Teaching individuals with profound multiple disabilities to access preferred stimuli with multiple microswitches.

Tam et al. (2011) worked with six adults who had profound multiple disabilities. Each person got two microswitches. One switch turned on a highly liked item. The other switch turned on a less liked item.

The team first ran a regular preference test to see what each adult liked most. Then they taught the adults to hit the switches. Last, they placed both switches side-by-side so the adults could pick.

All six adults learned to press both switches. Five adults pressed more when both switches gave liked items. Three adults clearly picked the highly liked item in the final side-by-side test.

The results show that people with profound disabilities can learn simple choice making. They also show that earlier preference tests matched what adults picked later.

Lancioni et al. (2011) used the same microswitch idea with post-coma adults. Their adults also learned fast and chose preferred items. May’s study extends that success to people with intellectual disability.

Kahng et al. (1999) warned that real items work better than pictures in preference tests. May’s adults chose real items through switches, backing up that advice.

Hanley et al. (2003) showed how to turn non-liked tasks into liked ones. May’s work adds the first step: make sure you know what is truly liked before you try to change it.

If you serve adults with profound needs, give them two microswitches linked to real items. Run a quick preference test first, then let the client choose. You will see more responding and confirm your reinforcer picks in the same session.