1.2  HIGHLY MOTIVATING ACTIVITY TO START TRAINING

For the initial training period, focus should be on the ‘physical process’ in activating the switch AND HAVING FUN at the same time.  Low stress, no expectations, play and experimentation.  The focus on this stage is specifically to train the movements and physical skill required to activate the switch!  As a result, whether the user is at a simple 'Cause and Effect' level with switch use, or more advanced with a good understanding of the functions of the switch, it is still important to provide easy, simple and fun activities to encourage active, motivated, frequent use of the new switch setup.  

Activities should be: 

1. Highly motivating  
2. Low cognitive load – simple, easy but age appropriate
3. No timing component – no scanning or specific time that switch needs to be hit
4. Positive – positive responses or
   positive – neutral responses
   No chances for incorrect answers or responses
5. Independent / solo or
   Communication / interaction / play activities
   Depending on the student’s interests, activities might involve interpersonal interaction or independent switch activated activities such as computer activities etc.

1.3  HANDS OFF

Hands off  - provide no physical assistance at all.  Student should have a clear understanding and sense that all switch activations are performed by himself or herself, with no intervention at all in terms of the actual physical activation.  Student may require physical cueing at times, but the goal is to aim for the highest frequency of completely independent switch activations on the part of the student.  

1.4  MOVE AWAY - out of arms reach

This part of training applies very strongly to users who are still developing an understanding of the 'cause-effect' nature of switch use, as well as to more advanced users who have a good understanding of the functions and effects of their switch use.  For both of these types of users, it is vital that they be given the opportunity to work independently, so that they are able to develop a sense of autonomy and independence.  A feeling of 'I did it'.  A feeling that is so different to many other areas of life in which they are dependent and unable to do it themselves!  

There are 2 scenarios depending on activity and the students preferences or response:

1. Walk away – out of sight.  Leave the student to work completely independently and alone.  This will work for the student who will willingly work alone on activities such as music clips, sound effects, video clips, stories, changing channels on a TV, computer programs, switch activated toys which stay in one place, and other activities which can be controlled by the student with no assistance required. 
2. Walk away – out of arms reach but close enough for communication, interaction and participation with the student in an activity.  Teacher, therapist or communication partner should be far away enough from the student that the student has the unambiguous sense of working or activating the switch completely independently.  This means far away enough from the student that there is clearly a distance that prevents the teacher or therapist from providing any hands on support or assistance.  
   
   The user must know that any switch activation is his own.

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