Scenario 3 – Cause and effect

A pupil develops an understanding of cause and effect via a switch, i.e. when the switch is activated there is an understanding that it will cause something to happen.

We need to be sure that individuals have a true understanding of cause and effect, and that this is consolidated. Often it is felt that a pupil has understanding of cause and effect, but on closer scrutiny it is found that instead the pupil is enjoying the reward provided by the switch alone and that the effect of the switch activation e.g. movement of a toy, is merely a diversion to which the pupil’s attention is drawn briefly, before returning to the reward provided by the switch itself.

A pupil demonstrating a clear understanding of cause and effect will activate the switch and then look and / or listen for the reward and show pleasure from that reward. When the reward has finished, providing it is sufficiently rewarding, the pupil will be motivated to activate the switch again for the reward to be repeated. In this way the individual demonstrates anticipation that something is going to happen and intent in ensuring that they receive the reward.

The development of understanding of cause and effect can be encouraged through a wide variety of curriculum activities by using the following:

• switch-adapted battery-powered devices with or without a timer unit
• a mains switching unit, enabling the use of electrical appliances, e.g. tape recorder, food blender, hairdryer, sensory stimulation resources such as the bubble tube
• light-tech communication devices, e.g. BIGmack, One Step Communicator, DecAid
• computer with cause-and-effect software

Using a switch with battery-powered devices

Introduction

The use of a switch and switch adaptors gives pupils with physical disabilities the opportunity to have control of a variety of battery-powered devices, e.g. toys or a tape recorder, and to interact with curriculum activities. This will encourage them to become active rather than passive participants in learning. Using a switch in this way can encourage the pupil to:

• understand that their actions can control their environment, i.e. cause and effect
• increase interaction with other people
• make choices
• develop switching skills, which could lead to more advanced switching and its use with other equipment

Choosing a battery-powered device

The following points need to be considered when purchasing suitable battery-powered devices to adapt for switch use:

• Battery-powered toys need to have a simple on / off switch.
• If the toy runs on a track, the battery compartment and on / off switch must be attached to the track rather than to the moving toy.
• Bump-and-go toys are useful as they can be contained within a lipped tray and so remain within the pupil’s field of vision, or within a hoop on the floor.
• Remote control toys with a simple on / off motion are useful, as the toy is free of any wires.
• Some make-believe toys (e.g. food mixer) are battery-powered and can be used to perform real functions, e.g. mix pancake mixture.
• Any real battery-powered devices with an on / off switch can be adapted, e.g. tape recorder.
• If you see a toy you like, buy it right away – it will probably be gone when you return!

See Connecting switches on page 32 for information on how to adapt battery-powered devices for switch use.

If a switch-adapted battery-powered device is used directly with a switch, the pupil needs to hold the switch down to keep the device working. Since many of the pupils using switches are doing so because of the physical control difficulties they have, such a skill is very difficult for them to acquire and it is not useful in relation to the future development of switching skills. In later development of switching skills we need a pupil to press a switch and release rather than holding down a switch. Thus, when using battery-powered devices a timing unit should be used e.g. a switch latch / timer unit. This connects between the battery-powered device and the switch. Most units have two operating modes:

• timer mode – the device can be turned on with one switch press and will stay on for a preset period, even if the switch is held down.
• latched mode – one press of the switch turns the device on – it will stay on until the switch is pressed again to turn the device off.

When the pupil is learning the concept of cause and effect the latch / timer unit should be used in the timed mode. This encourages the pupil to press the switch again to achieve more of the reward.

Activities

If a battery-powered device, such as a toy, is used and the pupil is only expected to turn it on and watch it, they will soon become bored. It is important to make the device part of a fun activity; for example:

• moving the car across the table to knock over a tower of blocks
• operating a tape recorder for a game of musical statues with their peers
• operating a tape recorder to listen to a story
• controlling the action of a ‘Twirl-o-Paint’ to assist in making decorative cards
• using a battery-powered mixer to make a milkshake
• directing a bubble blower at someone and blasting them

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