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• W2804388081 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). Therapists' perspectives: Supporting children to use switches and technology for accessing their environment, leisure, and communication.Journal of Occupational Therapy, Schools and Early Intervention. Advance online publication. https://doi.org/10.1080/19411243.2018.1432443 Google Scholar Beukelman, D. R., & Mirenda, P. (2005). Augmentative and alternative communication. Supporting children and adults with complex communication needs (3rd ed.). Baltimore, MD: Brookes. Google Scholar Burkhart, L., & Porter, G. (2010, August). The juggling act: developing autonomous communication with children who will need to use visual and/or auditory scanning access strategies. In Proceedings from ISAAC 14th Biennial Conference. ISAAC: Barcelona, Spain. Google Scholar Burkhart, L. J. (1980). Homemade battery powered toys and educational devices for severely handicapped children. College Park, MD: Author. Google Scholar Burkhart, L. J. (1982). More homemade battery powered toys and educational devices for severely handicapped children. College Park, MD: Author. Google Scholar Burkhart, L. J. (2004). Two switches to success: Access for children with severe physical and/or multiple challenges. Eldersburg, MD: Author. Google Scholar Burkhart, L. J. (in press). Stepping stones to switch access: Teaching motor cognitive skills to children with severe motor challenges. Eldersburg, MD: Author. Google Scholar Burkhart, L. J., Gardner-Fox, D., Hanser, G., & Wagner, D. (2005, October). Step up to switch control: Avoid the “hit and miss” pitfalls of learning to scan. Paper presented at Closing the Gap Pre-Conference, Minneapolis, MN. Google Scholar Cotter, C., Porter, G., & Burkhart, L. (2016, July). Course manual for teaching movements for communication. Westminster, MD: Author. Google Scholar Datillo, J., Estrella, G., Estrella, L. J., Light, J., McNaughton, D., & Seabury, M. (2008). “I have chosen to live life abundantly”. Perceptions of leisure by adults who use augmentative and alternative communication, AAC.Augmentative & Alternative Communication, 24(1), 16–28. https://doi.org/10.1080/07434610701390558 Google Scholar Glennen, S. L., & DeCoste, D. C. (1997). Handbook of augmentative and alternative communication. San Diego, CA: Singular. Google Scholar Goodgold-Edwards, S. A., & Gianutsos, J. G. (1990). Coincidence anticipation performance of children with spastic cerebral palsy and nonhandicapped children.Physical and Occupational Therapy in Pediatrics, 10(4), 49–82. Google Scholar Goossens' C., & Crain, S. (1992). Utilizing switch interfaces with children who are severely physically challenged: An emphasis on communication strategies. Austin, TX: Pro-Ed. Google Scholar Jueptner, M., Stephan, K. M., Frith, C. D., Brooks, D. J., Frackowiak, R. S. J., & Passingham, R. E. (1997). Anatomy of motor learning: I. Frontal cortex and attention to action.Journal of Neuro-physiology, 77, 1313–1324. Google Scholar Kangas, K. M. (2007). Seating for task performance.Perspectives on Augmentative and Alternative Communication, 16(4), 14–17. ASHAWireGoogle Scholar Kangas, K. M., & Rotelli, L. (2012, October). The switch is not the activity: Using electronic switch access for transparency to AT use for those students with complex bodies: A hands-on lab. Paper presented at Closing the Gap Pre-Conference, Minneapolis, MN. Google Scholar Lee, T. D., Swanson, L. R., & Hall, A. (1991). What is repeated repetition? Effects of practice conditions on motor skill acquisition.Physical Therapy, 71(2), 75–81. Google Scholar Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems.Augmentative and Alternative Communication, 5, 137–144. CrossrefGoogle Scholar Light, J. (2003). Shattering the silence: Development of communicative competence by individuals who use AAC.In J. C. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 3–38). Baltimore, MD: Brookes. Google Scholar Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication?.Augmentative and Alternative Communication, 30(1), 1–18. https://doi.org/10.3109/07434618.2014.885080 CrossrefGoogle Scholar Light, J. C., Arnold, K. B., & Clark, E. A. (2003). Finding a place in the “social circle of life”.In J. C. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for Individuals who use AAC: From research to effective practice (pp. 361–397). Baltimore, MD: Brookes. Google Scholar McCarthy, J., Light, J., Drager, K., McNaughton, D., Grodzicki, L., Jones, J., … Parkin, E. (2006). Re-designing scanning to reduce learning demands: The performance of typically developing 2-year-olds.Augmentative and Alternative Communication, 22, 269–283. CrossrefGoogle Scholar Miller, L., Ziviani, J., Ware, R. S., & Boyd, R. N. (2014). Mastery motivation in children with congenital hemiplegia: Individual and environmental associations.Developmental Medicine and Child Neurology, 56, 267–274. https://doi.org/10.1111/dmcn.12356 Google Scholar Musselwhite, C., & Burkhart, L. (2001). Can we chat? Co-planned sequenced social scripts – A make it/take it book of ideas and adaptations. Special Communications, Arizona and Linda J Burkhart: Eldersburg, MD. Google Scholar Porter, G. (2007). Pragmatic organization dynamic display communication books, printable book. Victoria, Australia: Cerebral Palsy Education Center. Google Scholar Porter, G. (2017). Pragmatic organization dynamic display communication books: Alternative access templates. Victoria, Australia: Cerebral Palsy Education Center. Google Scholar Swinth, Y., Anson, D., & Deitz, J. (1993). Single-switch computer access for infants and toddlers.The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 47, 1031–1038. Google Scholar Vanderheiden, G., & Lloyd, L. (1986). Communication systems and their components.In S. Blackstone (Ed.), Augmentative communication (p. 115). Rockville, MD: American Speech-Language-Hearing Association. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 3Issue 12January 2018Pages: 33-44 Get Permissions Add to your Mendeley library HistoryReceived: Sep 12, 2017Revised: Feb 6, 2018Accepted: Feb 27, 2018 Published in issue: Jan 1, 2018 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & PermissionsCopyright © 2018 American Speech-Language-Hearing AssociationPDF downloadLoading ..." @default.
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