C.Nankee & N. Schermacher CESA #3 1/08 Switch Workshop What, When, Where, Who, Why Cindy Nankee CESA #3 WATI Consultant x 268 Niki Schermacher CESA #3 SEIMC Coordinator x 236

C.Nankee & N. Schermacher CESA #3 1/08 Who Needs a Switch enabling-dreams-videohttp:// enabling-dreams-video –Susana –Adrian (3:47) –Lukas (7:00) –Ellen –Mike

C.Nankee & N. Schermacher CESA #3 1/08 Agenda Background Objectives What/Why/Who/When/Where Look at some switches Access & Mounting Success Strategies Goal Setting

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

C.Nankee & N. Schermacher CESA #3 1/08 What Are Switches Mechanical Plate Light touch or sensitivity switch Lever Pneumatic Mercury Electronic Infrared or lightbeam - SCATiR

C.Nankee & N. Schermacher CESA #3 1/08 When would a Switch be used Play Education Communication (EADL’s)Environmental Activities of Daily Living Mobility

C.Nankee & N. Schermacher CESA #3 1/08 Why Use A Switch A Switch may be used by individuals with physical limitations for access to toys, computers, environmental controls, communication devices, mobility

C.Nankee & N. Schermacher CESA #3 1/08 Where Do You Start? Consultation –Team approach –Networking Rule out direct Access Assessment Trial Use - Observation Access and mounting

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

C.Nankee & N. Schermacher CESA #3 1/08 Assessment ASNAT –WATI continuum –Trial Use Guide Every Move Counts Stages Senswitcher

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

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

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

C.Nankee & N. Schermacher CESA #3 1/08 SENSwitcher ebsite/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. ebsite/sen/intro.htm

C.Nankee & N. Schermacher CESA #3 1/08 Niki Show us some switches

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

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

C.Nankee & N. Schermacher CESA #3 1/08 Hierarchy of Switch Location Hand Head, including jaw, check, eyebrow, eye blink Mouth Feet Other upper or lower extremity location such as knee

C.Nankee & N. Schermacher CESA #3 1/08 Switch Access & Mounting Switch photo story

C.Nankee & N. Schermacher CESA #3 1/08 Now What? Success Strategies Techniques –Team approach –Trial & Error –CCE –Practice & Repetition Resources Goal setting

C.Nankee & N. Schermacher CESA #3 1/08 Creating Communication Environments (CCE) 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.

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

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

C.Nankee & N. Schermacher CESA #3 1/08 Prompt Hierarchy Environmental Cue –PAUSE Open Question –PAUSE Prompt OR Request for Communication –PAUSE Full Model –PAUSE Incorporate descriptive feedback into each step CCE

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

C.Nankee & N. Schermacher CESA #3 1/08 Prompt Hierarchy—Pausing Pause after every step Focus your attention on the student (expect communication!) and PAUSE After student responds, provide... Descriptive Feedback CCE

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

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

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

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

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

C.Nankee & N. Schermacher CESA #3 1/08 Who Sank the Boat Switch access to adapted book created in power point. Demo prompt Hierarchy

C.Nankee & N. Schermacher CESA #3 1/08 Resources ASNAT Manual Fundamentals in Assistive Technology 3 rd Edition RESNA (Rehabilitation Engineering and Assistive Technology Society of North America)

C.Nankee & N. Schermacher CESA #3 1/08 Resources Linda Burkhart Julie Maro/Caroline Musselwhite aspxhttp:// aspx

C.Nankee & N. Schermacher CESA #3 1/08 Resources switches.shtmlhttp:// switches.shtml therapy.advanceweb.comhttp://occupational- therapy.advanceweb.com –Search articles for Micelle Lange Switch Placement Switch Assessment

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

C.Nankee & N. Schermacher CESA #3 1/08 Formula for Writing Goals Time frame: In 36 weeks Conditions: Given a computer or portable word processor Behavior: Eric will complete assignments Criterion: in 10 th grade English and civics class Glenn Haupt

C.Nankee & N. Schermacher CESA #3 1/08 I-6 Annual Goal: In 36 weeks, given a switch with USB interface and computer Eric will complete computerized math assignments.

C.Nankee & N. Schermacher CESA #3 1/08 Goal Writing Activity Time frame: Conditions: Behavior: Criterion:

C.Nankee & N. Schermacher CESA #3 1/08 Wrap - Up Questions 2 nd session Objectives –SharingSharing Who are you inviting 5:30-7:00

C.Nankee & N. Schermacher CESA #3 1/08 Wrap - Up 2 nd 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

C.Nankee & N. Schermacher CESA #3 1/08 Who Needs a Switch enabling-dreams-videohttp:// enabling-dreams-video –Ellen –Mike –Susana –Adrian (3:47) –Lukas (7:00)

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

Cow

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

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

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

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

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