Abstract
This study investigated the use of electronic adaptive devices (switches) with students with severe multiple handicaps. In Experiment I, studients were assessed on “contingency awareness” by evaluating their responding to feedback from toys contingent upon switch activation. In Experiment II, students were given an opportunity to select preferred modalities of feedback contingent upon switch activation (i.e., reinforcer preference testing). The results of Experiment II showed that students with multiple handicaps can learn to use switches to control stimulus presentations and to identify reinforcers. These finding are discussed in terms of their classroom applications and implications.
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This paper is based on a thesis completed by the first author in partial fulfillment of the requirements for an M.S. degree in the Department of Special Education at the University of Kentucky. Jennifer Leatherby is now state coordinator for Deaf/Blind Services.
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Leatherby, J.G., Gast, D.L., Wolery, M. et al. Assessment of reinforcer preference in multi-handicapped students. J Dev Phys Disabil 4, 15–36 (1992). https://doi.org/10.1007/BF01046339
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DOI: https://doi.org/10.1007/BF01046339