Using multiple microswitches to promote different responses in children with multiple disabilities

We examined the use of multiple microswitches to enhance different responses and environmental control with two boys with multiple disabilities. Four and three microswitches were used for the two boys, respectively. The microswitches were introduced individually. Once responding was established, two or three microswitches would be simultaneously available to allow the boys a wider range of response opportunities and a greater, more differentiated environmental input. Data showed that both boys learned to respond to the individual microswitches. The simultaneous availability of two or three microswitches promoted high levels of cumulative responding. Implications of the findings are discussed.