Abstract
The present study assessed whether two children with multiple disabilities could learn to successfully operate a special microswitch through vocalization responses so as to obtain environmental stimulation. The study was carried out using a non-concurrent multiple baseline design across individuals. The treatment phase of the second child started after he had received twice the number of baseline sessions used for the first child. The results were positive, with both children increasing the frequencies of their vocalization responses during the treatment. The importance of using such responses (which do not require excessive efforts and are highly valued) for operating a microswitch with children with multiple disabilities is discussed.
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