Switch building extends discrete activation by adding in the concept of completing a sequence. The child presses the switch a set number of times to 'build up' the picture on the computer screen, then makes a final press to activate the animation.
SENSwitcher has two sections covering the development of switch building skills. The first entitled '3 Press' delivers either pattern or object animations similar to the cause and effect level but requiring the user to press the switch four times, three to 'build up' the screen and a fourth to start the animation. '5 Press' continues the pattern theme, introducing linear and tunneling patterns together with a developmentally higher level 'scenes' activity. Users are required to activate the switch six times, five to build up the scene or pattern and a sixth to start the animation.
| Pupils use a
switch to build or sequence events on a computer |
Again this needs to be broken down into smaller teaching steps.
| 13 |
Pupils
can use a switch to build or sequence an event in four steps, stopping
to attend to the screen on completion of the sequence. |
| 14 |
Pupils
can use a switch to build or sequence an event in six steps, stopping
to attend to the screen on completion of the sequence. |
A helpful tip to remember when working with children at this stage is to encourage them to attend to the screen between each activation of the switch, pointing out the changes. Counting the activations also helps to reinforce the sequential nature of the activity. i.e. "One. Two. Three. Go!!!".
| CASE STUDY SIX- SWITCH BUILDING Kirsty's teacher has created a number of resources linked to the scenes in the program, which include simple tactile storybooks, poems and songs. These resources emphasize the sequential nature of the activities by building up the scene page-by-page and verse-by-verse. |
The SENSwitcher Cause and effect and Switch Building levels are designed primarily to introduce pupils to control, first learning that by pressing a switch they can make something happen, then, by pressing a switch a set number of times they can make something else happen. The main aim of these activities is to help the pupil develop their access skills to a point where they become reasonably automatic. Pupils should have lots of practice at these levels before moving on to more cognitively challenging activities.
The analogy that is often used is one of learning to drive a car. Think back to your first driving lesson, were you, like me, absolutely bewildered by the amount of controls to operate, clutch, brake, accelerator, gears? How many of us spent our first few driving lessons looking at our feet on the pedals or our hands on the gear stick instead of looking through the windscreen at the road ahead? After a few lessons however, the controls of the car start to become familiar and using them becomes reasonably automatic. From that point on, we don't need to spend quite so much time thinking about how to control the car; rather we can concentrate on where the car can take us.
Learning to use switches is often the same. When children first start using them, they need to spend a lot of time thinking about how to control their movements to reach the switch, how much pressure to apply to activate it, how long to hold the switch closed. The cognitive load on the switch user is often so great that just using the switch to activate simple cause and effect animations is a challenge in itself. With practice however, switch use is internalised and becomes automatic. At this point it is possible to increase the cognitive elements of the activity, moving on from the challenge of using the switch to the challenge of completing the activity.
Timed activation or 'Popup', increases the level of cognition, requiring the user to respond to program generated prompts and cues from the screen. SENSwitcher has twenty-four timed activation activities separated into three groups of eight. In the first level, one of eight shapes or animals 'popup' onto the screen at random intervals together with a sound cue. The pupil is required to activate the input device while the object is displayed on screen, if successful, the pupil is rewarded by an animation. The further two levels provide eight activities each of shapes or animals but without the sound cue.
The teacher can set the 'popup' length, the time in seconds the objects remains on the screen by moving the appropriate slider up or down. This facility allows for progression, building anticipation and speed of response. Levels can be presented with or without sound, as it is often helpful to know if a child is responding to the visual or auditory cue.
| Pupils will activate
a switch in response to program generated cues. |
This level can be broken down into two stages:
| 15 |
Pupils
will activate a switch in response to a randomly timed program generated
visual AND auditory prompt. |
| 16 |
Pupils
will activate a switch in response to either a randomly timed program
generated visual OR auditory prompt. |
| CASE STUDY SEVEN- TIMED ACTIVATION Julie is a proficient switch user with her right hand, and can use a switch to complete six stage sequences. She has more difficulty activating the switch with her left hand. Julie's teacher felt she would benefit from more switch training using her left hand so SENSwitcher timed activation levels were used to help her increase the speed of response with her left hand. Julie started using the program with a popup time of eight seconds, she can now respond to the program generated cue within three seconds. |
| ©
2001 Northern Grid for Learning |