Scenario 4 – Build

Once a pupil has a good understanding that pressing their switch will cause a response, ‘build’ activities should be used that require several switch presses to elicit or repeat a reward. Activities like this are more likely to be found using the computer. There is a wide range of software designed to encourage this skill, listed in Appendix 1. The programs offer a ‘motivator’ with each switch press resulting in a final animated reward with sound or speech.

Example 4a

Bob loves diggers. Bob’s team decided that the software SwitchIt! Diggers was perfect to motivate Bob to wait a little longer for his reward. Initially, the software was set up so that Bob had to press three times to build the picture of the digger. As Bob’s attention skills grew, the team decided that the number of steps required could be increased.

Key skills and equipment

The key skill for the above example is:

• the use of content-rich software activities for use at the spectator and participant stages

The key equipment is:

• SwitchIt! Diggers
• appropriate switch and switch mounting
• switch interface

Scenario 5 - Turn taking

Turn-taking involves the alternation of at least two switch presses. It is a useful strategy to encourage pupils to work together, or to develop shared attention. Alternatively, it can be used to familiarize a pupil with a second switch position. Some pupils derive a reward through the physical activation of the switch only and thus develop a habit of continuously hitting the switch which can prevent their understanding of ‘cause and effect’. Setting software for use in a turn-taking mode can also help to reduce this behaviour. This will mean that the switch user will have to wait for a second person to press their switch before a reward is given. This skill can be encouraged to develop with the use of a range of software programs, listed in Appendix 1, and through the use of light-tech communication devices.

Example 5a

Greg and Annie both enjoy using simple build activities on the computer. Through practise, they both now understand that each switch press builds up to a complete picture and a reward. To further develop their interaction skills alongside their switching skills, Greg and Annie’s team decided to set their favourite program onto the turn-taking mode. This has helped to develop their social interaction skills, as well as developing their attention and listening skills.

Key skills and equipment

The key skill for the above example is:

• the use of content-rich software activities for use at the spectator and participant stages

The key equipment is:

• appropriate switch and switch mounting
• switch interface
• software with turn-taking setting

Example 5b

Jane and Duncan enjoy their PE lessons in the hall. During the introductory activity, the class members pass a ball between them claiming a turn each. The pupils use a light-tech communication device with “my turn” recorded onto it to claim a turn in this game.

Key skills and equipment

The key skill for the above example is:

• the use of light-tech communication devices with switches for early learning activities

The key equipment is:

• appropriate switch and mounting
• single-message light-tech communication aid

Scenario 6 - Timing

Once a pupil has gained a good understanding of cause and effect, and build, with a switch, activities involving timing can be introduced in order to establish whether they have the motor coordination skills to control a single-switch scan. This stage involves perceptual and cognitive concepts that might be new to the switch user; so time will need to be spent developing this skill. Timing is the ability to press your switch within a predetermined time-frame in response to a prompt being given. For some pupils, it may take a long time to establish and develop the physical skills required to achieve ‘timing’ with a switch. For these pupils curriculum activities should continue through the use of two switches with both switches being worked by the pupil or the second switch by an assistant.

It may become obvious that the pupil will not cope with a single-switch scan because of their physical coordination difficulties. For instance, if the delay between recognition of the need to press the switch and the switch-pressing action is significant, because of the effort required, it is likely that the pupil will lose interest in the activity. Also, if the pupil is experiencing a limited success rate despite delaying the scan speed, frustration, and consequently loss of motivation, may result. In these cases activities involving the use of two switches should be encouraged. The second switch may be worked by the pupil, if they have a suitable second movement, or by an assistant, teacher or peer.

Software suitable for developing this skill is listed in Appendix 1.

Example 6a

Joe is working towards the use of a high-tech communication device. Due to his physical abilities, he will need to access this through switches.

He currently has a varied profile of skills in relation to switching and communication. His team therefore meet regularly to plan the next step. Joe’s low-tech communication book is developing quickly. He is now able to find vocabulary placed within categories. His low-tech book is accessed by his communication partner pointing to messages within his book and Joe indicating through vocalization when the message he wanted is reached.

Joe had been practising his switching skills separately to his communication system; mainly through using computer programmes and switching mains-powered and battery-powered devices, including single-message light-tech communication devices. His team felt he could now do this reliably, if given time to make the movement.

Joe’s team now had to make the decision as to whether he would be most efficient accessing a high-tech communication device using one or two switches. Following a team assessment, it was established that a reliable position for a second switch could not be found. The team therefore decided that Joe needed to develop timing skills in order to use his high-tech communication device through single-switch scanning in the future.

Joe’s low-tech communication system therefore continued to develop with his needs, and Joe practised his timing skills using various software programs.

Joe also enjoyed listening to stories, and so practised his timing skills filling in repetitive phrases in his favourite books using a single message light-tech communication device.

Key skills and equipment

The key skill for the above example is:

• the use of light-tech communication devices to encourage the development of timing skills with a switch
• the use of content-rich software to develop timing skills and introduce simple single-switch scanning
• the use of framework software to develop resources to assist with the development of scanning skills

The key equipment is:

• light-tech communication device e.g. BIGmack
• reading books with a repetitive phrase
• content-rich software e.g. Spot on Games, SwitchIt! Opposites
• framework software e.g. ChooseIt! Maker
• grid-making software such as Clicker
• appropriate switches, mounting and switch interface

Creator

What this involves

The pupil develops the ability to discriminate, to purposefully make choices and create options; so moving from being a participant to a creator [making selections]. The pupil begins to use the computer as a tool to express his / her imagination and creativity, and to complete work across the curriculum. The pupil will need to be able to cope with scanning with either one or two switches.

Choosing

A prerequisite skill for using a switch to make choices is the ability to cope with some form of scanning. Scanning involves making each of the choices available for selection in turn. This is done either by highlighting each available choice in turn automatically, for selection by a switch activation when the desired choice is highlighted (single-switch scanning), or under the control of the pupil with one switch to move the highlight and another switch to make the choice (two-switch scanning).

For scanning a pupil needs:

• the ability to press and look / listen
• the ability to either: use two switches or activate a single switch within a given time frame
• the ability to recognize pictures / symbols / auditory prompts
• to enjoy the activity and to be motivated by the outcome
• the ability to understand that when an area is highlighted it can be selected by a switch activation to produce an outcome

Scanning methods

Single-switch scanning: the pupil is required to press their switch to stop the scan when the target item is highlighted. The speed of the scan can be altered to suit individual needs. To be successful with automatic scanning, the pupil requires good timing skills, being able to coordinate their switch press with the scan. This may be difficult for some pupils who, despite understanding the scanning concepts, cannot organize and carry out appropriate motor movements sufficiently quickly.

Two-switch scanning: with this type of scan the pupil takes control of the scan using one switch to step the scan through the available choices and the second switch to activate the target item. This method does not require the coordinated motor control necessary for timing, but the pupil does need the ability to discriminate between the two functions and have two reliable voluntary movements to operate two switches. Also, this can place increased physical demands on the pupil.

Example 6b

Clare and Lisa both use on-screen grids containing words and symbols to help develop their literacy skills. Both Lisa and Clare are switch users; Lisa uses a single switch but Clare uses two switches. Their teacher uses the same grids for both pupils but has identified them as separate users on the program so that when each pupil uses it, their access method is automatically set up.

Key skills and equipment

The key skill for the above example is:

• the use of framework software for the development of resources across the curriculum

The key equipment is:

• grid-making framework software, e.g. Clicker, Writing with Symbols 2000, or Inclusive Writer
• appropriate switches and switch mountings
• switch interface

Scanning patterns

The scan can operate in a variety of ways. Common scanning arrays include simple-step, row-column and column-row. Some programs offer more sophisticated scanning arrays.

simple-step: each item is scanned one at a time. After a selection, the scan can either move to the next item or be set to return to the beginning.

row-column: each row is scanned in turn and when one is chosen, the items in that row are scanned one at a time.

column-row: each column is scanned in turn and when one is chosen, the items in that column are scanned one at a time.

Scan settings

Most switch software will allow you to set the type of scan and colour of scan you use. The two common options are fill scan and outline scan. Fill scan fills the whole of the cell being highlighted whereas an outline scan places a highlight border around the option, which can be altered in thickness. Careful consideration of scan type and colour needs to be made, taking into account any visual difficulties or visual perceptual difficulties the pupil may have.

Switch settings

Most switch software will allow you to configure the switch settings to suit individual pupils. Most switch users have physical difficulties and may need adjustment of these settings.

Debounce setting: whether using single or two-switch scanning, most scanning software has a ‘debounce’ setting. This allows you to set the length of time the program waits before accepting the next press, preventing unwanted repetitions for a pupil with a tremor.

Acceptance delay: again, whether single or two-switch scanning, most scanning program offer an acceptance delay setting. This determines how long the switch must be held down before the application recognizes switch activation.

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