C.Nankee & N. Schermacher CESA #3 1/08 Switch Workshop What, When, Where, Who, Why Cindy Nankee CESA...

C.Nankee & N. Schermacher CESA #3 1/08

Switch WorkshopWhat, When, Where,

Who, Why

Cindy Nankee CESA #3 WATI Consultant

608-822-3276 x 268

[email protected]

Niki Schermacher

CESA #3 SEIMC Coordinator

608-822-3276 x 236

[email protected]


Who Needs a Switch

• http://www.edutopia.org/assistive-technology-enabling-dreams-video

• http://cesa3at.wikispaces.com/Videos– Susana– Adrian (3:47)

– Lukas (7:00)– Ellen– Mike

http://www.edutopia.org/assistive-technology-enabling-dreams-video

http://www.edutopia.org/assistive-technology-enabling-dreams-video


Agenda•Background•Objectives•What/Why/Who/When/Where

•Look at some switches•Access & Mounting•Success Strategies•Goal Setting


What Are Switches

•Wikipedia - A switch is a mechanical device used to connect and disconnect a circuit at will.

•151 entries in the WATI LL


What Are Switches •Mechanical•Plate•Light touch or sensitivity switch

•Lever•Pneumatic•Mercury•Electronic •Infrared or lightbeam - SCATiR


When would a Switch be used

•Play•Education•Communication •(EADL’s)Environmental Activities of Daily Living

•Mobility


Why Use A Switch

A Switch may be used by individuals with physical limitations for access to toys, computers, environmental controls, communication devices, mobility


Where Do You Start?

•Consultation – Team approach – Networking

•Rule out direct Access•Assessment•Trial Use - Observation•Access and mounting


Assessment•Assessment can be trial and error

•Children need the opportunity to repeat a task over and over again

•Trainer needs knowledge of successful strategies


Assessment

•ASNAT–WATI continuum–Trial Use Guide

•Every Move Counts•Stages•Senswitcher


Every Move Counts•A non-traditional, sensory based communication assessment and intervention strategies appropriate for the development of communication in individuals having severe multiple differences, developmental differences and/or autism.


STAGESAlternate assessment framework

to help identify learning needs, assess skills, report progress

over time and select appropriate educational software for

learners with special needs

By Madalaine Pugliese www.assistivetech.com


STAGES• Stage One: Cause and Effect• Stage Two: Language Readiness

– Simple voice output device• Stage Three: Emerging language

– Multiple voice output device• Stage Four: Early Concepts• Stage Five: Advanced Concepts

– Dynamic Display communication device

• Stage Six: Functional Learning• Stage Seven: Written Expression


SENSwitcher

•http://www.northerngrid.org/ngflwebsite/sen/intro.htm SENSwitcher is a suite of programs designed to help teach early ICT skills to people with profound and multiple learning difficulties, those who need to develop skills with assistive input devices and very young children new to computers.


Niki

•Show us some switches


Switch Access & Mounting

• Access is the means by which a person controls an assistive technology device

• A power wheelchair is accessed by a joystick or proximity switches

• A communication device is accessed by scanning with one or more switches

• A computer may be accessed by a switch

• An EADL may be accessed by a switch• A Toy may be accessed by a switch



• The ideal location for mounting or positioning a switch would require a small, voluntary, controlled movement

• Mount to wheelchair, headrest, armrest, footrest, lap tray

• Velcro, industrial velcro, dycem, brackets, screws


Hierarchy of Switch Location

•Hand•Head, including jaw, check, eyebrow, eye blink

•Mouth•Feet•Other upper or lower extremity location such as knee



•Switch photo story


Now What? Success Strategies

•Techniques– Team approach– Trial & Error– CCE– Practice & Repetition

•Resources•Goal setting


Creating Communication Environments

(CCE) • www.wati.org• Creating Communication Environments

is a FOUR-day workshop based on the well-researched program, Environmental Communication Teaching (ECT). Creating Communication Environments includes strategies that enhance the child’s communication within the natural environments.


Arrange the Environment

Common Strategies…. Use motivating materials and activities Materials should be in view but not

accessible Student should need assistance with some

materials Provide small or inadequate amounts of

materials Sabotage Provide something the student doesn’t

like/want Use communication boards/devices & visual

tools

CCE


Be a good communication Partner

Accept and respond to ANY communication attempt

Provide descriptive feedback instead of praise(“You wanted paint. Here’s more paint.”)

Be silent when appropriate Be aware of use of figurative

language (“take your seat” vs. “sit”)

Use a prompt hierarchy CCE


Prompt Hierarchy• Environmental Cue

– PAUSE• Open Question

– PAUSE• Prompt OR Request for Communication

– PAUSE• Full Model

– PAUSE• Incorporate descriptive feedback into each

step

CCE


Prompt Hierarchy Step #1

Environmental Cue• Set up the environment to signal to the student that an activity is about to begin.– Ringing bell– Lining up at the door– Art materials prepared but out of

reach– Desired items visible but inaccessible– Cutting the pizza, e.g.

• After student responds, provide... Descriptive Feedback

CCE


Prompt Hierarchy—Pausing

Pause after every step•Focus your attention on the

student (expect communication!) and

PAUSE•After student responds, provide...

Descriptive Feedback CCE


Prompt Hierarchy Step #2 Open

Question• If the student does not respond to the pause by making a response:– Ask a WHAT, WHY, WHO, WHEN, WHERE,

OR HOW Question•“What do you want?”•“Whose turn is it?”•“Where does that go?”

• AND then…...PAUSE• After student responds, provide...

Descriptive Feedback

CCE


Prompt Hierarchy Step #3

Prompt or Request Communication• Provide a prompt to students

– Choices, carrier phrase, initial sound, visual cue OR

• Request Communication– “Tell me what you need.”– “Tell me what goes next.”

• AND then……PAUSE• After student responds, provide...

Descriptive Feedback

CCE


Prompt Hierarchy Step # 4 Full Model

• Provide a full model for student– Use student’s AAC device– Use developmentally appropriate

model• AND then…...PAUSE• After student responds,

provide... Descriptive Feedback

CCE


PAUSEPause Pause Pause Pause Pause PausePause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause!

CCE


Prompt Hierarchy—WHY?

Gives student the necessary time to process information and to formulate a message to communicate

Provides a structure for adults that encourages communication

Can be customized for individual students

Organized least to mostCCE


Who Sank the Boat

•Switch access to adapted book created in power point.

•Demo prompt Hierarchy


Resources

•ASNAT Manual www.wati.org

•Fundamentals in Assistive Technology 3rd Edition RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) www.resna.org


Resources

•Linda Burkhart http://www.lburkhart.com/handouts.htm

• Julie Maro/Caroline Musselwhite www.aacintervention.com

•http://www.softtouch.com/stepstolearning.aspx


Resources•http://www.inclusive.co.uk/infosite/switches.shtml

•http://occupational-therapy.advanceweb.com–Search articles for Micelle Lange

•Switch Placement•Switch Assessment


Writing AT into the IEP

• Writing Measurable IEP Goals & Objectives by Barbara D. Bateman & Cynthia M. Herr– $25.00

• Using AT to meet Literacy Standards by Sherry L. Purcell, Ph.D. and Debbie Grant, M.A – For grades K-3 and 4-6– $49.00

• Attainment Company www.AttainmentCompany.com 1-608-845-7880


Formula for Writing Goals•Time frame: In 36 weeks

•Conditions: Given a computer or portable word processor

•Behavior: Eric will complete assignments

•Criterion: in 10th grade English and civics class

Glenn Haupt


I-6 Annual Goal:

•In 36 weeks, given a switch with USB interface and computer Eric will complete computerized math assignments.


Goal Writing Activity•Time frame:

•Conditions:

•Behavior:

•Criterion:


Wrap - Up

•Questions•2nd session Objectives

–Sharing

•Who are you inviting•5:30-7:00


Wrap - Up•2nd session Objectives

– Participate in trial use of switches with students

– Share experience with fellow teams •What worked•What didn’t work•Student demonstration

– Problem solve with team– Formulate action plan for future


Who Needs a Switch

• http://www.edutopia.org/assistive-technology-enabling-dreams-video

• http://cesa3at.wikispaces.com/Videos– Ellen– Mike– Susana– Adrian (3:47)

– Lukas (7:00)


Cow


ASheep

Donkey


Pig


Sheep


Mouse

C.Nankee & N. Schermacher CESA #3 1/08 Switch Workshop What, When, Where, Who, Why Cindy Nankee CESA...

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