FUNctional Switching
FUNctional Switching is an approach to developing switch skills developed by Charlie Danger in collaboration with CENMAC and Kezia Hesketh at Ace Centre.
The focus of FUNctional Switching is the use of fun activities that encourage engagement with peers and family members while developing switch skills. The five stages to FUNctional Switching are clear and easy to follow.
Our Gears Analogy
Learning to use switches can be thought of like learning to drive a manual car. The early stages get you moving, but after that, the gears can be shifted around based on context and activity.
Our first gear is the important place to begin. Just like you can't start driving without first gear, you can't begin switch work without understanding cause and effect. This is the foundational skill that everything else builds on.
Gears 2 to 5 are all about refining and expanding switch use. You don't always need to use them in order. Sometimes you cruise through all the gears in sequence; sometimes you skip straight to a higher gear, depending on the task and motivation. Other times, you might shift down for more control. Every gear has its place.
Why Learn Switches?
Switches are very useful for people with physical and/or intellectual difficulties. They can be used to:
- Play video games
- Interact with people
- Control the environment
- Provide independent mobility
- Control a communication aid
- Access education
Most people learn quickly to press a single switch for a single response (often referred to as "cause and effect"). Some require additional opportunities to learn.
Some activities require understanding of scanning. This is the approach used to choose from many options when you can only press one or two switches. Scanning is needed to type any letter of the alphabet, or to select from a wide range of symbols on a communication aid.
The process of learning from simple cause-and-effect up to scanning is known as switch development. The five steps of FUNctional Switching is our take on this process.
Before You Begin
Get to know the person before you introduce your first switch. If possible spend some time with them while they engage in their preferred activities. If it's a child then watch the parents or other people play with the child.
During this step you can observe some essential information such as:
- Sensory Skills (particularly vision and hearing)
- Physical Skills (for switches access points)
- Motivation (FUN and engagement are key to learning!)
Cause & Effect
Understanding that the switch causes something to happen is an essential first step. Often learners already understand this idea in general, but haven't connected it with switch use.
FAQs
Answering common queries and concerns.
New Movements
Once the person understands that the switch does a load of really cool stuff they are likely to put some effort into learning new movements or using movements which initially they might find difficult. Work around the person's body to find at least two, if not more, movements that reliably activate the switch. It doesn't matter too much if these seem clumsy or take a while to initiate – we'll improve these later. Bring lots of activities and have lots of FUN.
FAQs
Answering common queries and concerns.
Two Switches
Having two switches in two different parts of the body is a bit of a leap that requires coordination, problem solving, sequencing, making choices and a load of other skills. Fortunately, you can learn these skills through FUN activities.
Just remember at this stage the switches do two different things. When the person chooses a switch be sure that you react quickly.
FAQs
Answering common queries and concerns.
Build or Scan Failure Free
At this point the young person is motivated and coordinated to use two or more switches. It's a good time to introduce the rather peculiar concept of scanning, which involves one switch interacting with the other. Scanning can be taught through error-less activities as it can be a bit confusing at first.
FAQs
Answering common queries and concerns.
Scanning with Purpose
By providing scanning we are providing choice, and we're able to interpret that choice as an intentional and meaningful way to communicate. Playing computer games that involve scanning to particular cells to 'win' is a good start, as is beginning to interact differently to utterances from the communication aid. At this point we assume that if someone scans on the communication aid and says something – they mean it and we act accordingly.
FAQs
Answering common queries and concerns.
Acknowledgement and Thanks
This work builds on the successful strategies developed by Linda Burkhart, Judy King, Tony Jones, Ian Bean and Michelle Lange.
The model was inspired by the teachers and therapists supported while I was working in Qatar. Thanks go out to the staff at Mada and Hamad Medical Corporation for their feedback and frequent reminders to keep it simple.
Thanks also goes to Will Wade and Alli Gaskin at Ace Centre for their encouragement and support, and particularly to Alli for providing the name FUNctional Switching.