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ADAPTIVE SWITCH ACCESS:
A Framework for Assessment & Training

Accurate and successful switch use can be divided into development of the following STEPS:

1. accurate and consistent physical activation and control of the switch
2. a sense of achievement and motivation based on developing skill in switch activation
3. ongoing training and learning in terms of switch use for access to curriculum, learning, academics, communication and other recreational and play tasks.

These pages present a framework for the assessment and training of switch use. 
The goal is to set the child up for success.  Too often we put switches in front of children and they spend so much time and energy trying to activate and control the switch, that the learning or communication task is a distant second in the child's focus and attention.

This framework presents an hierarchical approach. 

Physical aspects of switch access are addressed first, Secondly, motivation and development of a sense of autonomy and independence and motivation are addressed.  These two areas, once established, provide a strong infrastructure for long term learning, communication and participation using switches for accessing activities.  These phases are not mutually exclusive.  It is important to be working on communication, interaction and participation during all times.  However, until significant focus, effort and attention have been placed on the first phase of establishing a solid physical system for independent control, and subsequent development of independence and motivation, student performance in activating switches for participation in educational and communication activities on an appropriate and successful level will be limited.  

Table:  Framework of Steps for Switch Access:  Assessment and Training
(Click on links for more detail)     Click here for screen image or to print .pdf document. 

Stage 1: PHYSICAL CONTROL 1.1  PHYSICAL SET UP: Best physical system setup, control site and movement for independent physical activation.  Initial hands on trials and testing. 1.2  Highly MOTIVATING activities.
1.3  HANDS OFF! 1.4  MOVE AWAY-out of arms reach. 1.5  Student INDEPENDENT performance, with or without interpersonal interaction. 1.6  Frequent CHANGES of activity. 1.7  MOTOR LEARNING and practice.
Stage 2: MOTIVATION AND INTENT 2.1  MOTIVATION, AUTONOMY AND SELF-ESTEEM develops with sense of achievement and independence. 2.2  INTENT and willingness. Stage 3: COGNITIVE / LEARNING /COMMUNICATION 3.1  Increased cognitive and CURRICULUM load: more complex learning tasks.