Using microswitches to teach toy use

Abstract

The effects of using a five-second constant time delay procedure to teach young students with multiple disabilities to activate battery-operated toys through microswitches were studied. The constant time delay procedure using a full physical prompt as the controlling prompt was effective in transferring stimulus control for each student with at least one switch. A multiple probe design using intermittent probe sessions across behaviors and subjects demonstrated experimental control. Advantages and disadvantages of using microswitches are discussed. Future research issues are addressed.