Supporting Students Who Use Switches
Special School District of St Louis County
Sara Couch MS, CCC-SLP Augmentative Communication Facilitator secouch@ssdmo.org
Katie McGinnis, M.Ed., OTR/L, Assistive Technology Specialist kmcginnis@ssdmo.org
Stephanie Williams, BS.Ed., M.S., Assistive Technology Specialist snwilliams@ssdmo.org
Research and our experiences working with our students have taught us that successful switch use includes thinking about the following:
Team Approach: Student access to the environment requires the input, support, experience and skills of the entire team.
Every Move Counts, Clicks and Chats Equation: Activity + Motor Pattern + Switch + Location= Successful Switch use
*see drop down above, under "Switch Assessment" for more information on the parts of the equation
Activity
Motivation:
Preferred & Just right activities
Environment:
Use student’s level of representation
Opportunities throughout the day
Engineering Vocabulary
Communication Partner:
Prompting is more about OUR inability to wait
Targeted language during the activity
Motor Pattern
Seating & Positioning- working & resting positions
Mindful observation and video taping: use a motor pattern the student already has
Introduction of switches can be a High physical load-High Cognitive Load
Switch
Choosing the switch is a feature match: student skills with switch properties
Type of Switch (mechanical versus electronic)
Number of switches
Type of Scanning
2 switch step scanning is often easier for our students with complex bodies. No timing or waiting required.
Location:
Most efficient motor pattern determines location
Consistent switch placement is key
Mounting allows for consistent placement
Communication among team about placement
Resources:
Every Move Counts, Clicks, and Chats (EMC3. Korsten, Foss, Berry 2007) *This book is available to be checked out in the Instructional Resource Center
EMC 3 includes a systematic way of assessing students with severe and profound sensorimotor differences for what they are motivated by and what consistent and voluntary movement to use for switch site. EMC 3 includes an equation for successful switch use.
Stepping Stones to Switch Access (Burkhart, 2018)
Stepping Stones to 2 switch step scanning/Steps Before Step Scanning is a guided, clinically supported, sequential path to help move students into demonstration of knowledge using switches.
These steps are intended to be followed in a sequential manner although not necessarily in a rigid way.
A student may be in more than one step at the same time or within the same session/day
Slight differences in the higher steps (6-8)
Some students may move through the steps quickly and others may need more time in one step or another.