Part 3: Introducing switches to a student

It is important that the reward for pressing the switch is one that is meaningful to the student. If a student is motivated by social contact, let them activate a single message speech output device to tell their teacher to run around the room! If they have just been swimming, let them control the hairdryer to dry their hair. Progression is also important. Once cause and effect has been established, think about how the student can move on to more cognitively demanding activities.

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