Related Experiment Videos
Training students with profound or multiple handicaps to make requests via microswitches
D P Wacker1, B Wiggins, M Fowler
1University of Iowa.
Journal of Applied Behavior Analysis
|January 1, 1988
Summary
Students with profound, multiple handicaps can use microswitches to express preferences for toys and request activities. This technology enhances communication for individuals with significant disabilities, promoting greater independence.
Area of Science:
- Assistive Technology
- Special Education
- Augmentative and Alternative Communication
Background:
- Students with profound, multiple handicaps often face challenges in expressing preferences and making requests.
- Traditional communication methods may be insufficient for individuals with severe disabilities.
Purpose of the Study:
- To evaluate the efficacy of microswitches for communication in students with profound, multiple handicaps.
- To assess the use of microswitches for demonstrating toy preferences and requesting activities.
Main Methods:
- Three experiments were conducted using multiple baseline, alternating treatments, and simultaneous treatments designs.
- Microswitches were utilized by students to activate toys, prerecorded messages for social attention, and specific requests.
Main Results:
- Students successfully learned to use microswitches to demonstrate toy preferences.
- Microswitches enabled students to signal for social attention and make specific requests for activities.
- The study demonstrated the capability of these students to request specific educational and community activities.
Conclusions:
- Microswitches are an effective assistive technology for enhancing communication in students with profound, multiple handicaps.
- The findings support the continued use of microswitches and inform program development for this population.