Scenario 2 – Pre-intentional: Reactive

Increased opportunities to participate with other people and interact socially will encourage early understanding of the relationship between cause and effect, or contingency awareness. It is important to note that for most pupils, experiencing social contingency awareness will precede awareness of physical contingencies. In other words, to encourage the pupil’s understanding of cause and effect, begin with people and not with objects.

A study by Phil Schweigert (1989) was one of many to show the power of using switches to interact with people. He showed that a pupil would use a switch to increase social contact, but would be less likely to press a switch if it resulted in non-social contact. A vibrotactile cushion was used. At first the pupil could activate a switch to operate the cushion. The pupil soon showed no interest. Then the cushion produced an auditory signal to a person to come and play with the pupil. Only when someone simultaneously came to play with the pupil did switch presses increase.

Earlier we noted Evans & Ware’s (1987) study which showed that few interactions took place between staff and pupils with severe communication impairment. We also know that the consequences of a severe visual impairment include lack of mutual eye gaze, lack of facial expression and not recognizing facial expressions in other people; we know too that cerebral palsy will result in reduced facial expression; all of which leads to fewer attempts by the pupil to initiate social interactions. What if the pupil could attract staff’s attention?

The various technologies brought together within multi-sensory environments can be adapted so they can be controlled by the pupil. This is an example to show that one type or class of technology can be appropriately used with pupils whose cognitive, sensory, physical and communication abilities are very different.

It is time to focus more on how pupils themselves might activate multi-sensory environment rather than it being operated for them. A balance must be struck. It will be helpful for the pupil to understand that the world of objects can be controlled. But if too much opportunity for control is introduced at one time or no thought is given to why control is being offered to the pupil, technology will offer little advantage and may undo previous hard-won successes. Three useful principles to consider are:

Because attempts will be made to encourage the pupil to use switches to control events, it is vital to have read and become familiar with the Unit B – Organizing your resources which covers issues of:

Other preparatory steps addressed in Unit 8 – The development of switching skills include:

Time spent in preparation will be repaid many times over in successful use by the pupil. (But don’t spend so long preparing that you never get started)

Example 2a - Saying "Hey"?

Example 2b – Using loop tapes

Buzzers and bells can attract attention and encourage interaction, but loop tapes can be used to communicate a single thought or idea. A verbal message is a powerful tool for expression. The pupil may not be at a ‘stage’ of using an augmentative communication system in a functional way, but interaction and communication skills can be developed.

Key skills and equipment

The key skills for the above examples are the ability to:

• introduce multi-sensory equipment that can be activated by the pupil rather than be operated for them
• use technology to develop pupils’ interaction with people rather than objects

The key equipment is:

• battery adaptor(s)
• battery-powered bell or buzzer
• switch that pupil can operate
• additional member of staff to respond to buzzer or loop tape activation in initial stages
• cassette recorder suitable for loop tape
• loop tape(s) for telephone answering machine (10-second)

Example 2c – From loop tapes and buzzers to talking switches

A BIGmack is one example of a ‘talking switch’, a simple yet effective device that brings together physical and social contingencies. By pressing the large top of the switch (giving a satisfyingly loud ‘click’) a pre-recorded message is spoken, such as “Can I have some juice?” or “Jump up and down!”. The teacher decides on the message recorded.

If a switch is to be used as well, to operate mains operated devices or toys, it is helpful to buy these in a different colour. Thus they can be easily distinguished. If the pupil has visual impairment try attaching different materials to the surface of the device.

More examples of using talking switches like the BIGmack are given in the Unit 8 – Developing switching skills. At this level of communication the emphasis is on increasing social interaction.

Key skills and equipment

The key skills for the above example are the ability to:

• record a short single message on a BIGmack (or equivalent)
• attach switch to BIGmack for remote activation
• liaise with other staff member (or parent, or other pupil) to co-ordinate response to message produced by BIGmack
• adapt BIGmack or switch surfaces to enhance tactile or visual display

The key equipment is:

• BIGmack or equivalent single message device
• switch for attaching to BIGmack, if required

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