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Abstract
We reviewed 18 studies reporting on the use of microswitch technology to enable self-determined responding in children with profound and multiple disabilities. Identified studies that met pre-determined inclusion criteria were summarized in terms of (a) participants, (b) experimental design, (c) microswitches and procedures used, and (d) main results. The 18 studies formed three groups based on whether the microswitch technology was primarily intended to enable the child to (a) access preferred stimuli (7 studies), (b) choose between stimuli (6 studies), or (c) recruit attention/initiate social interaction (5 studies). The results of these studies were consistently positive and support the use of microswitch technology in educational programs for children with profound and multiple disabilities as a means to impact their environment and interact with others. Implications for delivery of augmentative and alternative communication intervention to children with profound and multiple disabilities are discussed.
Declaration of interest: Sigafoos has received royalties from Pro-ed for the book: Duker, P., Didden, R., & Sigafoos, J. (2004). One-to-one training: Instructional procedures for learners with developmental disabilities. Austin, TX: Pro-Ed. Sigafoos has also received royalties for the book: Sigafoos, J., Arthur-Kelly, M., & Butterfield, N. (2006). Enhancing everyday communication for children with disabilities. Baltimore: Paul H. Brookes Publishing Co. Sigafoos, O'Reilly, and Lancioni will likely receive future royalties from Springer for the book: Lancioni, G. E., Sigafoos, J., O'Reilly, M. F., & Singh, N. N. (2013). Assistive technology interventions for individuals with severe/profound and multiple disabilities. New York: Springer. All three of these books are referenced in this paper. The authors alone are responsible for the content and writing of the paper.