• When presenting new information it is essential to model language using the switches and/or system prior to placing demands on student for increased input

• Pair with verbal speech as needed

Example: Student learning new concept of “go” versus “stop”, teacher would model “go” while activating the switch and receiving a consequence of go.  Then once the consequence (toy, music, etc.) stops, teacher would model “stop”.  Repeat models and use prompting hierarchy as needed.

Prompting

EMC research showed 

If a student is being taught a new motor skill such as tying shoes, prompting may be a helpful strategy

With regards to using a motor pattern that the student already has, to access a switch, there shouldn’t need to be a prompt

EMC research shows that purposeful switch use happens when you have:

1. a motor response the student has control over

2. a switch to match that movement

3. an activity that is motivating to that student

We encourage you to model use of the switch in the exact way the student is going to use the switch, then be patient

We aren’t teaching a new skill like tying shoes, this is a movement the student has.

Let the student discover the switch and the consequence and determine whether or not they want it

1. Think of a time when you worked with a student and you prompted them. 

2. Write down three alternative strategies to use instead of prompting.