Evaluating the use of multiple microswitches and responses for children with multiple disabilities.
BACKGROUND
The present study assessed the feasibility of (1) establishing multiple microswitches and responses (some of which had not been used before) with two children with multiple disabilities, and (2) maintaining such microswitches and responses in the children's daily contexts.


METHODS
The microswitches were introduced individually and then combined. During the last part of treatment and the follow-up, each child had three microswitches.


RESULTS
The data show that both children learned to use all three available microswitches. Moreover, they retained fairly high levels of responding with the microswitches in their daily contexts during follow-up periods of 4 and 6 months.


CONCLUSIONS
The personal and practical implications of these findings are discussed.
Lancioni
G E
GE
University of Leiden, Wassenaarseweg 52, 2333 AK Leiden, the Netherlands. Lancioni@fsw.leidenuniv.nl
O'Reilly
M F
MF
Singh
N N
NN
Oliva
D
D
Piazzolla
G
G
Pirani
P
P
Groeneweg
J
J
D000293:Adolescent; D002648:Child; D003143:Communication Devices for People with Disabilities; D019988:Children with Disabilities / Q000534:rehabilitation*; D006801:Humans; D007805:Language Development Disorders / Q000534:rehabilitation*; D008297:Male; D008838:Microcomputers