Switches in the Switches in the MDS/Functional ClassroomMDS/Functional Classroom

Bonnie Young Bonnie Young

& &

Wendy HomlishWendy Homlish

Post-It AcitivityPost-It Acitivity

What are the What are the BARRIERSBARRIERS to effective to effective switch use in your classroom?switch use in your classroom?

How do you know which switch to use with How do you know which switch to use with each student?each student?

What goals are addressed in your What goals are addressed in your classroom through switch use?classroom through switch use?

Areas to AddressAreas to Address

Intro/Background InformationIntro/Background Information

Assessment – Roles, Team, ToolsAssessment – Roles, Team, Tools

Implementation and Activities Implementation and Activities (Participation and Independence)(Participation and Independence)

IEPs and Goal WritingIEPs and Goal Writing

Factors that influence successful Factors that influence successful (or not!) switch use (or not!) switch use

Health and AttendanceHealth and AttendanceVisionVisionHearingHearingTactileTactileMuscle ToneMuscle ToneCoordinationCoordinationMobility SupportMobility SupportCurrent Positioning Equipment (wheelchair, Current Positioning Equipment (wheelchair, stander, etc.)stander, etc.)

Positioning of StudentPositioning of Student

Effective seating & positioning is Effective seating & positioning is criticalcritical

Should allow student to concentrate on the Should allow student to concentrate on the activity controlled by the switch & activity controlled by the switch & movements to activate the switch rather movements to activate the switch rather than maintaining position & balance.than maintaining position & balance.

Types of SwitchesTypes of Switches

Divided into 2 categoriesDivided into 2 categories

Contact Contact

Non-ContactNon-Contact

Contact SwitchContact Switch

Student needs to make physical contactStudent needs to make physical contact

Most common Most common

Will meet most needs if firmly fixed in an Will meet most needs if firmly fixed in an appropriate positionappropriate position

ConsiderationsConsiderations

Target sizeTarget size

Sensitivity (how much pressure must be Sensitivity (how much pressure must be exerted to activate)exerted to activate)

Travel (how flexible, or how much “play”)Travel (how flexible, or how much “play”)

Feedback (auditory, tactile)Feedback (auditory, tactile)

DurabilityDurability

These are NOT the only switches These are NOT the only switches available!available!

Size Does Matter!Size Does Matter!

Animal Switches

3/8 “ Switches

Floating Pillow Switch

Plate Switch

Vibrating Plate Switch

Large Lens Switch

SensitivitySensitivity

Fingertip Switch (adjustSensitivity)

Grasp Switch

Mini Joggle – adjustable force

MicroLite

PalPad

Feedback (Tactile/Visual/Auditory)Feedback (Tactile/Visual/Auditory)

Floating Pillow Switch

Vibrating Plate Switch

Min-Vibrating SwitchMusical Fan SwitchSee, Feel, Hear

Large Lens SwitchGooshy Switch

DurabilityDurability

Slammer Switches

PalPadsTrigger Switches

Non-ContactNon-Contact

Non contact triggers-e.g. eye movement, Non contact triggers-e.g. eye movement, tilt of head, etc. tilt of head, etc.

Technically more difficulty to set-upTechnically more difficulty to set-up

Tend to require a higher level of Tend to require a higher level of understanding to operateunderstanding to operate

Identifying the switchIdentifying the switch

Want a switch that:Want a switch that:– Can be operated quickly by the student…Can be operated quickly by the student…– When they want to… When they want to… – Consistently and reliably….Consistently and reliably….– And is the least tiring to access and useAnd is the least tiring to access and use

Must be able to be activated and Must be able to be activated and RELEASED with easeRELEASED with ease

Steps in Assessment for Switch Steps in Assessment for Switch UseUse

ID which ID which parts of bodyparts of body offer best possibility offer best possibility for for reliablereliable control control

Identify which Identify which voluntaryvoluntary movement with movement with that part of the body is easiest to controlthat part of the body is easiest to control

AssessmentAssessment

Establish area that student can reliably Establish area that student can reliably target with this voluntary movementtarget with this voluntary movement– This will determine the This will determine the sizesize of the switch of the switch

Establish the Establish the strength strength of this movementof this movement– Enough pressure to activate the switch?Enough pressure to activate the switch?

Establish best Establish best positionposition of the switch in of the switch in relation to student’s bodyrelation to student’s body– Needs to be within range of movementNeeds to be within range of movement

Fixing the SwitchFixing the Switch

Switch must be firmly fixed once a position Switch must be firmly fixed once a position is determinedis determined– Allows the student to be confident that it will Allows the student to be confident that it will

be there when they try to activate itbe there when they try to activate it

Fixing the Position of the SwitchFixing the Position of the Switch

Choosing Switches & Switch Choosing Switches & Switch PositionPosition

Important to have switch Important to have switch firmly fixedfirmly fixed in in appropriate positionappropriate position

Prerequisite to identification of appropriate Prerequisite to identification of appropriate switch and switch position is that the student is switch and switch position is that the student is positioned in a positioned in a stable/functional positionstable/functional position

Need to work as team (e.g. teacher, OT, PT, Need to work as team (e.g. teacher, OT, PT, SLP, etc.)SLP, etc.)

Continuous process of trial, monitoring, Continuous process of trial, monitoring, evaluating & modifyingevaluating & modifying

ACTIVITYACTIVITYHands-on Switch ExplorationHands-on Switch Exploration

Group A – BreakGroup A – Break

Group B – ActivityGroup B – Activity

SwitchSwitch

Developing Switch SkillsDeveloping Switch Skills

Frequent opportunitiesFrequent opportunities

Within the routine of the school dayWithin the routine of the school day

As much opportunity to use switch(es) as As much opportunity to use switch(es) as other students have to develop pencil skillsother students have to develop pencil skills

Initially, activities should be as motivating Initially, activities should be as motivating and cognitively easy as possibleand cognitively easy as possible– Eliminates factors of cognitive and/or physical Eliminates factors of cognitive and/or physical

issuesissues

Staying at one stage too Staying at one stage too long can result in long can result in boredom and an boredom and an unwillingness to unwillingness to

cooperatecooperate!!

PromptingPrompting

Critical to successCritical to successPhysical promptPhysical prompt– Initially, may need physical prompt to press, Initially, may need physical prompt to press,

but should reduce as quickly as possiblebut should reduce as quickly as possible

Verbal PromptVerbal Prompt– Should be consistent across all staff and Should be consistent across all staff and

environmentsenvironmentsWhat do you say???What do you say???““Press the switch”, “Hit the switch”, “Play the Press the switch”, “Hit the switch”, “Play the music”music”

Verbal PromptingVerbal Prompting

Most productive to focus on the Most productive to focus on the activityactivity being controlled, rather than the switch being controlled, rather than the switch itselfitself

– ““Play the music”Play the music”– ““Make the car go”Make the car go”– ““Mix the milkshake”Mix the milkshake”

Student must understand the switch is a Student must understand the switch is a means to an endmeans to an end

Verbal Prompting cont’dVerbal Prompting cont’d

Necessary to monitor the amount of Necessary to monitor the amount of prompting givenprompting given

Need to determine if the student is Need to determine if the student is understanding the effect of the switch understanding the effect of the switch activation or responding to the verbal activation or responding to the verbal promptsprompts

Stages in Developing Switch SkillsStages in Developing Switch Skills

SPECTATORSPECTATOR

PARTICIPANTPARTICIPANT

CREATORCREATOR

SpectatorSpectator

Student not exerting any active control over their Student not exerting any active control over their environmentenvironment

Student shows interest by watching/listeningStudent shows interest by watching/listening

Technology mayTechnology may– Enhance sensory awarenessEnhance sensory awareness– Provide visual, auditory or tactile stimulationProvide visual, auditory or tactile stimulation

Useful to establish interest in switch-driven Useful to establish interest in switch-driven activityactivity

What is motivating???? How do you find out?What is motivating???? How do you find out?

Goal - SpectatorGoal - Spectator

S will attend to action which has animation S will attend to action which has animation and/or sound stimulus, for 3 minutes, and/or sound stimulus, for 3 minutes, without prompts, during _/_ presentations.without prompts, during _/_ presentations.

ParticipantParticipant

4 Components stages:4 Components stages:

– Cause effectCause effect

– BuildBuild

– Turn-takingTurn-taking

– TimingTiming

Participant - Cause EffectParticipant - Cause Effect

Student begins to Student begins to interactinteract with with environmentenvironmentInvolve development of understand that an Involve development of understand that an action can cause a responseaction can cause a responseStudent will activate switch, look and/or Student will activate switch, look and/or listen for and show pleasure in rewardlisten for and show pleasure in rewardIf reward is If reward is motivating motivating will activate switch will activate switch againagain

Goal - ParticipantGoal - Participant

S will activate switch, look and/or listen for S will activate switch, look and/or listen for reward, and respond (look, turn head, reward, and respond (look, turn head, vocalize, smile, etc), -/- times during 5 vocalize, smile, etc), -/- times during 5 presentations.presentations.

Cause Effect ActivitiesCause Effect Activities

Switch-adapted battery operated devicesSwitch-adapted battery operated devicesPower Link for use with electrical Power Link for use with electrical appliancesappliancesLow tech communication devicesLow tech communication devicesCause effect softwareCause effect software– Soft TouchSoft Touch– LaureateLaureate– Switch ItSwitch It– PowerPointPowerPoint

ActivitiesActivities

Battery operated toys/deviceBattery operated toys/device– Only expected to turn on/offOnly expected to turn on/off– Will soon become boredWill soon become bored– Important to make part of a fun activityImportant to make part of a fun activity

Move car to knock down blocksMove car to knock down blocks

Tape recorder for musical chairs with peersTape recorder for musical chairs with peers

Spin art for decorating art projectSpin art for decorating art project

Activities cont’dActivities cont’d

Electrical devicesElectrical devices– Participating in cookingParticipating in cooking– Operate a foot spa for themselves or Operate a foot spa for themselves or

someone elsesomeone else– A fan/light for sensoryA fan/light for sensory

Activities cont’dActivities cont’d

Low-tech Communication devicesLow-tech Communication devices– One-stepOne-step– Step-by-StepStep-by-Step– BigMackBigMack

Message must be motivating/control their Message must be motivating/control their environmentenvironment– ““tickle me”, blow a raspberry”, tickle me”, blow a raspberry”, – Attach to a toy (dog) and have it “bark”, “I’m Attach to a toy (dog) and have it “bark”, “I’m

falling and can’t get up!”falling and can’t get up!”

ComputerComputer

Cause Effect softwareCause Effect software

Power Point stories (age/gender Power Point stories (age/gender appropriate)appropriate)

Cause Effect Software Links and Cause Effect Software Links and ExamplesExamples

SoftTouchSoftTouch

SimTechSimTech

SwitchIt by IntelliToolsSwitchIt by IntelliTools

PowerPointPowerPoint

Don Johnston UKanDuDon Johnston UKanDu

Laureate (Creature Chorus, etc.)Laureate (Creature Chorus, etc.)

Free downloadsFree downloads

Participant-BuildParticipant-Build

Student has an understanding of cause Student has an understanding of cause effect…..effect…..– Need to move to activities that require several Need to move to activities that require several

switch activations to elicit/repeat rewardswitch activations to elicit/repeat reward– Activities on the computer Activities on the computer – ““Switch It”Switch It”– PowerPoint can be set up for this levelPowerPoint can be set up for this level

Goal Example – Build LevelGoal Example – Build Level

““S. will draw a multi-part picture on the S. will draw a multi-part picture on the computer (requiring 3-5 activations per computer (requiring 3-5 activations per completed item), independently, with 80% completed item), independently, with 80% accuracy over 3 consecutive opportunities, accuracy over 3 consecutive opportunities, using a switch, switch interface, and using a switch, switch interface, and computer programcomputer program

Build – SoftwareBuild – Software

Switch It activities PatternsSwitch It activities Patterns

Make It HappenMake It Happen

PowerPoint (examples)PowerPoint (examples)

SimTech – Switch Kids, Super Switch SimTech – Switch Kids, Super Switch PuzzlesPuzzles

Participant-Turn TakingParticipant-Turn Taking

Involves alternation of 2 switch activationsInvolves alternation of 2 switch activations

Students work togetherStudents work together

To develop shared attentionTo develop shared attention

Example – 2 students at computer, each Example – 2 students at computer, each has a switch programmed with a specific has a switch programmed with a specific command – one does “Enter” and one command – one does “Enter” and one does “Space” – or simply take turns does “Space” – or simply take turns building a picture building a picture

Goal – Turn TakingGoal – Turn Taking

S will take turns during a cooperative S will take turns during a cooperative activity with at least one other student, in activity with at least one other student, in order to complete a task or activity, -/- order to complete a task or activity, -/- times during 3 consecutive opportunities.times during 3 consecutive opportunities.

Turn TakingTurn Taking

Switch ItSwitch It

PowerPointPowerPoint

GamesGames

Switch Arcade – SimTechSwitch Arcade – SimTech

DiceDice

Participant-TimingParticipant-Timing

Activities that involve timingActivities that involve timing– To establish whether student has motor To establish whether student has motor

coordination skills to control a single-switch coordination skills to control a single-switch scanscan

– Involves perceptual & cognitive conceptsInvolves perceptual & cognitive concepts– Is the ability to press switch within a Is the ability to press switch within a

predetermined time-framepredetermined time-frame– Example – Spot on Games, Teen TunesExample – Spot on Games, Teen Tunes

Goal - TimingGoal - Timing

S. will activate a switch to control an S. will activate a switch to control an activity (computer activity, AAC for activity (computer activity, AAC for repetitive line story) within a pre-repetitive line story) within a pre-determined time frame, in response to a determined time frame, in response to a prompt, 8/10 times, during 3 consecutive prompt, 8/10 times, during 3 consecutive opportunities.opportunities.

Computer Activities - TimingComputer Activities - Timing

Switch It OppositesSwitch It Opposites

ChooseIt MakerChooseIt Maker

Arcade GamesArcade Games

CreatorCreator

Students canStudents can– DiscriminateDiscriminate– Purposefully make choicesPurposefully make choices– Create optionsCreate options– Begins to use the computer as a Begins to use the computer as a tooltool to express to express

his/her imaginationhis/her imagination

– One or two-switch scanningOne or two-switch scanning– Example – Clicker, First Verbs, Writing with Symbols Example – Clicker, First Verbs, Writing with Symbols

Environments, IntelliTools, Don Johnston (U Kan Du, Environments, IntelliTools, Don Johnston (U Kan Du, Write:OutLoud, etc)Write:OutLoud, etc)

ChoosingChoosing

Prerequisite skill for using a switch to make Prerequisite skill for using a switch to make choices is choices is ability to scanability to scan

For scanning a student needs:For scanning a student needs:– Ability to press & look/listenAbility to press & look/listen– To either use 2 switches or activate a single switch To either use 2 switches or activate a single switch

within a given time framewithin a given time frame– To recognize pictures/symbols/auditory promptsTo recognize pictures/symbols/auditory prompts– Ability to understand when something is highlighted it Ability to understand when something is highlighted it

can be selectedcan be selected

Goal - CreatorGoal - Creator

S. will make choices, using a switch to scan 2 S. will make choices, using a switch to scan 2 available options, -/- times, during 3 consecutive available options, -/- times, during 3 consecutive opportunities.opportunities.

May be as far as some students are able to May be as far as some students are able to progress:progress:– Dependent to some degree upon cognitive ability Dependent to some degree upon cognitive ability

(recognition, discrimination, categorization) (recognition, discrimination, categorization) unless unless you’re involved in a errorless choice activityyou’re involved in a errorless choice activity

HOW DO YOU KNOW HOW DO YOU KNOW WHERE TO BEGIN???WHERE TO BEGIN???

(Switch Control Checklist)(Switch Control Checklist)

Switches and the IEPSwitches and the IEP

Where?Where?– SDISDI– GoalsGoals

Examples :Examples :– ““S. will S. will participate in a cooking activityparticipate in a cooking activity by by

activating the blender, mixer, etc., 4/5 times in activating the blender, mixer, etc., 4/5 times in 3 consecutive opportunities, with a verbal 3 consecutive opportunities, with a verbal prompt (“Turn on the ______”), using a switch prompt (“Turn on the ______”), using a switch and switch interface for electric appliancesand switch interface for electric appliances..

Wrap UpWrap Up

Questions?Questions?

Concerns?Concerns?

Sharing?Sharing?

What’s next????What’s next????