A microswitch for vocalization responses to foster environmental control in children with multiple disabilities

The present study assessed whether two children with multiple disabilities could learn to successfully operate a special microswitch through vocalizat ion responses so as to obtain environmental stimulation. The study was carr ied out using a non-concurrent multiple baseline design across individuals. The treatment phase of the second child started after he had received twic e the number of baseline sessions used for the first child. The results wer e positive, with both children increasing the frequencies of their vocaliza tion responses during the treatment. The importance of using such responses (which do not require excessive efforts and are highly valued) for operati ng a microswitch with children with multiple disabilities is discussed.