Scenario 2 – Developing switching skills

A pupil can be seen to move through the following stages: -

• spectator
• participant
• creator

For some pupils switch use will provide their most effective means of control (e.g. for recording, communication or mobility). To allow pupils to move through the stages of switch development they will need frequent opportunities to develop switch use. These opportunities should be incorporated into the routine of the school day. We need to think of switching as becoming that pupil’s method of recording, so they should be given as much opportunity to develop their skills with a switch as other pupils would have to develop their pencil skills.

To give pupils opportunities to develop switching skills we need to be able to provide appropriate activities for the stage of switching they are presently at. At each stage we need to be clear about the cognitive and physical demands involved. If a pupil is given an activity that is both cognitively and physically challenging they may fail, but we will not be able to determine easily why they have failed. When introducing switching it is suggested that the activity controlled by the switch be as motivating as possible while as cognitively easy as possible. This will allow a judgement to be made about the potential of switch use for a pupil and for the pupil to devote their energy to the physical challenge of activating the switch. In this way we can be sure they understand the concepts of switching and can easily manage the physical skills required. This strategy may be needed at each stage of switching skill development.

Developing switching skills with many pupils is not a quick process and the time to move from one stage to the next can be considerable. For pupils taking time to consolidate their skills it will be important to provide a wide range of switch activities in order to maintain their interest and motivation. It will also be necessary to monitor pupils’ progress carefully and to be ready to introduce more challenging activities as soon as they are ready, since staying at one stage for too long can result in boredom and an unwillingness to cooperate.

Prompting

Prompting is very important in the process of developing switching skills. The right kind of prompts, delivered at the right time, can have a very beneficial effect on the acquisition of switching skill, can increase the opportunities for switching and maintain a pupil’s interest. On the other hand the wrong kind of prompts, delivered at the wrong time, can have a negative effect.

Physical prompting

Initially a pupil may need physical prompting to press the switch; this may start off with hand over hand but should be slowly reduced to, for example, a nudge of the elbow. As with any activity the physical prompting should be reduced over time so that eventually the pupil follows the activity without any physical prompting

Verbal prompting

When a pupil is learning to use a switch to achieve an effect it is important that the language used with them is consistent and appropriate. Do we say “press the switch”, “hit the switch”, “hit the button” or “turn on the music”? We all tend to use a combination of these verbal prompts. This can be very confusing, especially if the pupil works with several different people.

The best approach is likely to be to decide on a style of prompt to be used and stick to it; ensure that all those working with the pupil know what approach has been decided on to ensure consistency. As a general principle it will be more productive to focus the pupil’s attention onto the activity being controlled rather than on the switch itself; so that prompts such as “play the music” and “make the car go” are used rather than “press the switch” and “hit the button”. This can have the effect of consolidating pupils’ understanding that the switch is a means to an end rather than an end in itself and can assist with establishing an understanding that the same switch can be used to gain control over a range of activities.

In addition to considering the type of verbal prompting used, it is also necessary to monitor the amount of prompting given. This is especially necessary in the early stages of switching skill acquisition, since it is necessary to determine if the pupil is demonstrating a real understanding of the effect of a switch activation or is responding to the verbal prompts provided instead.

Verbal prompting should be reduced as quickly as is appropriate so that the pupil is as independent in switching as possible. As the pupil moves through progressively more complex stages of switching the need for verbal prompting will vary. As a pupil becomes competent and confident at one stage the need for prompting will diminish and should be faded, but as the next stage is entered the need for verbal prompts is likely to increase. It can be difficult to get this balance right, but regular monitoring and team meetings can help.

Example 2a

In a review of Milly’s switching skill development it became apparent that those working with her used a range of verbal prompting strategies. The team decided that as she was using a switch to activate a range of cause-and-effect activities and to consolidate her understanding of such, it would be appropriate to focus her attention onto the activity rather than onto the switch. The team members decided that they needed to standardize the prompts they used. To help them achieve consistency in the early stages of this new approach they even decided on the form of words they would use, e.g. “make the pig dance” (with the switch connected to a vibrating pig), “get the next picture” (with the switch connected to a computer with cause-and-effect software) and “play some more music” (with the switch connected to a tape recorder). At the next review the team felt that this approach had been successful, in that Milly’s understanding of the purpose of the switch had developed and that the adoption of a standard approach had made it easier for them to determine what their role should be when working with Milly.

Key skills and equipment

The key skills for the above example are:

• the use of switches with mains-powered devices
• the use of switches with battery-powered devices
• the use of content-rich software activities for use at the spectator and participant stages

The key equipment is:

• contact switch
• switch latch / timer unit
• mains switching unit
• battery and mains-powered devices (e.g. tape recorder)
• computer with switch interface
• cause-and-effect software

Spectator

What this involves

The pupil is not exerting any active control over her environment but is showing interest by watching and listening. The use of technology may enhance sensory awareness, providing visual, auditory or tactile stimulation in an exciting and motivating curricular context. This can take place individually or in a group situation.

This stage can be useful in establishing a pupil’s interest in a switch-driven activity and can be useful in directing a pupil’s attention to the activity before placing the switch in such a place so as to facilitate its operation by the pupil.

It is important to move forward from this stage as quickly as possible and to get the pupil participating actively; otherwise motivation and interest will wane.

Example 2b

In a science session Mrs O’B. works with a small group of pupils to enhance their sensory awareness through the use of a mains switching unit. Connected to the switching unit she has a fan, a light and a bubble tube. When she activates the switch connected to the mains switching unit the three mains devices are turned on. By physically prompting pupils to activate the switch, Mrs O’B. is bridging the gap between the spectator stage and the participant stage.

Key skills and equipment

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

• the use of switches with mains-powered devices

The key equipment is:

• mains switching unit
• mains-powered devices

Participant

What this involves

This stage is made up of a number of component stages:

Cause and effect

At this stage the pupil begins to interact with his or her environment. It involves the development of understanding that an action can cause a response (cause and effect).

Build

The pupil learns to repeat presses; each switch press makes an advance towards a final auditory or visual reward e.g. when several switch activations are needed to complete a picture using ‘Build’ software.

Turn-taking

The pupil learns that there is a time to make a switch activation and a time not to make a switch activation and that a switch can be used to participate in an activity with others.

Timing

The pupil needs to respond to an action by activating the switch within a particular time frame. This is a prerequisite skill for one-switch scanning (as opposed to two-switch scanning or turn-taking) and is needed to be able to make selections from the screen. This stage involves a large cognitive step from the cause-and-effect and build stages.

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