cindy Cavanagh, CCC-SLP, ATP Assistive Technology Mississippi Bend AEA 729 21st St. Bettendorf, IA 52722 ccavanagh@aea9.k12.ia.us 563-344-6321

2. Demonstration of switch useFeaturing:Quack Quack Duckyand a pillow switch

3. The word “event” refers to: • 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)

4. Three areas • Single Switch Use • Multiple Switch Use • Switch Scanning Use

5. Single Switch Use: Purpose 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)

6. Multiple Switch Control • 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)

7. Multiple Switch Use: Purpose • 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

8. These are the result of using switch control of events: • 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

9. 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

10. Baseline Information and Goal Setting • 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?

11. Baseline Information and Goal Setting (cont.) • 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 (Things I like and things I don’t like)

12. Baseline Information and Goal Setting (cont.) • Establishment of reinforcement hierarchy (continued) • 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)

13. Baseline Information and Goal Setting (cont.) Conditions • Baseline conditions and considerations for selection • Condition 1: Switch unattached • Condition 2: Switch unattached – Instruction to activate • Condition 3: Switch attached to high reinforcement • Condition 4: Switch attached to low reinforcement Progression of Switch Use Sample Goal

14. Intervention • 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.) • Time of day • Length of activity • Amount of experience with the activity • Environmental competition for attention Interventions to consider

15. Equipment Basics • 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

16. Additional Items • 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)

17. Switch-Activated Item MatrixNote: consider comfort level of students when using each item • Sound • Switch-activated CD player • Visual movement • Fan blowing streamers • Visual movement and sound • (fan blowing packing peanuts – children in the room pick them up) • Elefun • Vibration • Vibrating Bug • Firefly Switch-Activated Items Matrix (SAIM)

18. Switch-Activated Item Matrix • Steady Light • Base light • Flashing/Moving Light • Flashing base light • Disco lights/mood lights • Brief Sound/light • Polaroid camera • Airflow • Fan • Smell • Temperature (hot/cold/tepid) • Body movement

19. Examples of Computer softwarefor single and two-switch development: • SimTech • Switch Wars • Switch Kids • Switch Puzzle #6 • IntelliTools • Patterns • Scenes • Pictures • Living Books • Arthur’s Teacher Trouble

20. Switches • Pressure • Toggle • Mercury • Voice • Temperature • Muscle movement • Light interruption

21. Mounts • Specific to switches • Universal • Specially designed

22. The Assistive Technology Loan Library (ATLL) • Web-based checkout of appliances, toys and control units • Switch checkout through AT • Mount checkout through AT • Consultation available through AT

23. Development of a local library • Solicitation of devices • Fund-raising • Housing of devices and checkout • Upkeep/batteries • Weeding and continued acquisition

24. Transition of ATLocate forms for transfer of assistive technology at: • www.aea9.k12.ia.us