Technology+and+Differentiation+Part+3+-+Assistive+Technology


 * Input Switches **


 * WHAT IS IT? **** A switch is simply a mechanical or electronic device (such as a button or lever) that opens, closes, or changes the connections in an electrical circuit, e.g. one used to turn a light or machine on or off. In Assistive Technology an input switch with its on/off capability is a simple way to tell another attached device “yes” or “no”. For example options on a communication device (Tech 4 or Advocate) can be chosen with the activation of a switch. Students with limited motor control often can not touch the buttons and screens on their computers, communication devices, or toys, but they can control a switch that is specific to their needs. **
 * TYPES OF SWITCHES: **** The different types of switches are activated by different mechanisms. Some of the different types include: tilt switches, ribbon switches, super-sensitive switches, puff switches, membrane switches, moisture sensitive switches, and blinking switches. All switches have a sensor on one end and a mono jack on the other end that hooks into the device being directed. **
 * SPECIFIC SWITCHES: **
 * TILT SWITCHES: **** A tilt switch is used by having the student wear a head band with the switch attached to the headband by a Velcro patch. The switch is activated by the movement of the student’s head forward or backward by just a few degrees. It has no auditory or visual feedback but is appropriate for those students who have very little movement. It is also used with a bleeper connection to sound an alarm to remind a student who slumps forward to lift his/her head. Quality Enabling Devices supplies tilt switches for approximately $30 – 40. 9LA11M Tilt Switch  **
 * Size: 34 x 11mm diam. (1.3 x 0.4 inch diam.) Force: tilt only **


 * RIBBON SWITCH: **** A ribbon switch is just as the name implies – shaped like a short swatch of 3cm wide ribbon. It is a flexible switch that is pliable as it bends. As it does not require much pressure or accuracy to activate it, a student can swat at it and thus activate by bending it in either direction. The switch can be operated by head movement or any tight access area such as between upper or lower arm and trunk; thighs; knees; or under chin. It is soft to touch and is waterproof. **
 * Tactile feedback Zygo supplies the ribbon switch at approximately $66. 9TA58700 Ribbon Switch **
 * Size: 1.3 x 1.5 x 5cm Force: 110g (4 oz) Weight: 32g (1.1 oz) **


 * SUPER-SENSITIVE SWITCH: **** Supplied by Tash-Enable Net, the Micro Light is an example of a highly sensitive switch. Selling at $53, it is one of the most popular switches (90% of all) requested in New Brunswick though the assistive technology program. The Micro Light is activated by pressing down on the top surface with a **** feather light touch. A threaded insert on the bottom makes mounting easy with a standard screw. It also provides tactile and auditory feedback when depressed. 9TA5850 Micro Light Switch  **
 * Size: 45 x 13 x 20mm (1.75 x 0.5 x 0.75 inch) Force: 10g (0.35 oz) **


 * SETT (Student/Environment/Tasks/Tools) FRAMEWORK FOR CHOOSING A SWITCH: **** Any decisions regarding an input-switch for a student would be made collaboratively with the school-based team and health professionals such as an Occupational Therapist. The student ’s level of functioning (physical/dexterity/mobility/cognitive) would be evaluated and matched to a specific type of switch. For example the tilt switch would be for a student whose mobility/dexterity is so limited that a nod of the head is the easiest movement to control. The environment where the switch would be used would be considered. The switch itself is just a means to an end so the unit that the mono jack hooked into would have to simultaneously be evaluated for appropriateness to the school situation. The tasks that the switch and accompanying device would be capable of would need to be looked at – are the expectations appropriate to what the devices can do? Do these tasks make inclusion of the student in the classroom possible? Finally, the tools of the switch and accompanying device – can the student be trained to use these tools? Is there someone who can do the training of both the student and the school-based personnel? Can a series of switches be trialed before deciding on a final one? **
 * IMPLEMENTATION PLAN: **** Once a decision is made on a specific switch, the Who, What, Where, When, and How of training the student to use the switch needs to be considered. The student’s Occupational Therapist would be key in the planning and implementation of the training, as would the Resource Teacher. An initial set up and training would most likely be done by the Occupational Therapist and then a schedule to monitor progress (both the student’s and the school’s) would be organized by the Resource Teacher.  **

The square layout of the Tech/Four communication device is perfectly suited for users with a limited range of motion, and can easily be installed in areas with restricted space. **
 * Communication Devices **
 * WHAT IS IT? **** A communication device is an augmentative system that facilitates the exchange of information between people or equipment. The device is able to compensate for temporary or permanent impairments, activity limitations, and participation restrictions of individuals with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication In Assistive Technology communication devices are known as Augmentative and Alternative Communication (AAC). **
 * TYPES OF COMMUNICATION DEVICES: **** The different types of augmentative and alternative communication devices include: Tech 4, Advocate, TouchSpeak, PCChat, DynaVox V, iChat 3. As computer technology evolves the number and variety of the devices increases. **
 * SPECIFIC COMMUNICATION DEVICES: **
 * TECH 4: **** The Tech 4 is a four message augmentative and alternative communication device. One is able to record and playback four messages on a light-touch membrane panel box.
 * Tech 4 is a product from the Tech Series family, and although discontinued is available from the Easter Seals library. The product uses Real-Voice which is a high quality audio reproduction. Two output jacks are provided for external connections to control toys, appliances, etc. Two input jacks are provided for switch access for students who are unable to touch the squares but who may be able to use a tilt switch or a grip ‘n’ puff switch. To activate all four squares, four switches would be needed. It is light-weight and very portable. Interchangeable overlays that can be easily created with Tech/Overlay Designer or Boardmaker can be inserted into the device. **
 * Standard message length is 8 seconds per message **
 * Square picture size of 2.75 in. **
 * ADVOCATE: **** Small portable digitized recording communication aid with symbols or word grids.  **
 * Purpose: This communication aid is designed for children and adults. It is easy to use and very versatile both for messages and when linked to other electronic devices as a remote control. **
 * Features: The grids can work with up to 16 cells that can be used by direct selection or scanning through switch access. Digital recording of voices can be used with a remote text display, direct voice output or using an infrared link to external devices. Changeable overlays can be created using Boardmaker, Writing With Symbols or Microsoft Word. The Advocate has up to 16 minutes of recording with 16secs per location or cell. There are two built-in alarms to attract attention. The batteries are rechargeable and the device can be carried in a pouch or wheelchair mounted. Dimensions: 270 by 70 by 30cms, Weight: 275g (Approximately $2000) **
 * SETT (Student/Environment/Tasks/Tools) FRAMEWORK FOR CHOOSING A COMMUNICATION DEVICE: **** Any decisions regarding an augmentative communication device for a student would be made collaboratively with the school-based team and health professionals such as an Occupational Therapist and Speech and Language Pathologist – The Stan Cassidy Centre has expertise in helping with these decisions. The student ’s level of functioning (physical/dexterity/ mobility/cognitive) would be evaluated and matched to a specific type of communication device. Cognitive deficits have a negative impact on the functional use of Augmentative and Alternative Communication. Problems in the area of executive functioning are particularly important, but other functions, such as memory and semantic processing also play a role in what type of device could be used. An inventory of the student’s communicative needs and opportunities would be crucial in both choosing and programming the device. The environment where the communication device would be used would be considered. Will the student use the device in a quiet work area, a noisy classroom, just at school or at home also? The tasks that the communication device would be capable of would need to be looked at – are the expectations appropriate to what the device can do? Do these tasks make inclusion of the student in the classroom possible? Is this communication device an end in itself or is it also a semantic language training device. Goals connected to each of these would be chosen. Finally, the tools -  the communication device – can the student be trained to use this tool? Is there someone who can do the training of both the student and the school-based personnel? Can a series of communication devices be trialed before deciding on a final one? **
 * IMPLEMENTATION PLAN: **** Once a decision is made on a specific communication device, the Who, What, Where, When, and How of training the student to use the communication device needs to be considered. The student’s Occupational Therapist and SLP would be key in the planning and implementation of the training, as would the Resource Teacher. Goals for each stage of the communication device’s use would be chosen. For example: 1) the physical touching of the right pad or if connected to a switch, the activating of the right screen. 2) the executive functioning of choosing the appropriate screen. 3) the semantic functioning of using language for a purpose. 4) the use of the communication device to activate another machine or appliance – toys or televisions. An initial set up and training would most likely be done by the Occupational Therapist and SLP and then a schedule to monitor progress (both the student’s and the school’s) would be organized by the Resource Teacher. The Resource Teacher would also play a crucial role in breaking down the goals into achievable outcomes and in training support para-professionals in the how’s and why’s of the device. On-going evaluation of the device’s use could be categorized and rated as: 1) no functional use, 2) dependent use, 3) independent use, 4) extensive use. **