Stepping Stones to Switch Access

Abstract

No AccessSIG 12 Augmentative and Alternative CommunicationArticle1 Jan 2018Stepping Stones to Switch Access Linda Burkhart Linda Burkhart Eldersburg, MD Google Scholar More articles by this author https://doi.org/10.1044/persp3.SIG12.33 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In This article will focus on teaching switch access for individuals who have significant communication and physical and sensory disabilities and are unable to use their hands for direct access to a speech-generating device. These individuals may also have other multiple challenges that limit their ability to use eye-pointing or other methods to access a speech-generating device. In addition, some individuals may require multiple access strategies, including switch access, in relation to their physical position, environmental factors, fatigue, strategic competencies, and individual preferences throughout the day. The use of switch access with scanning will be explored in terms of how to teach the motor/cognitive aspects in a parallel fashion with nonelectronic, robust, aided language receptive input and expressive use. A multiplicity of factors that influence the learning process will also be addressed. References Acredolo, L., & Goodwyn, S. (2000). Baby minds: Brain-building games your baby will love. New York, NY: Bantam Books. Google Scholar Angelo, J. (1992). Comparison of three computer scanning modes as an interface method for persons with cerebral palsy.The American Journal of Occupational Therapy, 46(3), 217–222. Retrieved from http://ajot.aota.org Google Scholar Baniel, A. (2012). Kids beyond limits: The Anat Baniel method for awakening the brain and transforming the life of your child with special needs. New York, NY: Penguin Group. Google Scholar Beauchamp, F., Bourke-Taylor, H. M., & Brown, T. (2018). 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