 So I am delighted to once again, introduce Linda Burkhart. For those of you who weren't here last time, I hope you last week when we did part one, I hope that you perhaps had the opportunity to watch the recording. If not, it is posted, but I'm not going to talk very long because I know Linda has lots of things to cover. So just to say how really pleased we are that you're with us again, Linda, and that you have agreed to do the second part. And I'm going to mute some of you. So with, oh, and the other thing I will say people, if you want to ask a question, if you could please put it in the chat. I will try and be honoring, or honoring, I'll be trying to be watching the chat so that Linda doesn't have to worry about that. And if I think the question that's going to need to be answered at the moment, then I will interrupt. But otherwise we'll, we'll make sure that we have those questions answered at the end. So, alright, thank you, Linda. Take it away. Thank you, Kathy. Okay, so last time we ended on this slide, and we were talking about stepping stone to so stepping stones to was the single switch multiple locations, multiple functions. And before I get too far, I want to let you know that I will be updating the handout there are some new slides from the handout that's posted so you may want to check tomorrow or the next day to see if you want the updated handout. Okay, so step two, single switch multiple locations multiple functions. Here we've got the kid already understanding they can move to get something to happen. And we want to broaden that schema. So we want that child understand, I can move different ways to get different things to happen. And I can do more than just turn on that one toy or make that music or whatever there's lots of things I can do have an impact in the world. There's a figure out there. I think I got it. So, when we're talking about multiple locations. What we mean is trying to switch in multiple locations we start talked about stepping stone one, where you find an act of a location for the switch where the child has that movement already so that it's an accidental switch switch activation so that they can move and move in and out of it with the movement they already have. Then when we're moving to different locations, we're doing the same thing, but with other locations and also helping children play a game to sort of find it with different body parts different situations again, paying attention to all those things I talked about in part one their position and their interest and motivation and all of those kinds of things. So, we're going to try different sites again we're not looking for the perfect switch site, but we're looking for some good sites to learn how to use. Okay. So, if you're looking at technology. The things that you want to be looking for are you need an immediate response from the switch and a short effect. So before we had a direct or short now you can you really can move to a short so it does something for like a second or two or six seconds or a short amount of time, but still not a long amount of time because we want to be able to have repeated activations to practice and play around and figure out where that movement is. Okay. So thinking about different purposes for using a switch. So we do spin our we do bingo we do musical instruments, battery powered scissors and we cut out our projects. We're using battery powered toys. I always like to suggest that they have a mission or purpose. So, instead of the girl just walking and pushing her toys she you just take a piece of Velcro and a plastic plate and she can deliver snack. You can have walking toys like the pig walk into the blocks and knock them over. You have the penguin that kicks his feet a lot, then he can kick a ball across to a friend. So always having something that it does not just turn it on because you'll get kids to be to habituate and get bored with that fairly quickly. Other possibilities driving an adaptive vehicle. You have a question, Kathy. Yeah, there's a question that saying so what if I think it's an important question for you to address. What if the child is visually impaired? How do they find the switch? How do they find the switch? Okay, good question. One of the things that I will do is instead of moving the child's head to the switch, I will brush the switch lightly against their cheek or wherever the body part is. I'll tell them and I'm doing that before I do that. You've already built a relationship of that they know I'm putting a switch somewhere and I'll say it's right here and I'll brush it there or I'll brush their body part. So they have a target to move to versus somebody moving your head because if you move a person's body, then they're more likely to push against that and move the wrong way, not the direction that you want them to move. So you need to get them to initiate by letting them know it's there and then exploring it. Also, we also pick other body parts and movements that they can do accidentally so that they can experiment and play with it the same way we did in Stepping Stone 1. Okay. Alright, so we just have the pouring cup, music, take a picture, DVDs, all different kinds of things. This is also the stage I often introduced sequence social script and the big word there that I should have said first was co-plan sequence social scripts. It's something that Caroline Musselwhite and I have written about and there are handouts on my website on it. But the idea is that we work with the child to come up with a script that we can put into a sequence device, a step by step, a sequence or something where we can have repeated messages. The child helps create those and then uses that to have a conversation between people. I think that's enough to say on that one. I would like to go into it more. I have videos, but we only have so much time. Okay. We can do this on the go talk now on the iPad as well. I'm going to start my camera on the side so that I can show you my iPad. You can't leave it running the whole time because this is a lot of resources. Alright, so this is go talk now. It's an app on the iPad. And what I have is a single switch connected to a switch interface and the switch interface that I'm using. Just a little bit over here a little bit is the tapio tapio and it's set so that I have one switch connected in there. And then this is set up for one screen at a time. It's used like a sequence social script. Again, you plan it with the kid. You can use the standard phrases you can put in there and then you have that they can choose and then you let them play. So the switch activating the switch will go through the script. And the person respond. Oh, what, what, and this is the part the child may have co-planned with you that what they want to talk about. And then they chose which transition. And then. Okay. And then I can show you that. And make a comment. Aren't they cool. Okay, and you know, just continue. What? Want me to show you how they sparkle. Yes. Or what do you think. And then it ends great talking to you. And it starts over so that you could talk to somebody else so that they could have lots of opportunities. This gives them a lot of opportunities to activate their switch multiple repetitions with variations and a real purpose to interact with other people. And with go talk now, you have opportunities to, to edit it. If I go back to the home screen. So you can even though there's only one button showing here, you can have things underneath that allow you to show that there's actually more buttons there. Of possibilities of ways you could start that conversation and you can pick one each time as you co-plan it with the child. And then you have one. So that's enough on that. We go back to this. I'm going to have to click that. Okay. So, so that's the code plan sequence social strokes. Spinner games, letting the child be able to participate with other students who are playing game and everybody's using the same adaptive spinner. You can make one out of a battery powered fan and have different types of games that you construct for the kids to play in this one. The gingerbread man, each kid gets a board. It's a bill code. And when you spin a body part, you get to eat that body part. There are iPad apps that have spinners on them. In order to access a switch with an iPad app, you make a recipe in the system settings. In other words, these are usually set to work with a gesture where you have to take your finger like you're actually spinning the spinner, which is not what a switch does. A switch just clicks it, right? So in the system settings on an iPad, you can write what's called a recipe and you can take your finger like the gesture. And now a single switch will spin it if that's the gesture that makes the game spin. So that allows you to have a single switch. Also have a PowerPoint spinner to share with you that was created by Theo Quinn and she's generously allowed people to download it. It will be on the handout so that you can see it. Basically, it runs in PowerPoint so that when you activate your switch, it spins. And then it just spins. It's not whatever. And then whatever you activate it again, it stops. So it allows you to play a game or whatever and you can change the numbers, the colors, whatever you want to do. You do have to activate your switch again to get it to starting. It allows you to have a spinner with a single switch. Linda, this is my question. Can you put text in there? Or is it only numbers? I'm not sure I'm played with the thing that you should be able to put text in there. I'll go back and play then. Yeah, you should be able to put text. Okay, cool. Okay, I'll have to play with it too. But she did share that she created that for our API presentation and agreed to, I could share it here as well. But also there's a game board I just wanted to show. I like to make game boards out of carpet squares so that instead of it being on the surface where there's a lot of little pieces that scatter everywhere and hard to see where you're going, you can move it if you use Velcro. This is like indoor outdoor carpet, so the Velcro on the bottom of the cars, six to it. And then when you spin it or whatever, you get to move your piece or somebody moves it four or one, two, three, four, whatever. And as other people move, you can see where you can move the head moves behind more easily. And it sort of introduces kids to sort of like the bar graph to see, you know, that's how it works. And this is just made with the kind of Velcro that is used to tie up your tomato plants. It's real thin Velcro. You cut it in half the long way you can make a grid any size depending on how long you want to play the game, or if your spinner is asking you to add or subtract and larger numbers or whatever. But then you can hold it up so the child has a better chance to see it visually, especially if they have visual difficulties. Okay. So that's a single switch spinner. You can do computer activities. There's a number of different things that work with a switch on a computer. One of the things that I've been working on is is in mind express and you saw a video at the end of the last webinar of Annalia actually doing one of these activities. And I'll just show you that real quickly. Not the video but the activity she was doing. She's using. Let's see. I have to make sure my switch interfaces set to. There we go. One switch. Two switches. Oh, I want to go back to one switch. One switch. So one switch. We're just using one switch. And she was using the who's hiding, but she had pictures of her dad and her brother in there. And basically every time she hits activates the switch. A short thing happens. One, two. There you are. And that would be her dad or whoever. And then make some. Okay, and then another person would come out. Okay, I just activated the other switch. Okay. So that basically is stepping stone to it's getting that child understand that they can do a lot. And they might be using different body parts to do that. And that there's lots of reasons to activate switches. So you really have to give them a lot of purpose, motivation, interest, and tying it in with natural context. Then as quickly as possible, we move to stepping stone three, because if a child can get to a single switch in multiple locations, they can get to two switches. So if they were using their hand, for example, and you put the switch on a surface near where their hand typically rests and they're able to get it. And then you play around and you tease them and bring it over here in a fun way. In a way they're willing to do this. And they find it over here and they find it over here. Again, I'm not trying to torture kids. Find it in different locations. If they can find it in different locations. Then they're ready for two switches to functions. So that they're able to now explore. And you can really get into discrimination and problem solving. When you only have one, your only option is do it or don't. And sometimes the kids will don't just because it gives them that control. But when you get the two switches, one switch does one thing and other does something else. They have more control and more engagement in that. While I have this slant board up. I just want to show you that sometimes the wires get in the way of kids hands. Or their fingers get caught in the wires. They like the wires. What I want to show you is just take a piece of a Velcro. This wire is easier to see. And you put the Velcro over the wire. If you have on a carpet square. Then it holds the wire in place. So that their fingers don't get caught in the wires. Okay. So stepping stones. I'm going to show you how to do this. I'm going to show you how to do this. Okay. So stepping stone three. Now you want to make sure that there's an immediate effect for each switch activation. Again, that's the same, but you have to also the second switch has to interrupt the first thing. So it's not enough. If you hit the one and it's playing and playing hit the second. Nothing's happening yet. That's confusing. But as soon as you activate your second switch, then something needs to change. So it has to be able to. Both be immediately active. The one can keep going, but the second one has to definitely be able to start immediately. Okay. When we're moving to two switches, we really increase cognitive engagement. Kids, if they stay too long at the single switch phase, they get kind of bored. And they don't see the point is as much. And you can really kind of pull their cognition in and show that hey, you can do a lot better. So it really does increase that cognitive engagement. They need a reason to problem solve. So just, uh, with toys and things, you could have two switches related to each other that do two really different things. So one kicks the ball across the room. And the second one is connected to a voice output device, like a step by step or something that says, throw it to me. Okay. And then the one with the blocks, the pig was knocking down the blocks with the one switch, but now you've got a second switch. It says, build it up because after he knocks it down, you need some help. And if it's a sequence switch, you can have build it up, put on another, make it taller. How about a blue one? Give me a red one. Whoa, that's getting tall. And all those kinds of social kinds of things that you can put into that sequence. Okay. So we're looking for two switches now. So they have a reason. And the two phones, they're just high. Hello. They're not that different. Right. So they have to be cognitively clear. There's a reason I would want to go to this one. And I can perceive the differences. Like I talked about in the. Webinar last time. Sometimes when I move into two switches, I really consider using much smaller switches. If the child's physically able to get together. The reason is if I have a big switch, the kid can kind of get at it without looking. And if you put two big switches next to each other, it's really hard to discriminate which one you're hitting. But if you have two smaller switches, you can move them further apart. And now it's easier to perceive their two separate switches. I also seem to often get those children that are able to get some better visual. And I think that's a good thing. Because they're more distinct and separate from each other. And that just shows that they'll grow covering the wires as well. Okay. Another thing that you can do with switches is recess the switches. For children who have trouble, but picking up their hands. I'll just use this. If they have trouble picking up their hand to put it on the switch, you can take some foam or something and recess the switch so that you can teach them to slide over onto the switch instead of having to raise their hand, especially if raising means they have a large movement and have trouble grading that, but maybe able to do that. So I think that's a good thing. You can also use different types of swimming pool noodles to kind of anchor switch so that they can use it with different types of movements and not have to get up on it depending on where they're able to, to move. So just a couple of different things. I like that. You can also use different types of swimming pool noodles to kind of anchor switch so that they can use it with different types of movements to move. So just a couple of different things. I like a lock line. If I'm mounting things around the child's head, especially for the process of learning to use switch access, because I have a lot of flexibility to move it to where I want. So when the child is positioned, I can give them just the amount that they can learn to move without having to work really hard. So when the child is positioned changes the next day or the next half hour, we can move it down. We can move it up. We can adjust it to give them success. Once they've learned some amount of intensity with movement, then you anchor it and you want to mount that's not as movable, but these are really good for learning. Also, when you're using the lock line, we attach it to the individual's positioning equipment typically with removable electrical ties. And we have a separate lock line. We have a two-way switch here. We have a two-way switch here. We have a two-way switch here. And you look for a place on the child's chair. It's both vertical and horizontal. And we take the angle and connect. On a vertical place, but also the horizontal. You know, Lucen's talked about this years ago in her switch book. Where if you just have the vertical part, you can't. And if you're using two switches, you have horizontal across the, between them that you can connect to the chair. The other thing is I like to leave a few links behind the switch. If I don't, if I just curve it in like this, then the child's force often pushes the switch out. And it's harder to stabilize. But if I leave a few links before I curve it back to their chair or whatever, then they have that pressure to lean against. And so it gives it much more sturdiness to be able to hold it in place. So leaving a few straight links before I curve it. So Linda, I'd need to just ask a little question here. Somebody is saying to me that they're not seeing your demonstration. Oh, you're not? I don't know. I don't know what people are, but I just, I just want to make sure that everyone understands if you use your. What's it called that? Pop. Who's activation window. And you go show small. Activation and the speaker video. Then you will be able to see that. And then you will be able to see the window. Window up in this, in the corner of your screen. If you can't do that, send me another text and I'll help you. But. Are some people seeing it? Okay. Are people. Are people. Okay. Are people seeing it? Okay. So if you can't see it. So I'm going to show you a little bit of a thumbnail video. There's show the small active speaker video, which is what you want. Oh, lots of people can see it. Okay. Lots of people can see it. So I'll work with the people who need some help with it. Okay. Good. Yeah. Cause I'm going to show that. So that's. Yeah. All right. So that's a way to mount switches early on. I'm going to show you a little bit about it. Is I can take the switch off. And use it myself and put it back for the child to use. So they, I can take my turn and model. And then bring it back where if it's permanently screwed on to amount, it's really hard to. That's the other reason I do that. Okay. So the switch switch option. There are two switch. Um, type. To switch to function. Um, Options. The, um, the, uh, switch in time, which has been around for a long time, still available. You can put different singers on the two different switches. And the child can play different parts of the band. Um, allows you to do step scanning and other things but it does have a two switch to function mode and see if I can show that one here. Oops it didn't show up. It was super super switch hitter. It is like a baseball game and you actually have settings where you can have so here's two switches switch number one and three are on the same team they're on the visitor team so Jordan has switched one Kyle has switched three but it could be Jordan Kyle so you can have two here you can also have another kid playing with two switches or you can just have one each and just have a batter and a pitcher but it's nice because you have a batter on your team and also what they called either the fielder or the other player that's waiting to become up cheers and does different comments so just to show you kind of how that works we'll set a game and on the one okay so Jordan is the batter they activate their switch it does the if they activate the second switch on that same team it would be the person over on the side whatever and if you're the the two switches for the pitcher you've got one that's the pitcher and he pitches and I love this because there's no timing it hovers and waits there until the child actually activates their switch and hits it. I could have played baseball if I had that world. And this person also has the the other switch so that they can you get the idea okay so let's scrape out of that. On it I just quit my whole PC side I have to open that again. So those are just some goodies but all these book goodies and I I think it's really nice to have lots of different softwares sometimes there's a lot of one switch software but not two switch software so as I'm starting this I'll suggest what you can do is have one switch connected to the software like a PowerPoint book or songs or different things and the second one connected to comments so you can connect that one to like a step-by-step the comments of things that would relate to the activity that's playing on the computer. Linda I have another visual students with visual impairments and I have a couple of other questions but I think this one is timely right now so you know these lovely games which you know what about students with visual impairments how can we help them to get that kind of play and engagement when they may not be able to see that screen. So they there are good sound effects in that particular one and with somebody sitting next to them and describing what's happening that might be one thing. The other thing is to try to pick things that have sound to them so we have music we have you can use vibration the other switch can be fan you can do different kinds of tactile things as well as just the the visual it's harder on the computer to just have auditory but I try to keep in mind find something that every time the switch is activated there is a sound and that that is really the feedback that they need and being in a group knowing they hit the ball it you can hear it when it pumps it and it goes out and they cheer and that sort of thing so they do get some auditory feedback from that. So try and choose things that privilege or that are have good auditory support as well. Yeah there's a lot that doesn't there's a lot that doesn't there's a lot of activities out there that don't they just have a visual change on the screen. I avoid those for those kids who have vision challenges. I want to find things or create things that there is always an auditory feedback as well every time that switch is activated. Yep thanks. Okay some two switch things that I've been doing with mind express now let's see if I can get back here like that to mind express I had all these open then I quit it. All right so just in my two switches let me get my two switches again I've probably been using proximity switches but for this demo I'm using these jelly beans. One switch, two switches. One of the things that I like with two switches to function is to really help them relate what they're doing visually on the screen and again this is harder for children with vision impairments but I do use very simple colors and things on the screen so that it's easier for a child at some level of CVI to be able to see what's happening on the screen. I'm going to go to hide and find here you can put all your own pictures in here but I'm just going to do the sun. As you can see for a child with visual challenges there's not completely one but child with visual challenges perhaps at higher phase two in the phase three on the CVI range would be able to possibly see this. Now the green relates to the switch on that side of the screen and the red relates to the other. Now when I'm looking at myself my red is on the same side as the red as the screen is it on you? No it's opposite but okay so it's hiding behind the red so we activate that one oops where's the sound and then once it hides again says where is he and then you can try that's where he was. Okay and then you look over here and there he is. So you're getting and for some reason the sound I think I'm running too many things. But the idea is that it goes back and forth and the child is using some vision here to be able to locate it and find and play around and explore with that location. Linda does that go back and forth or could you create a situation? What it does is it goes back and forth back and forth back and forth then it goes back to the same side and then it goes over so it varies a little bit but it tries to get the pattern established first and then it changes the pattern to get the child to be cognitively engaged. Nice. So okay so just to go back to just another example for hiding and find blocks, two videos, two songs. And you can put your own videos, your own songs, wacky touch, you can put your own photos in if you want photos of the teachers. Monster one, monster two, monster three. This is just it could be a little more age-appropriate for some kids. To make you can throw different things. I'll pick that. And so they can just, oh, they throw the eights. Okay so the idea is to switch is to functions. Again there is sound effects for those children who have vision challenges. I also try to keep the screen as simple as possible for those kids who might be able to visually see that as well. Okay. Okay so those are just some two switches to functions. I want to show you a video. This one's building blocks. One switch builds the block, puts one block on, hit it again, next block, next block, next block, and the second switch knocks them down. And in this particular video Alex is playing with it. He keeps using big movements in his one switch and knocks it down. One switch and knocks it down and mother gets up and starts talking to him. Now she won't be able to see the book she's using, but she's using this pod book to talk to him. So you'll hear her say that she thinks it's fun or funny. Maybe I think she just thinks it's funny. And then she suggests that he uses a smaller switch using the book. It's not a smaller switch, a smaller movement because he's pushing too hard. And then he responds to that. So just give you a sense of what's happening. See it's a little too far. That was small movements. That's a little too far. See how he's turning too far. Those are ASL proximity switches. Giving him feedback. So you can see she's able to respond to her suggestion. And he's having such fun. He loves blocks. He will spend hours building blocks. Another set of software that you can use to do two switches, two functions, is the Inclusive Technology Switch Skills for two, set one. And that allows you to have a number of different activities to use. There's a variety of different ones here. The one thing that I wish it did do would be I would allow the child to pick it. You have to pick it for the child. And then it gets it up. But then you set it up for them. Now they have the two switches. And I'll have to switch my switch interface because this uses space and enter. So I have to switch. My switches are plugged into. And now it should work. That space is an important thing to understand what activities. Reason. It's lovely demonstration by your presenter. It's not working. No, it's the software. It's not even for the keyboard. I think I have too many things open. Yes, well, really. Oh my goodness. So, so tell us about what this does then. Yeah. Yeah. Okay. Let me just get out of here. So what it does is for example, you have one switch that's the guy laying in the bed and another switch is a closed door. And so if you open, if you click the switch with a closed door, the door opens and a musician comes in and starts playing loud music and then hit your second switch and he sits up and the door slides and leaves. So it's just really clear that which switch does which and it's immediate. And then if you open your door again, then the different musician comes in. That's the more loud music. And so it's two switches, two functions. This one, you have two basketball players. So whoever gets the ball is the one that's going to shoot. If you activate the switch with the one who doesn't have the ball, she says, give it to me, give it to me, or I want to turn. And so you have to find you can each switch is a different player in the game. So that kind of gives you some overview of some of those. There are some software by Judy Lynn, who did some of this one switch for each person on the side. If you have a switch applicator interface, you can set one switch for your music to go next song, next song, next song, and the other switch for turn it on and off. So you have two functions on an iPad as well. Basically, we're then reason we're doing two switches is to move to scanning. And there's different kinds of scanning, certainly automatic scanning, inverse scanning and step scanning with delay all require timing. Automatic scanning is you activate your switch, it goes, goes, goes, goes, goes, goes. And then when it gets to where you want, you activate it again, inverse to hold it down, it moves and release it to select it. And step scanning with delay is you do step, but as soon as you stay off of it long enough, it selects all again, timing to switch step scanning is the only one without timing. And we're using the two switch step scanning because of the timing issue requires automaticity of movements. And if the child had automaticity of switch access, we wouldn't be going through the stepping stone process. So we're trying to get to that automaticity. And so we're not using timing to teach it. When we talked yesterday or the last time we had this webinar about needing to slow down and learn to use to be able to learn to use that graded movement. So we're helping children slow down, they don't have to time it. We can teach that movement, we can talk about little movements as opposed to big movements, we can use self talk, we can use verbal referencing different ways to help them teach learn to use those switches. The other thing's more active, when you've got two switches, your move, move, move, get it, you're doing something every time. When you've got a single switch, your wait, wait, wait, wait, wait, wait, wait, maybe I missed it. Try again, wait, wait, a lot of passive and unless the little active. And we know that the kids need a lot of repetition of their practice of their switches. So by using step scanning, they're got lots more active participation to practice those switches. And it doesn't have to be at any speed. We can do it very slowly. It can wait as long as they want in between, and still be able to do it. Okay. It also does if the child has attention issues. And if they're a vision challenge, they will have a need to visually check in or figure out where they are sometimes monitor their safety in their environment. And they may stop to hear a noise or something's happening. If you're doing step scanning with two switches, then when you hear that and you have that distraction, you can process it, somebody can tell you about it, you can say hi, you can have social connection, come back, and you're still at the same spot. If you're automatic scanning, it's going, going, going in your ear, while you're trying to monitor and attend to something else. So it helps for those children who are really needing to pay attention to lots of different things, didn't know that it's still there, they stop a minute and come back, it's still going to be in the same place, which encourages them to have those social pragmatic interactions during an activity as well. Okay, it also allows the child to pace the scanning themselves. Because the child is in control of the timing, it don't doesn't move unless they activate their switch. So that allows that child to think as long as they want about whatever item that's on, and then go to the next site. Okay, once automaticity is achieved, though, some individuals move to a single switch. And some don't. Some stay with to switch step scanning, if that seems to be more effective for them. And some now if they're automatically switches can move up to automaticity. So it's not that we always have to stay with two switches. But I feel like it's a really good way to teach kids to use switches to the point of automaticity. Fatigue is often suggested as an issue. And step scanning does cause more physical fatigue. But that physical fatigue is also building endurance. Unless you have a degenerative disease or something where you have to be very careful about physical exertion. You want lots of repetition to build that skill over many, many activities. So it really allows them lots of opportunities to practice. The time scanning time scanning, though, it seems less physically fatiguing, but it's actually more cognitively fatiguing, because the child is stay focused and pay attention the whole time cognitively and not get distracted and be able to get their switch at the right time. So you have cognitive fatigue that comes in when you're only using a single switch with some type of a timed activation method. So we're moving into scanning. We go from two switches to functions. Where do we go? Some kids just get it. They know it. They might be using a partner assisted scanning system. And they they already understand that it's no, no, no, no. Yes, they already understand that type of thing. And they can often skip the step and move on to stepping stone five. Some kids do need more practice here too. Just to differentiate again the two different purposes of the switches. So stepping stone four, I call move move get or learning to use to switch step scanning. Again, some of these children are able to skip the step and some just need a little more practice here. The idea is now I'm learning the two functions are specific. One function is a mover. One functions the getter. So I'm learning that there are specific functions in the earlier step. There were lots of different functions the switches could do. I was learning to discriminate. There could be different functions. Now I'm learning a specific function. Okay, when you look at the technology, what do you need? You need two switches, but only one switch active at a time. So in this particular thing, you need an activity where one switch can move something across the screen or whatever, move it. And the other one doesn't do anything. So we got move, move, move, move. And then nothing happens until it gets all the way to where it needs to get all the way across the path. And then the second switch gets it. We can practice a move, move, move with toys. You can connect a delay timer, like over the second or two. And every time they activate the switch, the robot moves a little closer, a little closer, a little closer, until it knocks the ball down and knocks the pins down or whatever. So we're moving, moving, moving, getting the idea that it's moving. So you pick a battery power toy that does move in a straight line. Okay, there are some activities again by Judy Lynn in her in their learning to switch steps scanning the lesson for allows you to move the hammer across. And when you get to the one where it's up in the air, you can pound it. Otherwise, it doesn't work until you get there. So you move that you move that hammer across the screen. Okay, some examples. See if I can go back to here and not get too crazy. Here. Let's see. Let's just go back here. So the move, move, get is here. And the example might be putting hats, you can put your kids picture in there. And then the first switch and the second switch doesn't do anything. The first switch and again, the last time when it gets to find a closer, I also make an auditory difference for those kids who have more visual challenges. So the first switch doesn't the second switch doesn't do anything. But first switch. And then the first switch stops working. And the second switch. And then you get a different hat and you move, move, move it over. It's definitely doing weird things here. So Linda, I'm going to take I mean, I'm going to take a little minute to say what I'm loving and about what you're doing is being very intentional about the two switches and two functions and then thinking what they actually do. People are asking on the chat. How do we decide what step a child is at? I'm thinking about students who haven't, who have been exposed to switches but have not mastered. And someone quite probably, I think appropriately said, you need to go through the steps and see where they really are at in the step. Yeah, that's it. And it may be a minute or two on the first two steps, you know, you might just be seeing do they know how to get to those switches? Okay, they do, you know, we've been to switches to functions. One of the things that I have found clinically, and some general surveys of people using this, is that if you give an opportunity for a child who to have lots of two switch to function opportunities, they move more quickly and easily into two switch step scanning. They can they can they get it faster. If I just started to switch step scanning and I skip that two switches to functions, I find it takes longer and harder. But that really, if kids have that opportunity, it does really work. And this is just on Alia is showing you she's just moving a video. She's moving a a she's choosing more of it first. And then there's a fire truck, or tractor, she's moving across the screen. So I was just there we go. There she goes. And then when it gets there, she activates the other switch, and it starts a video. So it brings in a video that we have. So that's the idea. Okay. Back here. I need to move along here. So to switch skills for to set to I showed you set one before, but I'm just running too many things to show it to you. To switch skills for to set to again, by inclusive, inclusive TLC, the one switch might be the item over here and the other the alligator, the one switch has two difficulties levels, you want the easy difficulty level so that it move, move, move, move, move. It goes into his mouth and then it doesn't go any further. It just wiggles there. And then the second switch, he slams his mouth shut needs it or spits it out. But it and the basketball same thing. You have to throw it to each player with a single switch. And then once it gets here, you have to use your second switch to shoot it. So those kinds of things move, move, move yet. So now we're moving into stepping stone five, which is to switch step scanning now, actually, but at the failure free level. And now there's lots of software available. I was trying to cherry pick some software that could do the earlier steps. But there's lots of grid type programs that can do to switch on scanning. So now you have a lot more options in what's available. And the idea here is that there is no right or wrong answer. I can give the child a launcher of lots of different activities, and they can go in and they can play with them, then there's a stop, they can get out of it, they can take another one. So they really feel that control, they get lots of intent purpose and variation by being able to practice that to switch. It used to be called airless learning. And then some vendors came out with this concept of their activities, they can only do it right, they don't allow a child, they block a child from doing the wrong answer. And they call that airless learning, which is exactly opposite of what I'm talking about. Problem solving is really important. So talking to Karen, Erickson, one day we came up with failure free with feedback. And I think that makes more sense. It's failure free. There are some things that do different things, but they're not going to get wrong kind of answers at this point. Okay. So these technology features, the scanning doesn't start until the child activates switch one. So they know they're in control. It's not just sometimes the teacher starts it and the kid's like, what's happening? I'm not sure what's going on. So they need to start it. And then the second switch interrupts the sound animation or anything that the first switch is doing. So then it goes to the next, or I just mean that, excuse me, I said that wrong. The first switch activates it and then activating it again interrupts what it was doing and goes to the next item, next item, next item. So it's immediate. So I know I went to the next one versus that's finishing talking and then it's going to go, right? And then again, let's be immediate on the second switch. I also need the switch to be released each time go to a new item. So they activate it, but they have to get off of it in order to be able to do it because otherwise it's inverse scanning. If they lean on it and it goes across, then it's inverse scanning. It's not steps to switch step scanning. So it needs to be they actually activate it. And when you go look at some software, their two switch settings don't do that. Or so you have to look at different things and check it out to make sure that's what you want. If you can make a launcher that's highly desired. So what I'm a launcher, I mean that the child has the opportunity to pick what they want to do a bookshelf or just a grid that has a link to all of their activities. I showed you tar hill gameplay or got org as a single switch kind of thing. But you can do multiple switch things here because you can set it up so that you can go to it. And I won't take the time to show it right now. But you can go to there's a link here on the handout. And it'll take you to a favorites. If you set up your favorites, then they can step through. And then when the activity comes up, you can set it so it comes up. Now, this is a it's a show it real quick, much easier than to try to get there really quick. Okay, so we do. So here we go. song. Okay, then I second switch activates it. And it'll sing the first verse. Now, there's a verse for each letter. So now you can set it so they can step scan our and pick what letter they want to do. And then it'll go to that verse will go to the little bit. So you can actually have favorites on the tar hill gameplay and do those kinds of things that are have step scanning in them. It's the more advanced way to do it. But it's real easy to set them up with any YouTube video. If you have a YouTube video that has different verses, it works really well to set it up so that you can pick which verse they want to hear. And it's in that control. So each individual gets their own launcher and their activities designed for them at whatever level they're working at. And then the child can go through and select what they would like to do. So if I can show you on real quick. So for example, if I go to she has a launcher and then she can get to all of her type activities. Scan and paint by Judy Lynn allows you to pick different pictures and different colors. So there's the cause and effect amusement park. There's some different ones that you do this type of thing. On the go talk now, I'm not going to turn this one on right now. But it's instead of using one button per screen, you can use as many buttons as you want. And what I did is I made like a little alphabet book, but I only put in a few letters at a time in the beginning of the year. And as the kid learns them, they add more. And then they go to a page where you can play videos for different things that are related to the child. So you can take pictures of the kid doing things and then put them in to their like they ride their motorcycle, the 10 motorcycle, whatever they take a picture of them, writing it from the room and put it on the end page and do it with them. So you construct this over the entire year, building a beginning, beginning sounds kind of book for them to play with. Marble Sauce has a potato face. You have good vision. You can make different faces out of the potato face. The grid three, you can choose a video. And I can do this on Mind Express as well, so that you can actually go out to YouTube and have videos already set there. We'll see if that is actually working. Let me see. Okay, so we're going to explore biomes, learning about ecosystems. So these are just YouTube videos and it goes to that site. And then you get the video. Feel Quinn made this template as well. And you can play pause it. Play your pause. And then play your pause. And you can go back to other videos. So the idea is that the child might be studying something in school and instead of teacher side, there's a video. You have a variety of different videos that the child can go in and out of pause and play and have an option to see and use themselves. Make a monster just a different or make a face. Again, another one from Mind Express. On Aliyah's video, so she has a dress up book. And this one, she gets to choose her different people. Tommy Rudy. And this allows the child to just this is a dress up book. You can create the book any way you want. Rudy's silly dress up book. And it comes up with options. Elephant nose, pig nose, clown nose. Put on the clown nose. Oh, Rudy. Rudy has a clown nose. And then you get the idea. If you're given different ears, you can go through this, which is elephant ears. Elephant ears. And then it makes a book at the end. Rudy has elephant ears. The book. So just different ways to give them opportunities. There's no wrong way to do this activity. They can do it, but they can have input into it. They can make decisions to create it the way they want it versus being told, make them do this or show me this or find that it's more of a they actively involve. We do failure free writing where the child co-plans with you certain phrases and the child can go through and pick. So in this one, the child would pick something like things I like, foods I like, my friends, things I don't like, things I wish I could do, things that I might want to do when I grow up. And then they would link to all the things that that child is selected. So when they write a letter, then they can pick which pieces of that letter they want. And it's a closed set, but it allows them to be able to send a letter to somebody that they can read and whatever. So it's a failure free kind of activity. And you can do the same kind of thing on clicker with the idea of being able to use words or sentences and put them together. Okay. Making three letter words, just an activity, that idea where kids can play around with beginning sounds and ending sounds. So when I'm still working on it, Mind Express, if I go back to Annalia's she can do that. Let's make three letter words. So it's simply connect to start. That's the click to start. They have to activate the first switch and then activate their second switch in order to start it. You can make a word. Here are some letters for you to choose. And you've got the first switch. Select it. Let's make a word that starts with the now choose an ending. So then you get to pick your endings and go to your other switch. First you take a D. Then you take an OGG, O-G-OGG. Put them both together and you've got dog. D-O-G, dog. Dog. My dog says I tried to say OGG, OGG. I try not to always have visual moving and sound at the same time. That's why it came on quiet. For you to choose. OK, so that was Stepping Stone five, Stepping Stone six. Now you are these are for the child maybe who's just randomly doing all the Stepping Stones and not really yet targeting. We now you move to a particular target. So you might have a bunch of blanks and then you go for the one that you're trying to get from probably easiest to see that is the mole. If you use your first switch to move the bat over the hole and you hit your second switch, there's nothing to hit. Go to the next one. There's nothing to hit and it just goes boom, boom, boom, but it doesn't hit anything. But if you hit it over the mole, it bangs him on the head and he goes under. Right. So now there's a target. Now we're actually trying to get to a particular thing. Never do this until they've had lots of experiences with Stepping Stone five failure free step scanning. But when you will feel like you're ready to refine it a little or you really want to help them see how it works, then you can use Stepping Stone six to help them get to a particular target. I'll just say that in my experience when I was doing this stuff, I think I jumped to this way too soon. I mean, it was a long. But I remember going to the, you know, switch in time stuff and moving kids to this kind of time stuff where they just, yeah, so really isn't timed, but it doesn't mean they have to get the correct one. Yeah, yeah, yeah, it still matters. And I really feel they need more problem solving and playing with the more use of the switches at the two steps scanning level before they get here. So there's a variety of different ways. But again, only for kids who have lots of that failure free experience it and then trying to get to that specific target. So Linda, one of the things I'm thinking that might be helpful is if we took this and said, here's some here's some software and activities for step one, two, three, four, maybe you've already done this, maybe you've already put that into like a sheet. But that's partly in my article that's online and also the handout from ATIA that Theo and I, Theo Quinn and I did at the end of that handout is a list of the different resources and the steps for the different things. Right. So just remember, you haven't read the article, it's there, but also we'll try and make sure that you have this kind of stuff. Because I think my expectation is a lot of these, you know, I remember Judy Lin's offer. I know lots of this stuff, but I think for lots of people it won't be particularly familiar. So to put it in a list and to give you some of the way it is at the end of the handout for the ATIA this year, 2019. Awesome. You can look at the bottom of that handout. Awesome. Great. So the features are same as stepping stone five, plus the ability to have some sounds, some cells blank or say a sound like nope or click or or not there yet or whatever. So that the child gets some feedback every time they go to those cells, but they're not the right one. And then the cell that has the action or whatever in it would have a different cue like sing a song and then it would play a video or whatever. OK, so that stepping stone sticks again. Some children don't need that. Some children do. It depends. I use it. If I feel like I really want that child to start being a little bit more. They they love everything and they're just doing it and they're not really paying much attention to which one they choose yet, but they've had lots of experience doing that. OK, stepping stone seven. Now we're increasing accuracy. So now there are right and wrong answers and the child is able to do correct or incorrect and they get feedback for the incorrect kinds of things. There also might be using a simple, powerful page set which on their high tech speech generating device would be the same vocabulary organization that they use in their non-electronic version, but a simplified set so that they have less to deal with, less balls to juggle when they're doing the high tech. And then they have a button that says get my book. So different things, beginning sounds, different things where there is a right or wrong answer. If you have a kid who has good vision, you can use the iPad apps using the pipe cleaners. A pipe cleaner can outline the different things. Lots of apps are not switch activated and the and the interface for using switches on an iPad can be really cognitively challenging. It's a real high cognitive load. So if you had an adult who lost motor skills, that might be really good for the switch access on an iPad. But unless games are specifically designed for switch access, then it's really a high load for our kids who are just learning to use switch access. So if they have vision, I use the pipe cleaner to outline different items that they could click and I use partner assisted scanning. So I'll name them and show them the different items and they'll indicate no, no, no, no, and yes. And then I'll click it for them. So it gives them access to lots of different kinds of things. And you can do different types of making words and things. And I can go through the three letters to choose. We want to write the word that is it this one, this one, this one, T, A or B. And then we can do it. The app will do the animation and the results when I select it. OK. Stepping stone seven. The technology features are really the same as stepping stone five. But different selections have very different results. So there's clearly perceiving differences here that there are some right things and some things that were not correct. Sometimes they're funny to get the wrong. It's not like I'm collecting data on getting it right, but it gives them the experience that they have different results from their efforts. OK. Here I do a this is one of my mind express book activities. So I quick go into here and let's see, pull up a different kid. And this one is just like a listening comprehension book. So first switch. And you have a place for tell me about me about this book. That would be the purpose for listening. Read the cover. Start reading this book right into the book. And it reads the page to you. Read this page. Dogs have very good noses. Dogs can smell things that people cannot smell. Dogs can recognize people by how they smell. Every person smells different. Dogs can tell people apart. Dogs can find you when you are hiding. Dogs help police find lost people. And this activity you can do without vision. And you can do. You don't have to put a picture there. You can add just text and you can do it. So now instead of read this page, it's come to you. Read this page again because I think individuals need the opportunity to read it again as many times as they want to and then get to the comprehension question. Ask your question. And in this case, I have a comprehension question after each page because I want that child to be able to do a listening comprehension or reading if they're reading. But the listening comprehension and when it's listening comprehension, if they have visual challenges, it's a lot to read a whole book and then answer a question or read a lot. So I'm doing one page. You can put a little text or you can put a lot of text on that page. And then the question is like that. Lots of the dogs can find a lost person. And it gives feedback. His tail. Either his tail. Dogs don't use their tails to find people listening again. Or lots of the dog used to find the lost person. Auditory feedback. His tail. His teeth. His teeth. No, a dog doesn't use his teeth to find people. So you can have either choices. He uses something else. Listen again and see if you can find out what a dog uses to find lost people. And then this one. Lots of the dog used to find the lost person. I always his tail. His teeth. I always his tail. I don't know. Read it again. Because then the child will go back. It'll read that page and then it'll come back here and ask the question again. And then if you. Do write back into the book and find out what they're missing. Yeah, they don't have to navigate. It goes back. It reads it comes back here because I think asking to navigate at this level is just too much for them to have to figure out and too much cognitive attention to the switches and not enough cognitive attention to the task. So if they pick it, they get feedback and it goes to the next one. And I set this up as a template so you can put your own stories and things in here. And the last thing I want to say about it is that you have the option to do right and wrong answers, but you also have opinion questions. So read this. I won't read it here. I'll just go to the question. Notice this question. All of the items are correct. So it doesn't matter which one they pick, they'll get feedback. And then relax. That one. Yes, many people feel more relaxed when they're petting a dog. OK, so you have that option to not have to do right or wrong. You can also do opinion type questions. So that's just that's one I'm still working on. So then we get to Stepping Stone 8 and Stepping Stone 8. They've reached automaticity. Here I say, OK, now we can use switches to do other things and we can use it for doing much more complex things. They write with the alphabet maybe before this level playing around with it. But now when they're writing with the alphabet, they are trying to get to a particular letter and they're getting that because they have developed that automaticity to that point. You can give them their robust communication system using the two switches now because they can do it. They might move to automatic scanning at this point, but now they have that automaticity and just to quickly summarize, this is a little boy in Australia, one of Gail Porter's students who I met when he was like 20 months old and we started him on two switches and he's at the Sarubapalzi Education Center, CPEC in Australia and starting with they started him with the one per page communication book where he was able to say a full range of early functions and communicate. And we started with a single switch, moved into two switches, two functions. He used those for playing activities for driving remote control toys at home. And his mom set him up a lot of times to just play with the switches, two switches, two functions when she was doing other things. He moved to communication book with more expanded functions and the pull off columns so that could reduce the vision, even though it was a whole page that it came from, we could give him partial at a time and he began communicating with that. Then on his speech-generating device, we added a simple, powerful page or they added a simple, powerful page set, which is the same language organization as his high tech as his non-electronic system, but less vocabulary. So that these are the vocabulary that are really personally meaningful for him and things that really make a difference to say out loud across the room and a way on that SGD that also says get my book so he can get access to more robust language in his non-electronic. OK, then he gets babbles with his SGD, gets interaction, explores the language, gets feedback and then he's able to put the robust language into his SGD and use it with two switches across the day. Whatever he wants, he can use his book, he can use his device. It's up to him, according to the context and his preferences. He then expanded to exploring some head switches, which he found useful and uses a full, robust language system with his head switches and he uses a light tech robust system with his non-electronic system just to quickly show you a short clip of him. Here he's using his head switches at this point. Just a real we can see he's got them mounted or if you can get to them. He's hearing the auditory prompt in a private ear speaker and then he's going to speak his message window. I mean, here are the message he's constructed. I want movie DVD cars. I want. I want movie DVD cars. I want. Nice. So he's hearing the auditory cars. I want. He really got into it. No, not right now, but the auditory prompt in a private ear speaker. That's the little white speaker hearing in his ears quietly. And then when he activates his message window, it speaks it out loud to the person he's talking to. And that is because his vision isn't adequate to let him understand what is presented in front of him without. OK, OK, exactly. He has cortical visual impairment and he uses visions for some activities during the day. But most of his communication is auditory, although it is visual on the screen, it's consistent. And if he can get that information, he does, but he's relying mostly on the auditory for that level of communication. And his book is mostly auditory scanning. The only visions they'll use a strip like this to show him. And, for example, he'll pick a sentence, start a sentence and then he'll go over to the main words here, the opinion words. And they'll show him good, cool, nice, beautiful. And he'll pick one of those good, now, cool, yes. And then they look under the auditory scan, cool, OK, all right. Lucky, groovy, exciting, whatever the words are under that. So he's using a combination of some vision, but mostly auditory. Right, good. I just, yeah. OK, and that's it. I just wanted to thank the kids themselves, the individuals that I work with for teaching me so much and also for the families that generously allowed me to use their photos and videos. I think. Totally concur with that. Thank you. And I also want to say thank you to you for taking us through this in in such a systematic guess it was quick, but it's a systematic way, you know. And and I this is your time, people, if you want to post some questions, I will I will ask them. But while I'm letting you post your questions, oh, here's one. When a child is using switches to access AAC, can they also use the same switches to access toys or games, or should they be using different switches? That depends on the kid. Sometimes I use I use the exact same switches for many kids. Some children can shift over the ones that are using their hands. Some of the children that might have been direct selectors if they had good vision are using two different switches for their games and because they have the motor abilities to do that. But typically many of the children that have more physical challenges, more severe physical challenges, are using the same switches and they switch over between them. They need a way to ask for somebody to help do that, or if they are doing something like powered mobility and they have the ability to switch through that themselves between their computer, their communication, their power mobility there, you can do some of that electronically. But if they if you don't have it all set up that way, you at least need them to be able to request within each thing how to get back to each other. Yeah, great question, great question. Any other questions out there? That was fabulous. So while you're thinking of your questions or articulating them, I'm going to again articulate what was jumped out at me is the systematicity of this, right? Is that you do this first and you let kids be be good at this before you pop them on to the next thing. And I think we and I'm going to speak for my own self when I used to do this more than I do now, want to jump too soon and jumping too soon doesn't give the kids the grounding to move forward. So I think I so appreciate that. The other piece that I so appreciated use and I just wanted to make an example as Sam say something to that too. Kathy, I'm also using this in conjunction with the non electronic communication system. So I'm not desperate for them to be able to use their high tech and everything and juggle all those balls too soon because they have access to a robust language system at whatever language level they're at at the same time they're developing this. So we're working in parallel. So that's the one reason that makes it possible. And thank you for saying that because I think that's a really critical issue is that this is not getting ready to have a robust language system. You've got it at the you've got it. You're talking your and your co-planning your co-constructing. That was the next thing I was going to say is that you're not just putting words and kids' mouths here. You're not just you are they are along with you in that, which I think is also critical. But it the way as always what you just said was better than I was going to say that they have a system there, a robust system that they can engage, communicate with you and can co-plan and co-construct some of these things that they're doing. Absolutely. The other thing that really stood out for me again today, which goes to what you start is that you're really helping kids to learn problem-solving skills. This is always about problem-solving, right? So, OK, so how am I going to get to that? Or how am I going to make that move? Or how am I going to? Oh, oh, look, this this doesn't make that the hitters do it or whatever. So there's so much really good problem-solving, cognitive development in all of this. Which I just... And that's what the research tells us that in order to learn a more to movement to automaticity, the child has to be able to problem-solve. So that's where that's come from, both educationally, as well as motorically, cognitively, mystically, all of it. And then my final child-centered control is critical. So, you know, and you live that and you say it in everything that you do. So, thank you again for reminding us of this. Thank you for, I mean, I know people will probably need to watch this again, but we will have it archived. Thank you. I'm sorry it went so fast. Well, you were great. And we give you this little tiny window. I also need to tell all you guys, I think we're going to probably bring her back here again. Not too long distant future. So that will be great. Last chance. Any questions that you have that you want to ask? Thank you all for staying on. I know we went over, but it's important that you get to step eight. Thank you, Linda, for your generous time and always for your expertise and wisdom, experience, all of that stuff. Well, thank you for having me. Oh, we're very, very, very glad to have you. So, with that, I will say go out and have a lovely evening. And for you, it's late. So you probably need to go and have your dinner or something. Everyone else, thank you for being here. And we will, let's go do great things with kids. So, all right, okay. Thank you. And I'll have that revised handout up in a few days. Hope for you Mara. Perfect, wonderful. Thank you. Thank you all. Thank you, thank you. Lots of thank yous coming in on the chat. So, all right, folks, I'm gonna say good night and we'll talk to you soon. Okay, bye, Linda. Okay, bye.