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Training students with profound or multiple handicaps to make requests via microswitches
Journal article   Open access   Peer reviewed

Training students with profound or multiple handicaps to make requests via microswitches

David P Wacker, Barbara Wiggins, Mary Fowler and Wendy K Berg
Journal of applied behavior analysis, Vol.21(4), pp.331-343
1988
DOI: 10.1901/jaba.1988.21-331
PMCID: PMC1286133
PMID: 2976066
url
https://doi.org/10.1901/jaba.1988.21-331View
Published (Version of record) Open Access

Abstract

In a series of three experiments, we evaluated the use of microswitches as a means for students with profound, multiple handicaps to demonstrate preferences between toys and to make requests for specific activities. In Experiment 1, 5 students learned to demonstrate toy preferences by using microswitches to activate battery-operated toys. Experiment 2 was conducted to evaluate the students' preferences for social attention. Microswitches were used to activate prerecorded messages that signaled the classroom teacher to attend to the students. In Experiment 3, the students used the switches and prerecorded messages to make specific requests of educational staff in school and community settings. Results of these experiments, evaluated within multiple baseline, alternating treatments, and simultaneous treatments designs, indicated that these students could request specific activities. Results are discussed with respect to the continued use of microswitches and to program development.
 Decision Making Play and Playthings Humans Reinforcement (Psychology) Electronics Male Reinforcement, Social Intellectual Disability - rehabilitation Self-Help Devices Communication Aids for Disabled Adolescent Adult Female

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