Some learners repeatedly tap or bang the switch indiscriminately. There are a number of reasons why this might be happening.

1. The learner does not understand the task.

The first step in learning to use a switch is to develop an understanding of cause and effect. The learner needs to understand that their switch press is resulting in the on-screen reward or other effect. Some learners grasp this immediately, while others require lots of practice with a wide variety of activities.

A simple way to assess whether a learner has understood this is to present them with two switches, one of which is not connected to anything. If they repeatedly press the unconnected switch without realising nothing has happened, they have not made the connection.

In this instance you might like to return to using switches with more concrete effects. You could use a battery adaptor to connect it to battery operated toys, or use a PowerLink to use a switch to operate mains devices like fans or food mixers.

2. The learner is not motivated by the activity.

Try using other software, or better still, make an activity with SwitchIt! Maker 2 using images and sounds from known motivators. Remember that software such as the SwitchIt! Extra series and Big Bang enable you to select which animations are played when the switch is pressed. Careful observation can help you identify those animations the learner finds stimulating.

For some learners, it can be more motivating to see the reactions of the people working with them rather than looking and listening to the on-screen animation. A lovely example of this was seen recently where a child was using SwitchIt! Farm Extra, and pressing a switch to see and hear the farm animals. Each time the child pressed the switch to reveal a new animal, the support assistant performed the Makaton sign and did her own version of the animal noise, something the child found incredibly entertaining. You could also attach a switch to a simple communication aid, such as a BIGmack. Record messages that enable the pupil to control others – a great motivator! Try “All line up,” or “Jump up and down”.

When using battery toys, it is best to try and make the device part of a motivating activity. The learner could operate a tape recorder in a game of musical statues, or mix a milkshake for their friends. If they are only expected to turn on a battery device and watch it, they will soon become bored.

3. The learner is being stimulated by the auditory and tactile feedback from the switch.

Replacing the switch with a Pal Pad switch that provides no auditory or tactile feedback can often help. You could also try using the momentary activation method where the child has to keep the switch pressed to receive the reward.