Scenario 3 – Pre-intentional: Proactive

On finding an activity the pupil can do – such as pressing a switch to operate a battery toy, it is tempting to extend that skill and buy more toys to operate in the same way. So, if she can activate a switch to make a toy racing car go why not attach the switch to a snorting pig? Then to a yapping puppy? Great fun but where is it going in terms of the curriculum? The likelihood is that the pupil will soon lose interest in using a switch to operate most or all forms of toys. If the pupil begins to appear intrinsically motivated (i.e. motivated to try the switches to explore independent control as much as to obtain an ‘extrinsic reward’) it is time to move on. Otherwise, repetition could impair rather than help learning. Introduce tasks to do with a switch or switches which are more varied and more demanding.

One possibility is to invest in a range of different toys and other devices that can be operated by switch(es). In practice these need to be presented in as varied and interesting ways as possible. At this stage a range of toys might help to chart preferences, helping to assess:

• Is sight being used at all, or is hearing or touch used most?
• Does most stimulation occur with toys that (a) make a noise; (b) move; (c) feel interesting; (d) look bright and colourful?

The emphasis should move towards generalizing any success gained with switches, toys, and cause and effect towards independent control over the environment. To avoid boredom, sessions need to be short, varied and rewarding. A return to talking switches might be in order with voice output messages for communicative play. Instead of being used once only to ask for the activity, they could be used repeatedly within an activity to ask for a little bit of the reward (e.g. “more” is used for each sip of drink) or a few seconds of puppet play or tickling.

Example 3a – Linking touch, feel and control

At this level of communication technology should continue to be as ‘contingent’ as possible. That is, it should be as closely linked as possible to the object or activity it represents. Switches that themselves do something (internal reward switches), such as musical switches, vibrating switches, switches that light up, stacking cone switch, or shape matching switch, are a useful starting point.

Example 3b – Functional touch

The difficulty with associating an arbitrary surface – furry equals music – is in relating this understanding to the real world, or to interaction with people. Some other association is needed; an association that once learned, will help the pupil make new associations. Most educators interested in this ICT Unit will be aware of objects of reference (often known as signifiers or by one of a number of other titles). The nearest thing to ‘technology-supported signifiers / objects of reference’ may be to use PalPads or Taction Pads.

Note: Technology is using input from touch and giving output in sound. The system is helping concept development and interactive communication. Programmed messages should be functional and matched to the pupil’s immediate interests and motivations. To be functional and interactive, messages will usually be short social phrases, not single words.

Key skills and equipment

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

• use switches which offer direct reinforcement
• adapt switch characteristics (visual, tactile, auditory)
• store spoken messages using e.g. VoicePal Pro or BIGmack (with Flexible PalPads)

The key equipment is:

• any of: musical switch, vibrating switch, stacking cone switch etc
• flexible PalPads with such as BIGmack or Taction pads + VoicePal Pro
• objects of reference

Using computers

Some computer software may be used to enhance the use of vision, often having certain advantages over more traditional materials. Bozic et al (1993) suggest two main reasons for this superiority. First, computers maximize the visual environment for the learner (albeit a rather narrow environment); second, with suitable software, opportunities are provided for developing and practising visual and perceptual skills, with immediate feedback given on the learner’s actions in the same place (the screen).

Like a TV screen a computer monitor is backlit. This means the image does not require ambient light for it to be seen, and the light source cannot be blocked by the pupil coming too near to the screen. Brightness, colour and contrast can all be varied to suit individual pupils. In addition to these hardware controls specialized software can make use of these features. Tasks for pupils to carry out can be presented with increasing complexity.

So, if computers bring all these advantages why not start using them with pupils functioning at earlier levels of communication? Although computers do bring advantages they also have disadvantages. Throughout this Unit we have emphasized the need to use technology to enhance the pupil’s individualized curriculum. Computers are not easily portable. Different activities within the same application may require very different skills, and it is not always apparent what these skills are until they are tried.

Example 3c – Improving visual skills

Key skills and equipment

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

• connect switch interface to PC; attach a single switch to interface
• install and set up visual stimulation software operated by a single switch and place short cut on desktop
• adjust level of difficulty of visual stimulation software (number of presentations, number of switch presses, visual display to suit different pupils

The key equipment is:

• PC
• switch interface e.g. DJ Switch Interface, SwitchBoard, SwitchBox
• visual stimulation software
• appropriate switch

Extending switch use

There exists a range of software that offers single switch access. These include the SwitchIt! series and SwitchOn series. Another example is LäraMera software. When deciding on which software to buy and to try, note that although the software will work with a single switch, different programs may work in different ways and therefore make different cognitive and perceptual demands on the pupil. Choosing isolated programs from different designers may then become problematical (scenarios in level 4 below discuss two programs that help to resolve this difficulty and achieve greater consistency).

Because different staff may well be working with the same pupil, it is helpful to have some way of recording exactly what steps to take with the pupil. Below we describe an example followed in one school with one pupil:

• going to the computer (picture of pupil at computer)
• show me my signifier (object of reference), so I know what is going to happen
• tell me we are going to the computer – I go in my buggy
• make sure what you want me to use is ready – computer on, program selected, space for buggy so I can reach the screen
• programs I like: Just Look; SwitchIt! Patterns; SwitchIt! Pictures
• I like a dark background, I like to have the light off so the screen is really bright
• keep reminding me to ‘Wait’, ‘Look’, ‘Touch’ (use my name)
• single words help me to concentrate
• I need a bit of help from you to keep me focused – my session lasts about 15 minutes max.
• if I don’t settle into good concentration, please don’t keep me there
• record how I got on, with the day sheet in my classroom
• please write down if I watched the screen, how long for and if I was noticing that when I pressed the switch something happened. Also note length of session and how I was

The above description illustrates an important point. Preparing the pupil to use a computer involves much more than seating, positioning, selecting a switch and suitable software. You will have noticed that the instructions are written in the first person, as if the pupil had written them (she cannot). This format follows the framework of a Personal Passport – readers interested in this approach may wish to refer to Millar & McEwen (1993).

Key skills and equipment

The key skill for the above example is the ability to:

• write a script for others to follow that describes how to use a program with a pupil

The key equipment is:

• paper and pencil!

Example 3d – Integrating mobility, communication and learning

The Smart Wheelchair has been designed so that pupils with severe impairments, who may be unable to use or have difficulty with controlling conventional electric wheelchairs, can achieve more effective control of powered wheelchairs.

Using its sophisticated tools and simple interfaces the teacher can increase the pupil’s access to the curriculum, gain independent mobility and improve quality of life. Not only does the pupil have power to move unaided, the chair also facilitates communication and learning. The Smart Chair is an example of independent control giving immediate access to functional communication and movement, using a single switch or a range of other access devices.

Note too that the Smart Chair is an example of technology that can be applied at the previous level i.e. Pre-Intentional: Reactive, as well as throughout the age and ability range. Some schools use the chair as a resource shared amongst several pupils.

Key skills and equipment
The key skills for the above example are the ability to:

• obtain further information about the Smart Wheelchair by browsing the CALL Centre Web site – callcentre.education.ed.ac.uk
• identify pupils who might benefit from using the Smart Wheelchair

The key equipment is:

• PC with Web browser and connection to the Internet

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