Feature: 101 Ideas for a BIGmack

106 Ideas for using a BIGmack

The BIGmack is a brilliant, affordable, robust, easy-tech, augmentative communication system from AbleNet. It allows the recording of one message of up to 120 seconds (depending on the age of the BIGmack) and the message's repeated playback by the activation of the large (red in my symbol) switch on the top of the system. The top surface of the switch (switch top) unscrews such that a different coloured switch top can be used (four tops are provided with the purchase of the BIGmack: red, blue, yellow and green). The BIGmack is also supplied with a snap on switch cap which is a clear plastic cover for the switch top that will protect any attached symbol. BIGmacks are available from a wide range of companies.

In the BIGmack family are a number of other augmentative communication devices. The ideas presented below equally apply to them. These easy-tech systems include: LITTLEmack, BIGstep, LITTLEstep, and the iTalk2,

As the BIGmack is a versatile tool it can also be used as switch access to another device. As such, the switch rules also apply. Do not be tempted to use it without an accompanying symbol (as depicted in the symbol for the BIGmack above) as that will simply promote 'flyswatting' which is a feature of passive Learners. The BIGmack is typically used to make a greeting for people experiencing severe and profound cognitive difficulties. However, we need to ask what such Learners are getting out of this action: what are they understanding? We should always be asking ... "and you're doing this because?"

Training

Want training just on BIGmacks and LITTLEmacks, BIGsteps and LITTLEsteps explaining the sorts of things covered on this page with lots of hands on for participants? No problem!

Don't want to read everything that is on this page? Like what you see and want to pass it on to others? Want clarification of one or more points? Then why not get the message straight from the horse's mouth and book a training course? It's easy to book just Contact TalkSense and let us know what you want!

Want a bit of this training coupled with a bit of that? Training can be tailored to suit your specific requirements. Contact TalkSense and let us know what you want!

101 ideas for electronic AAC systems that are simple

In addition to the ideas for the BIGmack and associated systems provided below there is now an additional page available with over 101 ideas for the use of simple AAC systems. When you have finished studying this page why not follow the link to this additional page and review the ideas posted there: the majority are different to those on this page. Just click on the the simple AAC symbol left to be transferred. There's a heck of a lot of stuff there!

Old Style BIGmacks

You may have several of the older style BIGmacks. I, personally, have two with which I have been demonstrating for many years. They are both still working brilliantly. However, even if they were not, there are still uses to which I could put them. It is my experience that the quality of the voice reproduction tends to fail first. Thus, while it may be still possible to record a message, the message may not playback all that well. As this is the prime function of the BIGmack, it may be thought that it is now of little use. However, there are other possibilities. One use is a switch for a toy or appliance; such use does not require the voice output. A second use is as a timer for a toy or appliance. Each of these alternative uses of the BIGmack will be covered in the section below. Therefore, the BIGmack message is, "DON'T discard me because I am old, I can still be very useful!"

TalkSense recommendation: If you do have an old or broken BIGmack and you are in the UK, it may be worth your while contacting the guys at a company called Excitim who offer a repair service for such items.

If you have an early version of a BIGmack (before 2003) it will have an extra jack available for use that has been lost in all modern systems. The jack allowed the BIGmack to be connected to an external speaker system such that it could be played through a ghetto blaster or other sound system which meant the output could be easily amplified. This was a useful feature if school was putting on a production for parents etc and Learners (using BIGmacks) had parts.

BIGstep

The BIGstep looks identical to the BIGmack although the wording on its surface is different. The BIGstep can be set to perform as a BIGmack but it can record an unlimited number of separate messages as long as the maximum recording time (2 minutes) is not exceeded. If three messages are recorded, each time the switch top is activated the messages are repeated in order, one by one in an endless cycle starting again after the third message has been reached. Thus, the BIGstep can be used to do everything that is asked of the BIGmack but also has additional capabilities. At approximately $45 / £30 difference in price, it may be better value for money to purchase a BIGstep unless you are certain that all you will ever need is the single message function of the BIGmack.

LITTLEmack and LITTLEstep

As there is a BIGmack and a BIGstep so there is a LITTLEmack and a LITTLEstep. Apart from beig smaller, they are a slightly different shape with the switch top being angled but, otherwise, they are identical in function to their bigger sibling, with the same interchangeable switch tops in the same colour range. Thus, all the ideas presented below are equally as relevant to these AbleNet systems. As their bigger forms they also come with a free clear snap-cap so that they can be used with a symbol to represent the stored message(s).

Why should you choose a BIGmack over a LITTLEmack or a BIGstep over a LITTLEstep or visa versa? If you are intending operating the system through a Learner's switch (There is a 3.5 mm jack on the rear of the devices for this purpose) there is little difference and it becomes a matter of personal choice although the little systems occupy less space by definition. There are a number of potential reasons for choosing one over the other including:

          -     Access: the BIG version have a larger target area, the smaller versions have an angled surface which may be easier to access
                for some Learners;
          -     Bigger systems are easier to see for some Learners and they offer a bigger switch top surface area that allows for a bigger
                symbol. Learners experiencing problems with visual acuity may require the use of bigger symbols and therefore the big version
                is more appropriate;
          -     Choice: in other words, personal preference;
          -     Space: the little versions take up less desk top, wheelchair tray, and storage space as they have a smaller footprint. If the
                Learner is going to work with more than one 'Mack' or 'Step' system simultaneously, space may be an important factor.

How many?

I am often asked by teachers "How many BIGmacks do I need in my classroom?". There is not a defintive answer to that question. However, ideally, every Learner that requires such a system should have at least one of their own (indeed, there is a case to be made for two or even three BIGmacks per Learner). If that is not possible, then good practice would dictate that there is at least one BIGmack or similar system between two learners. In a special needs class of nine pupils (each of whom required access to a BIGmack) therefore, there would be at least four systems; perhaps two BIGmacks, one BIGstep and one LITTLEstep. Remember, the 'step' systems can pretend to be BIGmacks but BIGmacks cannot pretend to be steps therefore, if money is tight, it is probably better to purchase 'step' systems than macks.

A common 'problem' of the lack of sufficient BIGmacks in any room is that staff have to move around the room presenting the shared BIGmack first to one Learner and then another. This approach increases the danger of promoting 'fly-swatting' (see below) and raises Learner waiting time (see below) both of which are features of passivity. It may also result in the increase of behaviours that staff may find challenging. Some Learners may even fall asleep! It is not considered good practice to leave any Learner unengaged for much more than a minute. There are techniques that can be used to good effect to counter such problems. See the ideas section below.

Recording

All new BIG and LITTLE macks and BIG and LITTLE steps record in the same way such that staff only have to learn the process once. It's really simple:

          -     On the rear of the devices is the record button;
          -     Press and hold it in until the record light comes on;
          -     Press and hold the switch top down. When you hear a beep start to record
                your message. The system has a built in mike so speak to the BIGmack;
          -     The recording light will flash while it is recording;
          -     When finished recording, release the switch top;
          -     You are still in Record mode so, to finish, press and release the record
                button once.

Older BIGmacks do not record in this way. They require that you hold the record button and the switch top down simultaneously as you record and release both to terminate recording. To avoid that annoying click at the end of a recording, release the record button BEFORE the switch cap to terminate the recording.

A recorded message can be repeated over and over again by activating the switch top. The message will NOT repeat if the switch top is held down continually; it has to be released and activated again. The entire message will play regardless of repetitive switch top hits. The battery compartment is underneath the device and typically batteries will last for 4.25 hours of continuous use. As the systems are not continually in operation, one battery should provide many weeks of active use. All these features guarantee a Learner a successful communication output no matter if they hit the switch top and hold it down or repeatedly hit the switch top (intentionally or by mistake).

Ideas, Suggestions and Problem Solving (ISP)

The following section of the web page deals with ideas for using BIGmacks and related systems in the classroom, at home, and out and about. If you have other ideas and would like to share them with the world please send them to me and I will add them to the list and accredit you. The BIGmack is a versatile tool and, I dare to suggest, essential for the education and inclusion of those experiencing Profound and Multiple Learning Difficulties. However, while there is more than one way of using it correctly there are equally ways of using it poorly. I hope to cover such aspects of BIGmack use in the section below. I hope one of the following ideas inspires you.

TalkSense wishes you good BIGmacking!

ISP-1: The BIGmack can be switch driven

If the Learner is using a switch of his or her own for other purposes then this switch can be utilised to drive the BIGmack. Simply plug the switch's jack into the socket marked 'switch' on the rear of the system, and then, activating the external switch performs the same function as activation the switch top on the BIGmack. Any switch with a 3.5mm jack will work. If the switch's jack plug is larger, an adapter will be required. Most of the companies that supply BIGmacks will also be able to supply such an adapter.

The Learner's switch will at like the switch top of the BIGmack. It will not repeat the message if held down and it will only play the message once even if hit several times consecutively. The message will always play fully right through ensuring a successful communication output.

If the BIGmack is being operated by a switch it need not be out on the desktop, wheelchair tray or other in front of the Learner but may be placed out of sight somewhere else. However, be careful not to muffle the BIGmack speaker and therefore diminish the sound quality.

In the very unlikely event this process does not work, check that:

          -     you have plugged the jack into the correct port correctly;
          -     you are not still in Record Mode;
          -     the switch is operational (plug it into a toy or similar that you know is working and check that it will operate the toy;
          -     the BIGmack is turned on, volume is turned up and it has a message recorded (activate the switch top);
          -     the battery in the BIGmack still holds power.

ISP-2: The BIGmack can be used as a switch

By plugging cable from the BIGmack into a battery-powered appliance such as a switch adapted toy, fan, vibrator, scissors, etc, the BIGmack can act as a switch. The BIGmackk comes complete with a cable especially for this purpose. The cable has a 3.5mm jack at both ends. Plug one end into the rear of the BIGmack in the socket marked Toy/Appliance and the other into the switch adaption for the toy or the appliance. If you have done this correctly, activating the BIGmack will activate the toy.

As ISP-1 suggested, we may control a BIGmack from an external switch and, therefore, by combining the two, we can turn on a toy or appliance connected to a BIGmack by using an external switch. Why do it this way and not simply plug the external switch directly into toy? The main reason is that the BIGmack can provide a voiced accompaniment (or sound effect) to the toy's/appliances actions.There is also another good reason which is covered in an ISP below.

Note: it is NOT possible to plug the BIGmack into a toy or appliance that has not been switch adapted. See ISP-3 below for instructions on how to switch adapt battery powered toys and appliances. If the appliance is MAINS powered, the BIGmack will need to operate through a PowerLInk or similar device. See below for information on the PowerLInk. You cannot plug the BIGmack directly into a mains operated system. It is unsafe to attempt to do this. Use the PowerLInk or similar.

If the toy or appliance fails to operate when the BIGmack's switch top is activated, check that:

          -    the BIGmack is turned on and the battery still has power;
          -    you have plugged the toy into the correct port on the BIGmack;
          -    the BIGmack is not still in record mode.
          -    the toy is operational (via a direct switch);
          -    the connection into the toy's switch socket is properly seated.

ISP-3: Using a Battery Device Adapter (BDA)

Many toys and appliances that are battery powered can be easily switch adapted providing the toy or appliance is controlled by and on/off switch and immediately begins to function when this switch is in the on position.

You wil need to purchase a Battery Device Adapter. The supplier of your BIGmack will probably be able to supply such an item. They cost a few pounds only. A BDA comprises a short length of cable on one end of which is a 3.5mm switch socket. On the other end is usually either a round or square, small, copper plate. The plate typically comes in two sizes both large and small. The plate is designed to be placed inbetween the battery and the battery terminal inside the toy or appliance. Its function is to break the current flow from the battery and divert it down the cable and through an attached switch. Thus activating the switch completes the circuit and allows the current to flow from the battery to the device which activates it.

Turn the toy or appliance off and then remove the battery. Replace the battery with the copperplate of the BDA inbetween the battery and the terminal. It does not matter which end of the battery you decide to use ... whichever is easier.

The cable of the BDA will probably prevent the battery compartment door from shutting correctly. As most battery compartment doors are made from plastic, it is easy to file a small triangular notch into them to permit the BDA cable an easy exit. Any small triangular file will serve for this purpose, Such a tool can be purchased very cheaply from DIY stores or supermarkets if you do not already possess one.

With the BDA in place and the battery compartment door now shut, you can connect a switch to the socket on the exposed end of the BDA cable. Set the toy or appliance's on/off switch to the ON position. The system should NOT operate until the attached switch is activated because the flow of current from the battery is being interrupted. The toy or appliance should operate only when the switch is activated and stop when the switch is released.

Typically, BDAs come in two sizes; one with a small copper plate for smaller battery sizes and one with a large copper plate for the bigger battery sizes.

Note: where the toy requires the user to press a paw to activate it a peg or a bull dog clip can overcome that issue allowing the toy to function from the switch alone. Toys with multiple control features cannot easily be switch adapted and should be avoided.

ISP-4: Using the BIGmack as a timer

People are often surprised to discover that the BIGmack can act as a timer to control an external, battery-powered toy or appliance. When the toy is connected to the BIGmack and the BIGmack is activated, the toy or appliance will remain in the on state for the length of the recorded message. If the message is short the toy will only stay on for a very short period. If the message is long then the toy will remain active until the message is complete and then stop.

Thus, to turn your BIGmack into a timer simply record a message or a sound of the length of time required and attach the toy or appliance. While the message is playing the toy is active. If you do not want a message or sound simply record silence into the BIGmack for the desired time interval.

Plugging an external switch into the BIGmack will now operate a toy or appliance for a period of time up to two minutes (the maximum recording time on a BIGmack. If you are using the toy or appliance to teach cause and effect skills then you should use timings of between 5 and 15 seconds as the reward for a single switch activation. Anything longer is too much and anything less is too little.

ISP-5: The BIGmack with the PowerLink

If you want to control mains appliances with the BIGmack you will need a PowerLink system of similar. AbleNet's Powerlink permits a mains applianced to be safely controlled by a single switch that is attached through a switch socket on the front of the device. Using the controls on the top panel it is possible to set the PowerLink to time in seconds or minutes as well as to operate directly (i.e. to work only when the switch is activated) or in latched mode (i.e. like a light switch - activate the switch once to turn the device on permanently and activate it a second time to turn it off).

If the PowerLink does all that why would you want to connect to it using a BIGmack? The answer is simple: to provide a voiced or a sound accompaniment to the appliance. "Let there be light" and the desk lamp comes on. Using a BIGstep ... the second activation in PowerLink latched mode could say "and darkness fell" and turn off the light! Those examples are a little 'tongue in cheek' but nevertheless illustrate the concept.

ISP-6: The BIGmack with the SLAT

SLAT stands for Switch Latch And Timer and is another AbleNet device that allows latched and timed control of a battery powered toy or a battery powered appliance. In other words it is the battery powered equivalent of the PowerLink. As we have seen (ISP 4), the BIGmack can already act as a timer up to two minutes, the SLAT provides for additional time up to 60 minutes. The SLAT can also be set into latched mode which means that it will turn a device on permanently (if an attached switch is activated) and, on the subsequent activation of the switch, turn it off permanently (think of a lightswitch). Thus, by routing the BIGmack through a SLAT, a battery-operated device can be turned on permanently and then, with a further activation, turned off. The SLAT is NOT for use with mains-powered items, that requires a PowerLink.

Typically, the SLAT is not used in conjunction with a BIGmack but directly from a switch but, if the BIGmack were operating as a switch, it could be used in this manner.

Please note that the SLAT devices may be discontinued in the near future. However, the BIGmack itself can be used as a timer. Please the the appropriate section on this page.

ISP-7: Unsuited to Control

Some items are unsuitable to control from a BigMack either through a BDA or though a PowerLink. If you are trying to establish cause and effect for example, it is no use at all working with appliances that do not operate immediately. For example a kettle, or a toaster or an iron do very little when switched on no matter what the BIGmack might have to say about it! While the BIGmack will always respond immediately, the appliance make take some time to operate. This is of no use if a Learner is trying to establish Cause and Effect skills.

An iron, for example, does very little once a switch is activated and even when it is ready to be used, it is hardly stimulating material for any Learner! It is also very hot and so represents a danger. Although, control of the iron would never be literally in the hands of the Learner, another would perform that function and so safety, although a crucial concern, is not really the most important issue in this instance.

ISP-8: Positioning the BIGmack

Putting the BIGmack in exactly the right position is essential for accurate targeting and access for the Learner. Once a position has been established, maintaining the position is important so the Learner gains automaticity of movement. If the system is one position in one classroom and occupies a different position in another and yet somewhere else in a third, how is the Learner ever to learn where to target let alone the purpose of the system? A system's ideal position is best decided as a result of input from a multidisciplinary team. The system does not have to be mounted flat but could be best placed at an angle to ease access for some individuals. Once established, the ideal location and orientation should be photographed and that photograph displayed prominently such that all staff involved with the Learner are aware of what has been decided and can always reposition the system in the same location and orientation whenever it is set up afresh or has had to be move for whatever reason. Photographs can be displayed in the Learner's communication passport, added to Learner files, or even stuck to a part of a Learner's wheelchair.

A less expensive and relatively easy way of mounting the BIGmack so that it doesn't slide around in a wheelchair tray is to cut a piece of old carpet to the shape of that tray. Then, stick the hooked side of Ultramate Velcro (or equivalent) to the base of the BIGmack. The BIGmack will then adhere to the carpet in the tray and stay where it is put. If the carpet becomes messy it can easily be removed to be cleaned or replaced with a fresh piece. For use on a desk top, a simple carpet square will not normally slide around and the BIGmack can be attached in the same way.
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AbleNet market a product (which is like a very sticky Dycem) known as Ultrastick. This reusable adhesive typically comes in packs of three circles of different sizes. One circle will not only adhere to a flat surface but will hold the BIGmack in place. When the Ultrastick starts to get dirty and loses its stick after frequent use it can simply be washed and it is almost as good as new. It is not recommended to use Ultrastick to hold the BIGmack on vertical surfaces.

Another very interesting mounting system is a substance called 'Stick and Suck' available from R.J.Cooper in the States and Ability World in the UK and Australia has a surface that is self adhesive and will stick permanently to the base of a switch or a BIGmack. The opposing surface comprises thousands of tiny suction cups that adhere to any flat surface extremely firmly. I have used this method to mount large switches vertically with great success.

The BIGmack has bolt holes in its base such that it can be attached to a large triangular base plate that can affixed to an AbleNet universal mount. This mount will clamp to a table surface, desk or the tubing of a wheelchair and may be adjuste to present the switchable surface of the BIGmack to the user in almost any position.

Sensitrac mounts available from a number of companies worldwide have a patented rubber suction base. When placed on any clean flat surface, they adhere like a limpet and yet can easily be released and repositioned by lifting the exposed rubber base section. While there are a number of variations on this theme, the two most frequently used are the flat pad (which can be used to position the BIGmack in a flat position) and the angle arm (See symbol above)(which can be used to position the BIGmack at any orientation in any position).

ISP-9: BIGmacks do not have to be activated by hand

The BIGmack can be operated by any part of the body that can exert a pressure of a little over 85 grams. An elbow, a foot, or the side of the head can all be used.

Don't forget, the BIGmack can be operated by any switch with a 3.5mm jack plug and, so, almost anything is possible. With specialist switches, even a controlled bodily movement of millimetre can be detected. Therefore, it should not be beyond even the person with most severe of disabilities to have access to its use.

ISP-10: Turn it over!

When an individual finds it difficult to remove his or her hand (or foot) from the surface of the BIGmack after making an activation a simple solution is mount the BIGmack upside down just above the Learner's arm, hand, or foot. As the arm or hand is raised or the foot is flexed so the BIGmack is activated and, once activated, the Learner only has to relax a little and gravity will do the rest!

Remember that the BIGmack can be operated by any switch and so it is the switch itself that could be mounted upside down and not necessarily the BIGmack. For learners who have limited strength the switch can be almost touching the body providing it is not easily activated accidentally. With a little work it should be possible to find the ideal distance.

ISP11: Slip sliding away

If the Learner cannot make use of the idea in ISP9 above, then s/he may be able to slide their hand along the smooth surface of a wheelchair tray or a desk or table top. This being the case, the BIGmack or switch can be mounted vertically so that the hand activates it as it slides into it. the slide can be thrusting as in the symbol to the left or a lateral movement; whichever way suits the Learner;s abilities the best.

ISP12: Remote Control

If, for any reason, you want to provide wireless remote control either from the BIGmack or to the BIGmack, it is simply a matter of adding a Jelly Beamer or BIGbeamer into the equation. I have tried a lot of wireless remote systems and I have not found one as reliable at the Jelly Beamer or the BIGbeamer. As I get no payment from AbleNet or from any company for saying that it is just a personal opinion based on a lot of experience. Of course, as I write this to the web another system may already be entering the market that is more reliable (or more compact or less expensive) but it would have to be very special indeed to beat the AbleNet quality.

By attaching the Jelly Beamer receiver into the BIGmack switch port the BIGmack can be operated wirelessly from any switch plugged into the Jelly Beamer transmitter. By attaching the transmitter to the toy socket of the BIGmack the BIGMack can be used to operate any toy or appliance remotely. It literally depends on how you put all the bits together as to what functionality you eventually create.

The Jelly Beamer is a two part system: the transmitter (which is shown in the symbol above) and the receiver (not shown). The transmitter can be operated via the built in switch OR by and switch (or BIGmack) plugged into teh socket on its side. It will transmit to the receiver which is itself plugged into a toy or appliance (or BIGmack) and, thus, the toy or appliance is operated.

ISP13: Avoid fly-swatting

What is flyswatting and what problems arise from it? I have observed staff members using a single BIGmack and moving around a group offering it in turn to each Learner. The Learner is required to activate the BIGmack which says some message or plays some sound. The teacher makes a comment and the then moves away. The BIGmack does not carry a symbol. What do we make of such an activity? What is the Learner actually learning? If I was to ask "and you are doing that because?" What would be the response?

In such situations the Learner is (most likely) presented with BIGmacks throughout the day; maybe the same BIGmack several times. Each time it is presented, the BIGmack says or does something different and, without even a symbol to give some cue as to what is happening, what is the Learner to make of it all (especially if that Learner is experiencing PMLD)? A Learner may learn to 'flyswat' the BIGmack as it is presented and views the staff member's response as a desirable reward to that behaviour. However, such 'fly-swatting' activity is viewed entirely differently by the staff member concerned: Staff may assume the Learner's 'co-operation' equates with an understanding of their objective(s) for the session. This may be far from the truth. Of course, some Learners may understand the intent of the session but how do we sort those that do from those that don't as both activate the BIGmack when presented?

Flyswatting is a feature of passivity not activity, or incusion or involvement, although it may be proffered as evidence of such by some staff. A Learner may have to go through some form of flyswatting stage in the beginning to interact with any switching system. However, once we have that interaction, we must ensure that cause and effect is established and that subsequent actions become meaningful. How do we do that? The following ISPs begin to address that question.

While the staff in this youTube video have made a reasonable attempt at working this group of young people, there are a number of ways in which the practice can be improved further. As this page is dedicated to the BIGmack, the suggestions will be addressed to just that section of the video:

          -     The BIGmack is used without a symbol. It would improve practice to use a symbol or a tactile switch cap (see below)
          -     It is difficult to tell from a video but the young lady could just be fly-swatting and not really gaining from this interaction.
                Does she understand the message or is she just 'playing' with the system when it is presented. I would advise the staff
                to take a step back and assess her understanding.
          -     The activity is focused on each Learner in turn. This means that the Learners are spending most of the time waiting for their turn
                or waiting after their turn. I would suggest that they alter they way that they teract with the Learners so that it improves the time
                they are 'on task' (see below)
          -     It's generally better if systems are mounted and not just hand held by staff and then withdrawn.
          -     Although the video is called 'morning greeting', I couldn't really tell what the focus of this session was and what they were trying
                to achieve. I would want to ask ... "and you are doing that because?"

ISP14: A BIGmack should be used with a symbol

I have observed BIGmacks being used in fly-swatting activities: being presented to one Learner after another without a symbol to signify the message. The Learner enters one classroom and is presented with a BIGmack; s/he hits it. It makes a sound and the teacher moves away. Later in the day, another BIGmack is presented, the same colour as the first; it makes a different set of sounds and the teacher moves away. What have I learnt? I have learnt that when this thing is presented I am supposed to hit it and then the teacher will smile and move away. In order that the Learner can begin to make some sense of his or her world we need to provide as much (sensory) support as possible, structuring learning in such a way so that it promotes understanding. One of the things we should ensure is that we label switches and label BIGmacks. The label (symbol) is held in place on the BIGmack by the clear plastic switch cap that is provided with every purchase.

You may use your own symbols or you may download the TalkSense SwitchSym set which is completely free of charge for use in educational establishments and for any non-commercial purpose. The download is a Word document containing a set of TalkSense's own symbols that cover a range of activities that may be used with a switch or a BIGmack. There are different size downloads for the LITTLEmack. Cut around the dotted line and they fit perfectly under the snap on switch cap. Do NOT laminate the symbols (or, at least make a separate set that are not laminated) as they will then beome too thick to sit under a switch snap cap and tend to force the cap off during use. If a switch cap isn't available however, laminating symbols will make them last longer.

You may also want to link the colour of the switch top with the activity promoted by the BIGmack's message. For example, social greetings could always be addressed with a green top BIGmack. However, as they are such abstract concepts, I have always been a little sceptical about the relevance of social greetings in work with individuals experiencing PMLD. I would tend to begin with much more concrete messages and functions.

Download BIG SwitchSyms DOWNLOAD Use these for BIGmacks and BIGsteps

Download small SwitchSyms DOWNLOAD use these for LITTLE macks and LITTLEsteps

ISP15: Attach Symbols with a Switch Cap

Attach symbols to BIGmacks using the clear plastic snap on switch cap that comes with the purchase. Laminated symbols tend to be too thick to fit underneath the cap easily and may even force it off during use. as such, it is best to use unlaminated symbols. If such a set of symbols is prepared in advance and kept in a clear plastic wallet that is perhaps hung an a classroom wall, then all have easy access and cannot claim they couldn't find one or that it was to time consuming to set up. There are links to download such a set of symbols in ISP13 above.

Ensure that the orientation of the symbol is correct from the Learner's perspective as we want the Learner to begin to associate the symbol with a particular POLE (Person, Object, Location, Event).

ISP16: Sensory Switch Caps

What do you do about those Learners who have problems with visual acuity and cannot see a symbol? As yet, Sensory Switch Caps or even Sensory Switch Tops are not available from AbleNet. However, it is not outside the bounds of possibility that one day they might market something like this. In the interim, why not make your own?

Extra switch caps can be purchased from your AbleNet vendor, Do not modify the screw on switch tops but, rather, the clear plastic snap on caps as this is both easier to do and significantlt less expensive. As the caps are clear it is possible to trace out designs through them which makes for some interesting possibilities as described below.

Simple Sensory Switch Caps can be constructed using some spray glue, a piece of circular card cut to fit the shape of the switch cap, and some materials that can be attached with the glue to the top of the cap.

          -     Take the card and create a template by piercing and cutting a circular hole
                approximately 15mm in from the outer edge;.
          -     Place the card template on top of the switch cap on top of some old newspaper;
          -     Using the spray mount glue, spray a film of glue onto the switch cap through
                the template;
          -     This will create a circular film of glue on the surface of the switch cap;
          -     Now attach a substance to the glue. For example, you could sprinkle dry sand
                over the surface;
          -     Allow to dry and shake off the excess.

You now have created a Sensory Switch Cap. It is better practice to have sets of caps for individual Learners rather than share them amongst a group.

Having created a sandy Sensory Switch Cap, we now must associate it with a POLE (Person, Object, Location, Event) by using it only in conjunction with that particular activity. For example, the sandy cap could be used every time the Learner is engage in something to do with music. There is no connection between music and sand (apart from the musical - the Sand of Music!)(Sorry!); we make the connection by using it consistently every time the POLE features music. To this end, Sensory Switch Caps must be made for switch use as well and, therefore, if we are using BIGmacks and Jelly Beans, two sizes of switch caps need to be adapted.

Once adapted, stick a label on the inside/underside of the cap, which won't be seen during use, that will serve to identify its POLE link (music) and the owner of the cap(so it can be returned to rightful Learner should it be misplaced).

Do not be tempted to create thousands of such caps: start simply with just a few. Below are some ideas for the POLE and the surface:

          POLE SUBSTANCE
          Music Sand, raised musical note
          Greeting Fur / Felt circle (the looped side of velcro is also good)
          Water/bubbles Sponge (could even be made to be slightly damp) (use a blue BIGmack?)
          Toy (animal)           Fur / Leather / Wool / Suede
          Toy (vehicle) Wheel
          Light source Electric wire arranged in a particular pattern
          Vibration Stick-on feet (Maplins sell such things) to create domed bumpy surface
Fans Wire mesh (fans are generally protected by a wire cage)

Here are possible other everyday and inexpensive substances that could be attached to represent other POLEs: coin, rice, fishnet, matchsticks (spent), key, paperclips, chain, string, tin foil, washers, dried peas, sections of plastic straws, plastic scouring pads. Some of these will require stronger glue. Where the substance may require washing it can be attached by velcro so that it may be removed. Where objects of reference are being used, it is important to liaise with the staff concerned with the management of the scheme such that conflicts are not created.

If you have other good ideas in this area, why not contact me so that I can add them into the site? CONTACT

There is another method of making sensory switch caps which involves ...

ISP17: Raised surface Sensory Switch Caps

Hot glue is a relatively easy way of creating a raised line on top of a switch cap. As the switch cap is clear a design can be placed underneath and then traced with the hot glue gun leaving a raised surface line that adheres to the cap and can be felt by the Learner in interactions with the switch/BIGmack.

If you don't want to use hot glue then silicon sealer comes in tubes that can be placed into a dispenser (available from DIY stores) that will set to provide a continuous raised line on the surface of the cap.

If desirable, you can combine both the above ideas, infilling the area enclosed raised line with a sensory surface. For example, one could create a simple musical note shape outline and fill the inner surface with sand.

Raised lines need to be as distinct from other patterns used as possible to raise the potential of Learner cognisance. Again, do not be tempted to create hundreds of such items: start simply and consult as may others as possible on your ideas for designs for links to POLE items.

ISP18: Social Greetings: My Furvourite experience!

As social greetings as commonplace daily activities and therefore can be reinforced often they are ideal for working with Individuals Experiencing PMLD (IEPMLD). However, as social greetings are abstract concepts (what is an 'hello'?) they are also less than ideal! If we are going to work with greetings with IEPMLD then we need to make the experience easy to understand. One idea for doing this is the furry glove approach. By fur, I mean faux (fake) fur: no animal should be hurt to use this idea.

You will need to obtain a pair of faux fur gloves. You can purchase these new or look in charity shops. If you are right handed, keep the right hand glove whole. If you are left handed reverse this procedure. Using the other glove, cut out a section of fur that will fit on the surface of the switch cap for the BIGmack (or LITTLEmack). Attach the fur the the cap using velcro, so that it can be taken off for cleaning from time to time. The BIGmack now has a furry surface. This surface should ONLY be used for greetings such as 'Hello', 'Good Morning'. 'Good Afternoon'.

Before saying 'good morning' to your group in the classroom, put on the remaining furry glove and hold the BIGmack (with the furry switch cap) in your other hand. Go around the group saying and signing 'Good Morning' to each group member. As you do so, either:

- shake their hand with your furry gloved hand OR
- stroke the surface of an exposed part of their skin with your furry gloved hand.

Present the BIGmack so that each Learner can also say 'Good Morning' to you and to the rest of the group. As the Learner does so, s/he is once again coming into contact with the furry sensation (fur is soft and friendly). Hopefully, over a period of time, the Learners will come to associate the furry sensation with that of greetings.

Note that after each ' Good Morning' response from an individual to the staff member and to the rest of the group, the rest of the group should all reply 'Good Morning' back to the individual: 'Good Morning Sarah' ... 'Good Morning Sam'... In this way, no single individual is sat waiting for their turn for long periods of time: the process is individual and the group, individual and group, individual and then group... That would seem to suggest that we should have as many BIGmacks available as there are Learners In the group and, not only that but, every BIGmack should also be covered in fur! In an ideal world, this is indeed what would happen but, as we all know, we live in a less than ideal world. If there are a limited supply of BIGmacks or alternatives to go around the the group then, at least, the supporting staff should assist all the Learners to say or sign or indicate in any way possible, a returned 'good morning' to the Learner whose turn it is.

ISP19: Associating symbol/sensory surface with POLE

POLE stands for Person, Object, Location, Event. Typically a switch or a BIGmack message relates to one of these areas. Saying 'hello' for example relates to both Person and to an Event.

While some may argue that the link between the sensory surface and the POLE must be concrete, my experience shows that it need not necessarily have a direct link (sand and music?) as long as it is used consistently over a period of time such that an association is formed in the Learner's mind. Of course, if there is an obvious choice for a sensory surface that relates directly to the POLE then it would be foolhardy not to use it. However, failing such an obvious solution ... it is not wrong to create your own! Consistency of approach in such circumstances in of great importance.

Research into the development of memory consistently shows that repetitions and rehearsals of an action help to form long term memories. For example, Huppert and Piercy showed that an increase in the number of times an item is presented at study enhances recall and recognition in individuals with amnesia (see also Strauss et al 1985 and Weingartner et al 1993). Therefore, to make any memory impression lasting and enduring, it is necessary to review it frequently, going over it again and again, until it is firmly fixed. As such, the more we can promote repetitons of interactions with sensory surfaces on switch caps,the greater the likelihood that the Learner will begin to form an association between the surface and the POLE. Thus, the POLE should not be longer that 15 seconds in duration (10 seconds is more than enough) and be motivational enough to prompt repeated activations.

At some later point, when such associative bonds have been formed, they can be utilised to promote awareness, anticipation and the development of communication skills.

ISP20: Auditory Feedback

As the BigMack is primarily an easy-tech augmentative communication tool, it makes the provision of auditory feedback very easy. For Learners experiencing problems of visual acuity auditory feedback becomes more important. As we have seen, the BIGmack is a multi-tasking tool acting as a switch, a timer, and an interface as well as communication aid. When acting directly as a switch or being used to provide an interface for a switch the BIGmack continues to perform its augmentative communication duties on request and can thus provide auditory feedback to any Learner during any switching task.

Auditory feedback from the BigMack can be in (at least) three forms:

          -     message;
          -     sound;
          -     song.

Using a snippet of a song that somehow relates to the POLE controlled through the BIGmack may enhance the Learner's motivation to interact with the system. The Learner may (at first) be interacting just for the song reward (which should not be more than 10 seconds) and not at all focused on the POLE but at least s/he is interacting! As tie goes by, we can reduce the auditory feedback song continually shortening it until it perhaps becomes a single word or sound such that the Learner is assisted to focus more on the POLE.

A message output could be a confirmation of switch activation such as 'OK' or something directly related to the POLE action. For example, in turning on a fan the BIGmack could say, "That's cool!"

ISP21: Don't say BIGmack say POLE!

If the BIGmack is being used as the interface to a Person Action Location or Event (POLE: for example turning on a toy or asking to be taken for a walk) then the focus should be on the POLE rather than on the BIGmack itself. This, staff should not prompt by saying 'Come on Johnny, hit the BIGmack' or 'hit the switch' but rather 'turn on the fan' or 'play the music' or perhaps ask 'What do you want to do?', where the BIGmack provides the answer.

Cueing/prompting a Learner in this way may turn the Learner's focus away from the task in hand. This, in itself could be problematic ...

ISP22: Prompting hierarchies and techniques

In ISP 19 above, it was suggested that any verbal prompt should focus on the POLE and not on the switch or the BIGmack. While this is considered good practice, it should not always be the primary method of prompting or cueing a Learner. If the Learner has been (t)asked to do something that is controlled through the BIGmack or through a switch attached to a BIGmack, a number of things have to happen. The Learner has to:

          -    attend to the request;
          -    listen to the words in the request and try and make sense of what is being asked;
          -     figure out a respond to the request;
          -     send commands to the muscles in his/her body to perform and action ...

For some Learners this may take a little time. If in that period of time, when the Learner is focused on the task, a staff member begins to speak to the Learner, where is the Learner focus moved? It is moved from the task and on to the staff member! The Learner is is now engaged in making sense of a new command! Therefore, we should NOT interrupt a Learner who is focused on a task once the original request has been made unless we believe that the Learner has lost focus. Hence, a period of (at least) ten seconds should be allowed before any prompt is given. Many Learners require even more 'thinking time'.

When prompts are delivered, they should begin with the least invasive or intrusive (unless there is a reason to begin with the most invasive or intrusive). That means we should begin with a prompt that is specifically designed not take the Learner focus away from the task in hand but, rather, draw specific attention back to it. Such an Increasing Hierarchy prompting mechanism might begin with the staff's use of a laser pen (for Learners who have no problem with vision) moving the point of light around the general area of the BIGmack or switch. Laser pens are ideal for this purpose and are readily available cheaply over the internet from such stockists as Amazon for example. Some laser pens even can be set to provide a spread of multiple points of coloured light to highlight a surface area. If a Learner would have a problem with seeing the laser light(s) then another sensory area must be considered. What is going to be the least intrusive for this Learner that will prompt to interaction with the switch. Perhaps some form of clicker device could be used from the proximal area of the BIGmack or switch.

ISP 23: Increasing & Decreasing Prompt Hierarchies

Prompting is a method of helping Learners in acquiring a skill. Prompts should only be used when necessary and, then, only for a period that is sufficient to assist the Learner. There should always be a plan to phase out all prompts over a period of time otherwise the Learner may become prompt dependent which is yet another feature of passivity. Prompts should only be used after (at the very minimum) a delay of ten seconds to allow the Learner time to process the initial staff request, form and act upon a response.

An increasing prompt hierarchy is primarily used where a Learner has already learned the basic skills involved in the task. It involves Learner cues that become increasingly more invasive with time until perhaps, finally, the facilitator uses hand-under-hand techniques (see ISP 22) to guide the Learner to the desired action.

A decreasing prompt hierarchy is primarily used where a Learner has not yet been taught the basic skills involved in the required task. Thus, it might begin with the most invasive
technique and plan to fade all cues and prompt over time.

ISP 24: Hand-Under-Hand technique

When working with a dog, it is generally known that it is of no use pointing to something to which you want to draw the animal's attention. The dog does not understand the conventions involved and will typically attend to the pointing hand itself rather than at the thing to which the hand is pointing. People experiencing learning difficulties also may not understand such conventions and, if a hand is used to assist their learning, may attend to the facilitators hand and not to the task.

Thus, it is important to make the use of a facilitator's hand in assisting a Learner's movement as non-invasive and non-intrusive as possible. When performing such actions it is considered best practice to:

          -     ensure that the Learner is aware that you intend to assist them by
                moving into their personal space and touching them;
          -     work with bony structures such as the wrist, elbow, shoulder rather than flesh
                                                                                 or muscle which can be more painful;
          -     work hand under hand: that is, support the Learner's wrist (for example) from underneath NOT from above
                as is typical in interactions of this type.

When working hand under hand in this manner, the Learner is not focusing on the facilitator's hand and will not find it painful. The Learner can be 'facilitated' to promote success with early switch and BIGmack interactions.

ISP25: And You Are Doing This Because ...?

We would all do well to ask ourselves this phrase everyday; not just with BIGmacks but in all we attempt to do with and for Learners. I have often questioned the use of personal information on BIGmacks, for example. Such phrases as 'My name is Tony and I live in Mansfield' may on occasion be a legitimate use of the BIGmack but one wonders what the Learner understands from it and whether s/he is just fly-swatting on some prompt or other. The same is (perhaps to a lesser extent) true of social greetings: such vocabulary as 'hello' and 'Good morning' are quite abstract for Learners experiencing PMLD. If a system is presented to each Learner one after another that repeats such a message, isn't it likely that the Learner is simple flyswattng in response to staff approaching, smiling, speaking and presenting such a system? What are they really learning? The correct use of social greetings? If the entire session had other legitimate aims and objectives but included saying 'Good Morning' on the BIGmack and the staff were able to state these further objectives, then they would be answering the question "and you are doing this because?".

When is the use of personal information on a BIGmack legitimate?

          -     A visitor is expected in class and Learners are encouraged to introduce themselves;
          -     The Learner has to say the line as a part of a school production;
          -     The Learner really does understand the concepts involved;
          -     Other objective.

If the Learner really does understand the concepts involved then I would be questioning why s/he is working with a BIGmack to provide Augmentative Communication and why s/he isn't working on a system with multiple message outputs instead.

Of course, not everything we do with BIGmacks has to have a sound educational motivation .... just the majority of the things! Having fun is a legitimate reason, although I would want to argue that we can have fun AND have sound educational reasons underlying what we are attempting to do. Staff should avoid teaching fly-swatting and question what they think the Learner is understanding from the action; that is ... ask themselves 'and I am doing this because ...?'

ISP26: Assessing Learner Understanding

The previous idea concluded by suggesting that staff asked themselves what a Learner is understanding when engaged in some interaction with a BIGmack: is the learner just fly-swatting or is s/he understanding? What is the Learner understanding? Learner understanding is difficult to gauge. What we think they have understood may be completely different to what they have really understood. How can can we test for understanding? We can use BIGmacks!

Continuing the personal information theme from the proceeding ISP, we could provide three BIGmacks that each have been programmed with a single piece of personal information and labelled appropriately. We can ask the Learner, " What is your name?" or "where do you live?" or "How old are you?". We should ask such questions in random order and, if the Learner continually provides us with a correct response then we can assume that the Learner's level of understanding of the task is sound. Well, not quite! If we can see the BIGmacks or know what order they have been placed then we might be provided 'contextual cues' to the desired response. We could look at a particular BIGmack for example, or note that the Learner is likely to activate a particular BIGmack at a moment in time and phrase our question accordingly. This may all be somewhat unconscious on out part: in other words, we might not even realise that we are doing it.

How then, do we ever establish Learner cognisance? We need to remove the possibility of contextual cues! Ensure that while the Learner can clearly see the BIGmacks, you cannot! Nor should it be you that sets them out, rather another member of staff. If you are asking the questions ensure that you don't know the answers. (or, if you do then you cannot influence the answers). Another staff member, however, has the answers so that you can check the Learner's response afterwards. If I don't know a Learner's favourite colour out of small but given set and ask a Learner to tell me using one of the three presented red, green and blue BIGmacks, literally any response is correct. I learn nothing about the Learner other that s/he has activated one of three BIGmacks placed in front of him or her. However, if I ask 'what did you have to drink at break?' and I do not know the answer (but another member of staff does) then a correct response is more likely to demonstrate Learning understanding. I can hear some people shouting ' but the Learner may be thinking that I am asking what do you want to drink'! That leads us on neatly to the next ISP ...

ISP27: Assessing Learning Understanding ... 2

While we can never truly prove that a Learner cannot perform an action or does not understand a concept, we can prove beyond reasonable doubt that they do! Therefore we can (and should) avoid being negative and opt for the positive approach: 'John understands the concept of cause and effect', 'Jenny recognises the symbol for good morning and responds appropriately', 'James knows the number following five is six' ...

Why can't we prove that a Learner does not understand or cannot do something? It is because there are always alternative reasons for the Learner's (in)actions. If we set up a simple test for the Learner to perform and the Learner does not respond or does the wrong thing, can we assume that s/he does not know how to do it, does not understand the concepts, or is incapable of doing what we request? No we can not! Those are but a possibility among other possible explanations of the Learner's behaviour: John did like the staff member and was being deliberately uncooperative; Jenny had a pain in her leg which was distracting her; James did not understand what he had to do and was doing what he believe he was being asked to do perfectly .... had he understood the instructions he would have been able to do the task perfectly every time. These and a whole host of potential explanations for the Learner's behaviour confound any attempt to make definitive negative statements about any Learner at this level of ability. That, in my opinion, is a good thing! We are forced to be positive!

In the previous ISP, it was suggested that we could ask a Learner what they had to drink at break. This makes several assumptions:

          -     There are choices of drink at break;
          -     The Learner does not always have the same drink;
          -      I am unaware of what the Learner had chosen to drink;
          -     The Learner understands what he had to drink;
          -     The Learner can remember what he had to drink;
          -     The Learner understands what I am asking;
          -     The Learner can cope with accessing three BIGmacks (LITTLEmacks could be easier);
          -     The Learner recognises the symbols differentiating the BIGmacks (which are otherwise identical).

Wow! It's no wonder the Learner is likely not to succeed. HOWEVER, what if s/he does? Coincidence? What if you repeat the above over several days and the Learner always tell you correctly what s/he had to drink? I will repeat the first phrase in this section: While we cannot ever truly prove a Learner cannot perform an action or does not understand a concept, we can prove beyond reasonable doubt that they do!

ISP28: Assessing Learner Understanding ... 3

BUT my Learner cannot manage three BIGmacks! Can I assess understanding using only one? Yes, you can but you have to be vigilant about not making assumptions of understanding. That is, is it possible to explain the Learner's actions in some other way? If it is, then you cannot claim Learner understanding. If, inspite of alternative explanations for Learner behaviour, you do continue to claim cognisance then you are guilty of making assumptions of understanding. You may well be correct but there is equally a real chance that you are not.

Let's assume you have a BIGmack set up to operate a fantastic fan (fans that light up as they rotate) in latched mode (to do this you will require a Switch Latch and Timer and a very short message) and you ask the Learner to operate the fan. The Learner obliges and turns on the fan as they have done many times. You then continue to talk to the Learner about the fan: ow cool it is and how nice it looks. Then after a period of time and without changing your tone of voice you ask 'Can you turn the fan off?' and the Learner does this immediately. What can we deduce? The fan was operating and we were chatting but at no time did the Learner attempt to turn off the fan UNTIL we asked the Learner to do it. The Learner responded appropriately. Is it possible to explain this behaviour in some other way? In other words, are we guilty of cueing the Learner to stop the fan? Even if we were, the Learner carried out the necessary action. However, if we did not do anything that would cue the Learner other than giving the command to stop, we must conclude that the Learner has understood not only STOP or OFF but also how to stop the fan. All this with just a single switch or BIGmack.

Assumptions of understanding are, in my experience, fairly commonplace in Special Education. These assumptions take various froms but the upshot of each is that the Learner is accredited with a skill that s/he does not possess. In itself, that is not such a crime except future learning is built upon it and the Learner is drawn deeper into the mire. If it carries on in this fashion, it is helping no one; not the teacher nor the supporting staff and certainly not the Learner.

ISP29: Social Greetings

For some individuals, using the BIGmack for social greeting is an appropriate activity. The BIGmack should always be used in conjunction with an appropriate symbol so that the Learner begins to associate the symbol with the greeting. If a BIGstep is used instead of a BIGmack, then it is possible to add extra messages to form a simple communication exchange concluding with 'Goodbye'!

ISP30: Call for assistance

A good idea for using the BIGmack in busy classrooms is to call for assistance. This can take at least two forms: a call for a specific person... "Marianne" or a general call for assistance ... "Help me please". The Learner is given a task to perform (perhaps working on something on the computer) and provided with a BIGmack to call for assistance when it is required. It may be that the Learner has a favourite member of staff and therefore can call for his or her assistance as necessary. Perhaps calling for a specific member of staff is proving to be problematic, in which case a generic call for help should be used.

If the staff member is busy the call should not simply be ignored, it should always be acknowledged with at least a response ... "OK John, I'll be with you in a minute." For some individuals, just starting out in learning communication skills through the BIGmack, staff should make every effort to attend immediately otherwise the reinforcing effect of a response to the Learner's action will be lost. It is possible that not providing a response could have negative consequences ... the Learner may 'decide' not to interact with the BIGmack in future.

ISP31: Asking for MORE

Asking for more is a great idea for using of the BIGmack. The Learner is being rocked backwards and forwards by a staff member and clearly loves the sensation. The staff members stops and waits a little while and then reaches out and hits the BIGmack (modelling the action for the Learner). On hearing more, the staff member begins rocking again. After a while the staff member stops again and waits; this time s/he waits for a little longer than previously before modelling the BIGmack activation once again and starting the rocking with the Learner. This is repeated over and over, each time increasing the waiting period. It is hoped that the Learner will 'understand' that the BIGmack is associated with the action and decide to activate it him/herself.

At no point does the staff member tell the Learner to 'hit the BIGmack'. At no point does the staff member take a hold of the Learner's hand and facilitate the Learner's activation of the message. All the staff member does is model the required behaviour with an increasing interval to allow the Learner to take control.

Another use of the more command is to perform the same sort of action when assisting a Learner to drink. The Learner is in control of the process sating when s/he wants more. The same process can be used with assisting a Learner to eat. The staff member waits a while then models the behaviour before providing the next spoonful of food. At no point does the staff member deprive the Learner of food or drink, s/he simply models the behaviour. Even if this approach 'fails' the learner is being cued into another spoonful of food is about to approach and is learning anticipatory skills!

ISP32: Setting Limits!

While asking for another mouthful of food while being helped with eating is limited by the size of the meal that is often not the case in other situations; a Learner may go on asking for more and cause a bit of a problem for the Significant Others involved.

It is important therefore to set limits on the availability of the POLE (Person Object Location Event) rewards that are provided when requested via the use of a BIGmack or equivalent system. Talksense will illustrate this with a particular example although the same thing can be achieved with any POLE. When working with individuals experiencing learning difficulties it is good practice to establish a BEST POLE where best is an acronym for Best Ever Stimulating Thing. Let's assume that the particular Learner with whom we are working loves chocolate and the particular BEST for him/her is chocolate buttons.

The first task is to establish a motivational minimum. That is, what is the minimum amount of the POLE that the Learner still finds motivating? If the BEST POLE in this instance is a chocolate button perhaps there is no need need to provide a whole button on request as a half or even a quarter will do! Sure that means cutting the buttons carefully into quarters but the goal here is not to over feed a Learner and spoil their appetite for the main meals of the day but, rather, to motivate the Learner into working with the AAC system and understanding that using the system is an effective means of controlling the environment. It also means that we are not wasting resources on providing complete bags of buttons for a single activation of the system: the relationship is inversely proportional - the more limited the POLE the more activations of the system can occur in any one session.

Once a motivational minimum has been established for the BEST POLE, the second task is to set limits on the availability of the POLE in a way that the Learner will be able to comprehend. This might involve a little subterfuge on the part of the Significant Others involved! For example, continuing with our buttons idea, it is found that the motivational minimum is a whole button and it is decided by the professional team involved that a limit of just 5 whole buttons in any one session is the maximum amount that can be allowed. A few packets of chocolate buttons are purchased and the contents are kept safely in a refrigerator in a Tupperware or similar container. However, the packets are NOT discarded: each session, the Significant Other concerned takes five buttons and puts them into an empty packet. The packet complete with its five button content is taken into the classroom for use as BEST POLE motivator for the Learner. The packet is emptied onto a plate in front of the Learner. The Significant Other should make a point of noting that there are ONLY five buttons left; "Oh there is only one, two, three, four , five buttons left. Never mind, I'll get some more for tomorrow." The Learner should be clearly able to see the five buttons on the plate. Each time a reward is earned, the Learner is allowed to take a button from the plate. Te Learner can see the buttons reducing in number. Each time the Significant Other counts down the remaining buttons such that the Learner is in no doubt as to the finite nature of the reward.

When the rewards are all used the particular activity using the BIGmack is complete and another activity should commence. The Learner should be shown the empty plate and informed that s/he has eaten all the buttons and there are no more (the empty packet can be used to reinforce this notion).

What if the Learner continues to request the BEST POLE?
The Learner is shown the empty packet and the plate and is told that the staff member is sorry but there are no more available. However, the Significant Other promises that s/he will buy some more for the next session. Of course, in the next session, the packet will yet again only contain the five buttons!

What if the Learner gets very upset and angry at the lack of BEST POLE?
Hopefully, the above technique will alleviate such an issue. However, the first time this procedure is attempted may be problematic in this way and so the Learner should be prepared for the next task even before the buttons have been eaten ("When all the buttons are gone we will go and work on the computer") and quickly moved to the next task on completion. After this procedure has been used in various forms with a Learner, s/he is more likely to come to accept (learn) that there is a finite amount of any pleasurable activity to be had and be more accepting of that fact.

Well, it's OK with chocolate buttons that you can put onto a plate but what if the BEST POLE is a walk in the school garden that it is not possible to restrict?
With such examples of BEST POLEs it is still important to introduce the concept of restrictions. You can link such POLEs to tokens or tickets that (again) just happen to be available in restricted numbers. For example you might produce five 'walk in the garden' tickets or tokens that the Learner can use at any point during a session by simply asking for it. Each time the Learner asks the ticket or token must be completely removed in a way that precludes its return or re-use (posting in a locked box for example to which the Significant Others involved do not have a key). The Learner can not only now see the tokens or tickets going down but is actively involved in posting them (as in the example) and, thus, can 'sense' the reduction in availability. The Learner may elect to use all the tokens one after another or spread them out to last during a session but, whatever, Significant Others must stick with the scheme and not simply provide more tokens when the set limit has been reached.

You have a swimming ticket above, we cannot possibly provide that on request!
Then do not provide the tickets for such a POLE and do not set up the AAC system so that such a request can be repeated. Only give access to what can be provided.

Some days we might be able to provide staff to go for walks in the school garden but there will be equally other days on which we cannot.
As above only provide access and tickets for the things that can be provided or, if there is only staff availability for two walks only provide two tickets. Also remember to use the Motivational Minimum in all situations so that a walk around the school garden can be limited to just a few minutes and not an hour or more.

ISP33: Make An Announcement ...

Putting Learners in a position of control is a good idea. It helps to break down passivity and provides for a more positive self image. Learners can be tasked to go from classroom to classroom making an announcement to all their peers. This could be with the assistance of a member of staff or, if the learner has the ability, on his/her own or with another peer. Activities that encourage interaction and cooperation between peers are to be encouraged.

Messages on the BIGmack should generally be short and simple, using language that the majority of Learners have a chance of understanding. Where possible the voice should be appropriate to the age and sex of the 'speaker' although I know form personal experience this isn't always possible.

ISP34: Say A Prayer

Most Learners will encounter a religious assembly of one form or another at school at some time. If not at school then at their own place of worship. During such acts of worship, the Learner can lead a prayer or give a small reading from a religious text. Being an active part of proceedings instead of a passive recipient of the words of others is both passivity busting and good for positive self-image.

The new BIGmack can hold up to two minutes of speech, more than enough for the Lord's prayer or a prayer from any faith. However, if two minutes is insufficient, consider using more than one BIGmack!

Where prayers require responses from others, consider using a BIGstep, recording each section of the prayer individually onto the device.

If the Learner won't have the opportunity to say a prayer, perhaps s/he could be given the opportunity to say 'amen' or some other phrase that is oft repeated during an act of faith.

ISP35: Running An Errand

If the BIGmack is programmed with a request for a piece of equipment (for example a stapler) then a Learner can be sent to another classroom to request a loan. If possible the Learner should either go alone or be accompanied by a peer and not another member of staff. This provides control experiences builds confidence, self esteem and reduces passivity.

A member could 'accidentally' leave her glasses in the care of another staff member. John could be sent with an appropriate message to retrieve them. If a BIGstep is being used, a second message could indicate where they are located.

ISP36: Doggy Directions

The BIGmack is actually ideal for giving commands to pet animals (for example dogs). The dog can be told to sit using the BIGmack and rewarded for so doing. The Learner gains experience of being in control. With a BIG step or two BIGmacks you can use 'stay' and 'come'. Often Learners with Special Needs go horse riding. Commands may be given to the horse in a similar fashion although attaching the BIGmack to the horse is a little problematic!

The BIGmack could be set up to call the cat in for it's meal. As it will speak a recorded message the same way on each occasion, the cat is more likely to get the message!

Use a BIGmack to teach a parrot to speak?!

See also ISP 53

ISP37: Talking Toilet

A BIGmack can be permanently set up and positioned such that any member of the class can activate it and ask to go to the toilet. It could be mounted on a wall at knee height such that a Learner in a wheelchair can easily access it. Other ideas for permanent displays include:

          -     asking for a drink
          -     asking for assistance
          -     asking for time out

BIGmacks can also be displayed inside toilet areas to provide instructions to the Learners about what to do ... "don't forget to flush", "now wash your hands"

In a similar fashion, BIGmacks can be displayed around the school offering helpful advice and instructions.

ISP38: Picking Preferences

The BIGmack can be programmed with a simple 'picking preference phrase' which could be just a single word ("Yes") or something a little longer "that's what I want". Then, any time there is a choice, the Learner can use his/her BIGmack to pick a preference:

          -     Staff member sets out a choice of items in front of the learner
                Alternatively a set of photographs of items can be used instead
          -     Staff member highlights each of the items in turn
                This could be by pointing, framing, or highlighting with a torch or laser pen
                Framing requires a piece of coloured cardboard that has a square hole
                cut from its centre such that it can be placed around each object
                in turn to 'frame' it
          -     Learner indicates when the preferred item is reached by saying "yes"
                on the BIGmack

Working in this manner is teaching the Learner scanning skills which may prove useful for the Learner if s/he ever progresses far enough to begin using a scanning system. Scanning does not always require high tech equipment, it can be taught with a choice of objects and a torch or a piece of coloured paper!

ISP39: Where am I?

BIGmacks are great for talking 'You Are Here' displays. If they are positioned on the outside of classroom doors, for example, Learners can always get an auditory cue as to where they are.

The symbol on the BIGmack should be that used on symbolic timetables to represent that subject area if possible.

When positioning on doors, choose an identical location on all doors that easily accessible to all Learners.

ISP40: Dear Diary

BIGmacks can be used to make a record of important events such that Learners can tell their parents what they did at school or, visa versa, they can tell their teacher(s) and their friends/peers what they did at home.

Although Parents may know there is likely to be a message on the BIGmack, they should not immediately ask their child to tell them about school. Rather, they should wait and allow a period of time for the child him/herself to initiate the information and take control. If, after a certain period of time has elapsed without any sign that the child is going to do this, the parents can make 'subtle hints' to cue the child into action! They should never say "Get your BIGmack and tell me what happened at school" rather they could use phrases such as "How as school today?". Only if all of this approach still fails to produce a response, should the parents take control and do most of the work. However, they should pretend to 'discover' the BIGmack accidentally and say something such as, "Hey Sally there's a message on this BIGmack. Is it for me?" 'Yes' "Then why didn't you give it to me?" 'You forgot!' "Oh Sally!" ... and then go on to talk about the message. Each evening the same process should be repeated over and over until the child begin to use the BIGmack to initiate communication successfully.

ISP41: Sing A Song Of Sixpence ...

The BIGmack is ideally suited to reciting Nursery rhymes, poetry and especially singing songs. Either someone can sing a song into the BIGmack or they can record a favourite song off a cd or off the internet. I doubt whether it strictly legal to do that but I don't believe that any musician would really object to such a use especially if the Learner or the school owns the CD and as it will not be a permanent recording.

During a school performance, the Learner can perform a song. At Christmas, the Learner can sing a carol. In church, the Learner can lead a hymn. Users of BIGmacks will always win karaoke contests!

Some of the best practice I have ever witnessed involved a Speech and Language Therapist, who is a friend of mine, working with a young man experiencing PMLD. She had recorded several parts of a song into a LITTLEstep so that the Learner could take it in turns to sing parts of a favourite song in turns with his Mother. Not only did he manage to sing at all the
right points but he never had to be prompted once.

Music, songs and singing are typically all very motivational. It may be that it is necessary to experiment to find that certain type of music that arouses a particular Learner's excitation but it is well worth the effort.

ISP42: Once upon a time ...

The BIGmack can be used to speak Nursery Rhymes and tell stories. Thus, Learners can read to their peers and their siblings. This is something that is seldom practiced and should be encouraged.

Typically, however, BIGmacks are used to provide the most frequently repeated line in a story ... for example, in Brown Bear, Brown Bear (by Bill Martin and Eric Carle) "What do you see?" is repeated over and over and is cued by the name of each animal so that the Learner knows where to join in.

Staff/Mother/Father:           Brown Bear Brown Bear (looks at Learner and wait)
Learner: What do you see?

Such 'emergent literacy' activities are important for all Learners at all levels of ability who are beginning to work with text. Finding such stories that are more suited to adult Learners is defintely a more difficult task. However, it is possible to create your own story lines with such Learners based on real life experiences. For example, you might hide a Learner's favourite item in one room. You then travel to different parts of the establishment looking for the item. In each room, you ask the Learner to pick something in that area that s/he can see in/on/under which you can look. Last of all, travel to the 'hiding' area to 'discover' the item. Now, you can create a story based on real life events and real life things using a repeated story line:

          Janet wanted her ipod. She could not find it.
          She went to the kitchen and looked in the oven. "It is not here" said Janet.
          Janet wanted her ipod, She could not find it.
          She went into garden and looked under the tree. "It is not here" said Janet.
          Janet wanted her ipod, She could not find it.
          She went into the bathroom and looked in the cupboard. "It is not here" said Janet.
          Janet wanted her ipod, She could not find it.
          She went into her bedroom and looked on the bedside cabinet.There it is! I remember where I put it!

The story can be as long as you want it to be and can feature specific words (and word groups) on which you want to focus (for example, the prepositions in, on and under). You can add a repeated line so that the Learner can speak and take his/her turn in the story. You can create the story by writing out the lines and drawing the pictures, or by creating it in a word processor succh as Word, or by using some specialist software such as Communicate: In Print (From Widgit).

ISP43: Just Joking ...

Telling jokes that have one single part is possible on the BIG and LITTLEmacks. Telling jokes that have multiple parts (for example, Knock Knock jokes) requires the use of a BIG or LITTLEstep.

As BIGmacks can just about record anything they can be good for playing April fool gags on unsuspecting staff! For example, you could secretly record:

          -     the ringtone from a staff member's phone and then get the Learner to play it back
                during class!
          -     the sound of breaking glass and watch as staff look to see where the accident is!
          -     the Headteacher shouting!
          -     A siren to say 'get out of my way... I'm coming

ISP 44: Festivity Fun...

At parties:                   Lead the singing of Happy Birthday, or a song to suit the nature of the
                                  celebration
At Christmas:              Go carol singing... it's great for raising funds ... Judy King and the gang
                                  from Nash College used to go carol singing at covent garden every
                                  year to raise funds: the difference was all the students used some
                                  form of voice output communication aid!
Happy Eid:                  Diwali, Rosh Hashanah, New year, ...
At a wedding:              Sing a romantic song to the bride and groom.
At religious festival:   Sing an appropriate hymn. Lead a prayer. Read from a religious text.
April Fool:                   Play an April fool gag on your teacher.
                                  Make a sound like the teacher's mobile phone!

ISP 45: My Message Mate

Attach a BIGmack outside an inside door to let people know that you have gone out! The symbol suggests that the BIGmack is on an outside wall. there are two problems with this: rain would not be good for it and, second, it is not good to let burglars know that you are out!

Alternatively, attach a BIGmack by chain or sturdy string outside a Learner's room so that visitors can leave messages if the occupant was out to say they had called!

ISP 46: Order Order

The BIGmack can be used for placing an order for a meal in any eatery.

The Learner could order for her/him self or for a group.

In a pub, the Learner can order a round of drinks.

ISP 47: I'm All Done!

The BIGmack can be placed on a table top next to the Learner to state when s/he has finished a task such that a member of staff can attend and assist them.

In the toilet, the BIGmack can be attached by the side of the loo to alert staff when a Learner has finished and requires assistance..

During any meal the BIGmack can be used to indicate when a Learner has finished a course and is ready for another or to leave the table.

ISP 48: That's a sound idea!

The BIGmack is ideally suited to making sound effects and, thus, a learner could be responsible for creating the sounds during a school play.

The Learner could provide sound effects while singing a song such as old MacDonald ... With a "moo" "moo" here and a "moo" "moo" there!

Click on the symbol to download a fun PowerPoint Presentation of a cow!

ISP 49: Treasure Hunt

Here's a fun activity to do with BIGmacks. Place a BIGmack in a room. On it record a position in the room where another BIGmack is hidden! On the hidden BIGmack, record a clue to the next room to vist to continue the treasure trail. Do the same in each room along the trail until the Learner finally reaches the hidden treasure! You'll need quite a few BIGmacks to undertake this idea.

ISP 50: This is ground control speaking ...

By placing a flat 'mat' switch under a floor surface such as a mat, rug or carpet, it will trigger a BIGmack whenever someone passes across. Thus, a message can be given without any seemingly have to activate a switch!

The messages provided in this manner could include:

          -     Warnings "Do not go out this door", "Be careful there are steps ahead"
          -     Directions "This corridor leads to the further education department"
          -     Instructions "Go left at the end for Speech Therapy & right for Physio"
          -     Announcements "Welcome to the Domestic Science room"
          -     Fun "Well hello there buddy and how are you today?"
          -     Welcome "Welcome to the science room."

TalkSense Recommendation: Mat switches are available from QED (QED is now a part of Inclusive Technology)

ISP 51: Quantity Surveyor

The BIGmack can be set up to ask a question of passers-by in a survey or to complete a questionnaire.

This would be undertaken in collaboration with other Learners such that another would take down the responses from all those questioned. The data could then be taken back to the classroom for all the class to analyse.

Thus, this idea covers a number of educational objectives as well as encouraging peers to work together as a team.

ISP 52: Fan-tastic chants

For sports fans, the BIGmack can be set up to provide a chant, a cheer or a jibe such that the Learner can support his or her local team or shout at the TV with Dad or Mum!

ISP 53: Remember Remember!

Here's a handy BIGmack tip for forgetful parents: program the BIGmack with your shopping list! Then keep pretending to forget what you need to buy so that you have to ask your child to remind you. The child feels an important part of the outing, gets plenty of practice with his/her system and you come away with everything you need!

With a BIGstep, record each item in turn so that you can ask your son/daughter for the next thing to buy.

If its just a single item that you require then your child has to remember to prompt you in the store, IF s/he forgets to do so LEAVE the store without buying the item! Then what should you do? IF it's not important you could go all the way home before 'remembering' or you can 'remember' when you are but a few wards away from the shop door (especially if its an important item!). As you 'remember' you must now (gently!) rebuke your child for forgetting to remind you. That was his/her job after all. Then when you go back into the store, after a few minutes of wandering around say, "I've forgotten what it was I wanted to buy!!" and the process begins again.

ISP 54: Eureka!

In addition to the previous ISP: if you take two BIGmacks with you shopping (or use a BIGstep) you can set the second one to say "I have found it!". The after your child has reminded you what you need to buy in the supermarket you can set her/him the task of searching the shelves for that item and shouting out 'I have found it' or 'Here it is' when the item is 'discovered'. Significant others should use a great deal of 'creative asininity' which means acting stupid but with a purpose. If your son or daughter does not spot the item, walk right by it! However, when you get to the end of the aisle say something like, "You know son, I am sure that the cornflakes are in this row somewhere. Shall we go back and have another look?" Your task is to help Learners to succeed NOT do the work for them.

ISP 55: Extrinsic Motivation: The Best Thing in the World

"She doesn't like doing anything" and "He just isn't motivated." ... I am a little perturbed when I here such comments. First, Significant Others should not be being so negative: rather than saying "she doesn't like doing anything" they should say "We haven't yet discovered what she likes to do but we will keep on trying until we do". Second, if a child appears to be unmotivated, who's responsibility is it to motivate them? It is ours! If it's not going to be intrinsic motivation then lets make use of the extrinsic form.

What will motivate? Every person has something that, for them, is 'the best thing in the world'. This is different for different people: what I consider to be the best thing in the world is probably not the same as you. Some people love chocolate, some football, some a walk on a deserted beach on a sunny day. We need to discover what the best thing in the world is for the Learner and try and present it either with or through the BIGmack.

How can we provide a walk on a beach on a sunny day with a BIGmack? Let's assume we are very close to a beach. We can then store a message into the BIGmack which says something like, "I want to walk on the beach". When this is presented to the Learner (with a symbol that represents walking or beach or both) then we can provide a short walk outside along the sand.

Yes, but my school is in Birmingham! Then, a beach is not handy. In which case, perhaps we can produce a simple switch controlled PowerPoint presentation of beach sounds and scenes and when asked, we can allow the Learner time on the computer switching through images of a favoured activity. While we may not have a beach handy perhaps there is a second best: a trip around the school garden for example.

Yes, but I haven't a clue how to create a switchable PowerPoint activity! It is easier than you imagine. TalkSense runs PowerPoint Training courses that cover this and a whole host of other techniques using PowerPoint for Learning Difficulties.

Yes, but we haven't got a school garden. OK, well, to what else have you access? Could you make a photograph album or a picture ring binder that contains images of sunny beaches? Then the Learner and a member of staff could sit and spend a small amount of time looking at and chatting about the pictures.

The idea is to provide a motivating reward at the end or a BIGmack or a switch (or both). The Learner then begins to understand that the activation of the device leads to the presentation of a thing that s/he really enjoys.

Yes, but we haven't got the staff to take Learners out for walks on beaches ... Then only do it when you have. At other times do something else. Remember, switch adapted PowerPoint presentations can be highly educational and highly motivational and have very little demand on staff. When there are insufficient staff do not present the BIGmack. There is almost nothing more demoralising for a Learner than to be asking for something repeatedly and then being ignored or told s/he cannot have it. It is not good practice.

Yes, but we cannot find anything Damien likes to do.   That is an issue but don't give up. There will be something. Have you asked all of Damien's Significant Others for ideas? Someone will be able to suggest something that you can explore.

Yes, but she likes food and we can't keep feeding her. If food is a major motivator then do (at least) these things:

          -     Check with the Parents, the nurse and the Speech and Language Therapist that its ok to give her food during a session.
                There may be swallowing problems for example;
          -     find the least messy form of the favourite food;
          -     find the smallest quantity of the food that is rewarding do not provide any more than this at any one time;
          -     ALWAYS have a fixed amount of food rewards available. Ensure that the learner can see just how many 'treats' there are;
                Do NOT have a bag of additional supply on this food reward on show where the Learner can see it.
          -     Ensure that the amount of reward is not so great as to prevent the Learner wanting to eat at lunch (for example);
          -     Ensure that the Learner is told (as simply as possible) that, once these have gone, there are no more and stick to it.
          -     If the motivational aspect is successful, increase the requirements of the Learner's task.
                Thus the Learner will have to work harder and harder to get the reward!

For example, even a quarter of a single chocolate button can be a motivator for a Learner. We can lay out 20 such rewards on a small plate and show them to the Learner. That is all that will be allowed during any one session providing the Learner performs the task set. Once these pieces have gone, no more is permitted. In total, the Learner is working for a reward of just five chocolate buttons. It could even be less. The point is not to feed the Learner but to encourage the Learner to be involved. It is always best to look for other motivators other than food if possible.

ISP 56: Robotic Talk

There are currently a number of toys on the market that offer voice recognition. That is they are controlled simply by speaking to them. The toy in the picture to the left, for example, is called 'Fur Real Biscuit My Loving Pup' and is available for around £150 from Toys R Us. While it may not still be available by the time you read this article, I am sure that there will be lots of other similar toys from this and other stores. As such toys respond to a voice, the more consistent that voice the better the response. What could be more consistent than a BIGmack? As such toys usually offer multiple functionality in response to more than one command (sit, lie down, give a paw, ...) a BIG or LITTLEstep is probably a better choice as these can issue a different command on each activation of the switch top. However, the BIGmack will work just fine. Don't forget to put the symbol for the command on the BIGmack so that while playing with the toy the Learner is also starting to from an association between the symbol and the action.

ISP 57: If only there was ... More Time

The BIGmack is programmed to say 'I need more time' and given to a Learner who is set a task. Staff ask the Learner if s/he has completed the task every few minutes. If the Learner says 'I need more time' they go away and leave the Learner in peace. Well, for another few minutes at least!

ISP58: Promises Promises!

A child can make a pledge or a promise with the BIGmack. For example, he could give a cub scout pledge:

          I promise to do my best
          To do my duty to God and my Queen,
          To keep the law of the Wolf Cub pack,
          and to do a good turn for somebody everyday.

ISP 59: Weather report

A set of different coloured BIGmacks are positioned on a wall near a window. On each BIGmack is a symbol covering the different forms of weather that typically occur in your locality. It's no use having 'snow' in sunny California for example. The teacher (or other) asks a child in the class to go and look out of the window and to tell the class what the weather is doing. The Learner has to look and select an appropriate BIGmack to make the statement ... in Manchester this would be 'It's raining again' !!

ISP 60: Preferential Treatment

Arrange a set of BIGmacks in front of a Learner on which are a number of things that s/he may choose to do. The Learner can choose a preferred activity.

A note of caution: if you arrange a set of BIGmacks, as above, and the Learner activates one, what can we claim? Can we claim that:

            -      the Learner made a preferred choice;
            -      the Learner made a choice;
            -      the Learner understands what is required;
            -      the Learner understands the symbols;
            -      the Learner's action was intentional;
            -      the Learner activated a BIGmack;
            -      all of the above;
            -      none of the above.

Well, we can certainly say that the Learner activated a BIGmack because we saw (and heard) that happen but to ascribe an intent is just an assumption on out part. I am fond of saying that 'ASSUME makes an ASS out of U and ME' because we assume at our peril. We do not know for certain why the action was made. Of course, the Learner could have looked at the symbol choices, understood what they meant, selected a preferred one, and reached out and activated it. Then again ...

How do we know if a Learner has made an informed choice or not? TalkSense offers a Training Course on 'Understanding understanding' that explores such issues and offers suggestions for best practice in this area.

ISP 61: The Go Between

A great technique for parents to use is to send your child (let's call him/her Sam) to give a message from Mum to Dad or from Dad to Mum. For example (and excuse the sexism here):

Mum could send Sam down the garden to the shed to tell Dad that his dinner is ready.
Dad could send Sam to ask Mum where his keys are and Mum could send Sam back to tell him where to look!
Mum could send Sam to find Dad and let him know that a letter has arrived for him.
Dad could send Sam to tell Mum that her favourite program is about to start.

On each occasion both parents should make a fuss of Sam and thank him/her for helping/telling them. Helping Parents in this way should become one of Sam's chores that s/he has to perform to get his/her weekly pocket money for example. Children with Learning Difficulties and or physical disabilities should not be treated any differently than their peers whenever and wherever possible.

Parents should actually stage manage these events so that they happen frequently. Then Sam will get plenty of opportunity to use the BIGmack and will also feel s/he is a responsible and contributory person in the family. It will also help to fight passivity.

ISP 62: Phone-A-Friend

Leave a BIGstep by the phone so that Sam can say "Hello, this is Sam" ... "Who do you want?", "Ok I will go and get them for you" so that Dad or Mum can ring home (stage manage this) and ask for Mum or Dad respectively.

The BIGmack itself is not a great tool for telephone use but at least Sam could say Hello to Grandma.

ISP 63: Change the Focus

Learners who have behaviours that staff may find challenging can be assisted to tell someone when they are fed up with what they are doing and want to do something else by being provided with a BIGmack. Of course the Learner may simply elect to say s/he is fed up before they have even started on any given task! As such there has to be an understanding that the BIGmack can only be used after an agreed period of time has elapsed. It is not possible for me to specify that time period for it will be not be the same for different Learners but will vary according to their needs and abilities. However, for those with the most limited focus, it should be kept as short as possible. After a period of success the time period can be increased very slightly such that the Learner becomes accustomed to spending longer on task.

After a Learner has declared that he has had enough of any one task, the choice of the next thing could also be made by using BIGmacks...

ISP 64: It's my choice ...

After a Learner has declared that he has had enough of any one task (see ISP 60), the choice of the next thing could also be made by using BIGmacks. If the Learner is involved in choosing the tasks that have to be completed. s/he will feel more in control and be less likely to exhibit behaviours that staff may find challenging. At every point in the lesson the Learner is given a choice from a range of BIGmacks presented each carrying a specific task focus. After a Learner has made a choice, staff remove that BIGmack from the choice set such that the choice are narrowed. However, it is wise to ensure there are more choices than there is time to allow in any session such that the Learner is never left with a final 'choice' of just one (Hobson's choice) one thing as this is more likely to provoke the behaviour(s) that staff are seeking to reduce.

ISP 65: Alternative routes

Sometimes behaviours that staff may find challenging occur because a Learner has not been shown an alternative (and more socially acceptable) way of communicating to achieve a desired result:
"appropriate behaviours that meet the same communicative need (functionally,
equivalent responses) can be taught to replace the undesired behaviour.”
(Koegel and Koegel 1998 Teaching Children with Autism Strategies for Initiating Positive Interactions and Improving Learning Opportunities. Maryland: Paul Brookes Publishing.)

If it is known in advance what a Learner may require then the BIGmack can be used as a socially acceptable tool to make the request. This approach, however, if not handle carefully, can create problems of its own, as the desired item may not be suitable for classroom use (the Learner wants to go swimming for example) or may be requested so frequently that staff are simply replacing one behaviour they may find challenging for another. Thus, all strategies have to be carefully considered and planned, with covering strategies for all conceivable occurrences (although, the inconceivable also occur!). If the desired item is something that will cause problems of supply then it is best avoided. Perhaps, as in the example, the Learner (who wants to go swimming) can be pacified by looking at pictures of swimming in a PowerPoint presentation. In which case such diverting activities may hold a possible solution. If a Learner will sit down and focus on a task, even for a short time, that is a necessary starting point for any learning and it may well be the first step in a progressive route forward for this particular Learner.

To avoid repetitive requests the staff may have to employ a 'token-based' system. In such a system the Learner has to understand there is a finite limit on the number of requests that can be made in a specific time period. The Learner is provide with a number of symbol tokens that are used as a payment for the requested activity. Once the tokens have gone the Learner has to understand that there can be no more requests. If the Learner is not capable of understandiing such a concept then an initial strategy would be to teach the concept of 'all gone' outside of and prior to the initiation of the scheme.

ISP 66: I am feeling... The Emotion Mat

A set of BIGmacks are attached to a small mat or rug using velcro and the mat itself is then displayed on the classroom wall. It is removable such that it can be positioned anywhere in the classroom alongside any Learner or group of Learners.

On the BIGmacks are symbols displaying emotions: One for happy, one for sad, one for angry, one for stressed, and one for tired or worried. It should be noted that all the BIGmacks need not be used: some can be removed to make selection easier for any individual Learner

Learners are taught that they can tell others how they are feeling by using the Emotion Mat. Others will always react to the use of the Emotion Mat because they view it with great importance. The establishment have a policy document relating specifically to the use of Emotion Mats and staff understand the strategies to be employed when a particular Learner activates any BIGmack on the Mat.

When a Learner says s/he is feeling happy then staff react in a positive manner with lots of praise and support for that ‘state’ because it signifies an active and positive approach to the class and to the work in hand. It is a desirable state of being, a target for all Learners one that staff.

When a Learner says s/he is feeling stressed this is seen as a warning sign that the Learner may begin to display some behaviours (as a result of the stress) that staff may find challenging. Staff have a guide as to their response for individual Learners when the stress BIGmack is activated.

In like manner, all the BIGmack produce results which act upon the Learner’s perceived self awareness. The Learners are always praised for their use of the Emotion Mat as they are communicating their feelings with staff in a more positive manner than previously.

The actions that follow the use of the Emotion Mat may themselves involve further BIGmack displays to provide the Learner with a choice of possible solutions to his/her emotional state of mind and help return them to a ‘happy’ feeling.

While the same thing can be attempted with symbol cards alone, the use of the BIGmacks adds a auditory dimension not possible with symbols alone. The Learner does not have to approach a particular member of staff but rather use the Emotion Mat to indicate his/her current state of being. No matter where staff are or what staff are doing at that point in the classroom they are alerted to a particular Learner’s need and can react to it swiftly.

Might the use of an Emotion Mat lead to a Learner demanding attention? There is that chance as with all behavioural strategies. The establishment should take this into consideration and build their response into their policy document. However, for some Learners the positive use of communication to express their feelings to others is a great leap forward and more desirable than the previously exhibited behaviours that staff found challenging.

Tony's TalkSense Tips

Mats can be purchased quite cheaply from any number of high street stores. The one in the picture is a 'Wilko Mat Door Barrier Cotton 40cmx60cm' available from Wilkinson stores at under £5.

The better choice are the ones (as in the pcture) that have a rubber backing whch forms a frame/border to the mat surface. These come in a variety of sizes and will not slip around on any surface. In addition, the border can be punched on one of the longer sides with two holes so that it can be easily mounted on a wall.

Self-adhesive velcro hooks can then be attached to the underside of the BIGmack such that, when placed on the mat, it will adhere and stay in place but can easily be removed at any time.

ISP 67: Personal Pacifiers

“Difficult or challenging behaviour is not a part of an autistic spectrum disorder, but it is a common reaction of pupils with these disorders, faced with a confusing world and with limited abilities to communicate their frustrations or control other people.” (Jordan and Jones 1999 Meeting the Needs of Children with Autistic Spectrum Disorders. London: David Fulton.)

There are certain objects, toys, activities that may help a Learner who is feeling frustrated or angry to relax. The switch adapted pig and the switch adapted dog are two such items. Both vibrate gently and twitch and snore away. I find them very relaxing! Another popular item is the vibrating tube which Learners can wrap around their bodies. Of course, what will work for one Learner may be very different to that which will work for another. Almost anything can be utilised.

A BIGmack can be strategically positioned so that any member of the class can ask for a 'Personal Pacifier'. Staff will then know which item to provide for any specific Learner.

The establishment has to create a policy regarding the provision and use of Personal Pacifiers.such that all staff are aware of how the should be deployed and Learners know the limits of their use. Together with a time out area and other strategies, they can help to reduce behaviours that staff may find challenging significantly.

It is important to make planned provision for the avoidance of Learner dependency on Personal Pacifiers. To this end the policy document should reflect a plan that reduces there use with any Learner over a period of time.

Personal Pacifiers also act as distracters, drawing the Learners attention away from the thing that was bothering them. After a short period, they may be able to rejoin the class and carry on with their work without resorting to the use of one of their time-out cards (see below).

ISP 68: Time Out

Some Learners require time out periods to help reduce their frustrations and prevent the development of behaviours that staff may find challenging. In order to facilitate this a BIGmack may be placed proximal to the classroom door so that any Learner can ask for time out.

In order for this strategy to work:

          -     there must be a time out room or area where a Learner may go in safety.
                This area may be different for individual Learners. The Time Out area must
                provide experiences that are designed to assist the Learner to reduce frustrations.
          -     the Learners must be provided with a number of time-out cards.
                Some Learners may only be provided with one which entitles them to a specified
                time in the time-out area while others may be provided with more cards because
                they may need to leave the classroom more than once.
          -     each Learner must understand that that time out cards are finite. They last for the time specified on the card and that they may
                only leave a room as many times as there are cards.
          -     If a Learner uses up their time-out cards and then still has problems controlling his/her behaviour it may result in exclusion
                from the establishment while a review is undertaken.
          -     The Learner, the Learner's parents, and Staff enter into a contract regarding the above. The terms and conditions of the
                contract are clearly understood and agreed by all parties.

ISP 69: Social Stories

Social stories, Social Scripts and 'Situation, Options, Consequences, Choices, Strategies, Simulation' (SOCCSS Smith Myles and Simpson 1998 'Asperger Syndrome. A Guide for Educators and Parents'. Texas:PRO-ED Inc.) have been shown to assist the behaviour and social interaction of Learners experiencing ASD. These strategic approaches attempt to improve what are difficult concepts for Learners to comprehend by teaching staff how to utilise both verbal and non-verbal communication strategies through stories, pictures and role -play. What is necessary, as with story telling to all children, is the consistent repetition of the stories so that the Learner has a chance to get to understand and relate the 'message' in the story to his/her situation. The BIGmack can provide one medium for the effective repetition of social stories which when coupled with cartoon strip books that the Learner may follow could help alleviate behaviours that staff may find challenging.

ISP 70: Rewarding Behaviour

The Learner may need a further incentive for sticking to the contract agreed to managed behaviours that staff may find challenging. This can be a token system or a points system that the Learner can exchange for one of a range of treats of which s/he is aware. The treats should always be positive and should be worth different values such that the Learner never reaches a point where it would be impossible for him/her to achieve it. If the Learner believes that the rewards are simply out of his reach then he will be less likely to comply with any strategy that has been set in action.

Learners may have great difficulty in grasping future concepts and so any reward system should begin with a short term strategy: that is, after the first session of acceptable behaviour the Learner si presented with a simple choice between a choice of smaller instant rewards or waiting until the next session and saving his/her tokens/points to purchase a slightly more tempting one.

A reward scheme should not be introduced until all other avenues have been explored and eliminated. This is because it is fraught with potential pitfalls:

          -      the other children will believe that this Learner is being treated more favourably
          -      the Learner will become reward dependent and only ever work for a reward and not for the intrinsic value of the task itself
          -      the Learner will be allowed privileges that the other children are denied;

"In the primary department, the reward system involves pupils earning smiley faces for working hard, being kind to others and
good playground and classroom behaviour, for which they are rewarded with ‘Golden Time’.

In the secondary department, four ‘spots’ can potentially be awarded for each period and break time – two for effort and two for
behaviour. Adopting a currency system, those pupils scoring above the threshold are allowed to ‘spend’ their spots, choosing from
a range of activities at the end of the week."

ISP 71: Stepping Into Control

The BIGstep can be used to control a game and, thus, provide a position for the inclusion of a Learner who may have severe physical disabilities in some physical activity with his/her peers. For example: if the children are playing statues and have to stand perfectly still when the music stops, our Learner (let's call him/her Sam) can be in control. By recording a piece of music as the first item on a BIG or LITTLE step and then "stop" as the second, Sam can activate the BIGstep to start the activity and then, after a time, activate it once again to call a halt. The next activation will begin the music once again.

The BIGmack can be used as a switch to activate the AbleNet All-Turn-It spinner which can provide random dice numbers or pick the names of class members to take their turn in an activity.

The BIGmack could be used for an alternate version of musical chairs in which everyone has to walk around the set of chairs until the Learner shouts stop. With the BIGstep, as in the example above, the Learner can play some music AND call stop.

ISP 72: Play Time

We have already seen how the BIGmack can be used to deliver sound effects during a presentation or a play but, of course, it can also allow the Learner to have a speaking role, even if it is only one line. For parts that involve more than one line, a BIG or LITTLEstep could be used.

ISP 73: Time to stop

The BIGmack can be programmed to say 'START' then continue recording (nothing) and. after a time interval. 'STOP'.

When activated, the BIGmack will say 'start', wait for a set time, and then say 'stop'.

This can be used for activities that last up to two minutes only as this is the maximum recording time for the system.

Using a BIGstep system, the words start and stop can be entered separately such that the Learner can activate the surface once to say 'start' and again to say 'stop'. Thus, the Learner controls the time interval.

If you do not have a BIGstep then two BIGmacks also provide Learner control over the time interval between start and stop.

ISP 74: Snap!

The Learner can call snap when two matching cards are placed down in a game of snap.
Even if the Learner cannot handle the cards for him/herself, they can be played on his/her behalf.

ISP 75: Developing Social Interaction Skills

Some Learners may find dealing with social interactions very difficult and prefer to work on their own in isolation. One technique to assist such Learners to find reward in interacting with others is to use a BIGmack.The development of social interaction skills using a BIGmack is at least a three stage process:

STAGE ONE:      Cause and Effect
                          Use the BIgMack as a switch to provide 'the best thing in the world'. Let us
                          assume that Sam likes a particular form of music. The BIGmack can either
                          provide that music directly (record it into the BIGmack) or by acting as a
                          switch that operates a CD, radio, or cassette. When Sam shows that
                          s/he understands that s/he is in control of the music through the BIGmack,
                          then we can move to stage two ...

STAGE TWO:     Call Significant Other and tell them what to do.
                          At Stage Two, the BIGmack is programmed in a new way: Instead of playing the music directly, it calls for a staff member
                          and directs them to play the music. "Miss Jenkins, turn on my music". MIss Jenkins would then come over to Sam and
                          say something simple like, "Music? Sure Sam" ad turn on the music for Sam and then leave. Once established, it is
                          time to move to Stage Three...

STAGE THREE:  Call Significant Other
                          At stage three, the call is made to the Significant Other alone. That is Sam would use the BIGmack to say, "Miss
                          Jenkins". On arrival, the Significant Other initiates conversation with Sam to ask what s/he wants. MIss Jenkins could
                          make the process easy to start by offering an alternative: "Hi Sam would you like some music or do you want to go for a
                          walk?" These alternatives could be provided through symbol choice alone or with two further BIGmacks.

As you can see, Stage One began with the Learner having no interaction with another. However by stage Three, Sam was having to not only call over a member of staff but also interact with that staff member to achieve a desired end. Some Learners find social interaction very difficult. A staged approach to developing this skill can help them learn to begin to cope with such social skills.

ISP 76: Developing Social Interaction Skills too

A Learner Desired Object is placed out of reach such that it is clearly visible. The Learner is shown that, by activating a BIGmack, s/he can ask for the Learner Desired Object. Staff may begin by modelling this behaviour next to the Learner with another member of staff. The Learner can see, by activating the BIGmack, the Learner Desired Object is suplied to the staff member making the request. The Learner is then given the BIGmack in order that s/he may imitate the behaviour. Staff can prompt to assist the Learner achieve success at the beginning but all prompting should be designed to faded after a period of time. At some point the Learner may put the object down or drop it. Staff can then replace it in its original position such that the process can be repeated.

Having to request help from another in obtaining a desired object is a part of developing social interaction skills. It should be noted, however, that the simple Learner activation of the BIGmack (to obtain an item) does not equate to a Learner understanding of cause and effect. The Learner may simply want to interact with any object placed in his/her personal space or may have been taught to 'fly-swat'. That doesn't negate the exercise. only that which is claimed as a result of the exercise. Assumptions of understanding are made at cost to the both the Learner and the staff. Cause and effect should have previously been established beyond all reasonable doubt.

The illustration to the left suggests that food or drinks can be used as a Learner Desired Object. However, if a food substance or a drink is to be used, they should always follow strict guidelines. These guidelines include (no claim is made that this is a definitive listing):

          -     following all health and safety guidelines on the preparation and use of food applicable;
          -     liaison with other staff about issues with food/drink with Learner;
          -     provision of minimum amount possible per request;
          -     avoid 'messy' foods;
          -     impose a strict limit on amount of food that can be provided at any time.

ISP 77: Why wait?

I have seen it written, as a target for a Learner, "he will learn to wait". Rarely, is this a required target for any Learner. Sad to say, they already spend quite a significant proportion of their time doing just that! If you return to the earlier YouTube video at ISP 12, for example, you will see that, at any one time during this morning greetings session, only one Learner is required to be on task while the rest await their turn. One is active, the others are passive. Do you think that the Learners in such a situation spend more time in the active or the passive state?

While I would appear to be very critical of the practice in the video, this is not my intention: I do not seek to criticise anyone, rather, to advise staff how they might improve practice for the benefit of all. I assume, such practice is commonplace around the world: I have witnessed this practice in classrooms in both America and in the UK by even teachers that I consider to be very gifted. The danger of unwittingly adopting a 'passive promoting practice' is very real. If a video recording is made of a typical example of any session and then it is reviewed (in private!). It will be possible to calculate how much time any individual Learner spends waiting in a passive state as opposed to being actively engaged in learning. When passivity exceeds activity then there is a danger we are furthering passivity through our practice.

How can the 'morning greeting' practice be improved? Rather than presenting to one Learner at a time and then moving on to the next Learner, staff should plan their session so that this approach is replaced by another that seeks to integrate full group participation in between the individual actions. Thus the teacher would say 'Good Morning' to Sam and allow Sam to respond using his/her communication system Then, the teacher should get the whole group to say 'Good Morning' to Sam and task Sam to respond to his/her peers. Then, and only then, does the teacher move to the next person in the group and the process is repeated. In this manner, the action moves from individual to group to individual to group ... such that no single Learner spends long periods awaiting his turn. This technique can be adapted and used throughout the session whenever it becomes necessary to work with one Learner at a time in a group dynamic.

The technique has possible additional benefits:

          -     it reduces behaviours that staff may find challenging. Inactive Learners are want to seek stimulation and this may result in any
                number of unwanted behaviours.
          -     it increases the number of purposeful interactions between Learner and Other and thus increases the likelihood of cognitive
                connections.
          -     it increases the volume of peer to peer interactions which aids the development of peer to peer social interchange.

ISP 78: Finding Your Way

Finding your way also concerns the development of Social Interaction skills in what Sarah Blackstone (Blackstone SW, Dowden P, Hunt Berg M, Soto G, Kingsbury E, Wrenn M, Liborin N. Augmented Communicators and their Communication Partners: A paradigm for successful outcomes. Conference Proceedings CSUN 2001.) refers to as circle 5. That is, the Learner is interacting with people outside his/her close circle of family, friends, staff and known acquaintances.

The Learner is set a task that is within his/her cognitive and physical ability. Staff provide the Learner with the necessary tools to solve the problem that has been set but, otherwise, assist only as required. For example: in a supermarket Sam is tasked to find a can of baked beans and then return to a specific point. He is provided with a BIGmack that asks for directions: "Excuse me, where are the baked beans?" Previously, he has role-played interacting with shop staff in the classroom and has been successful.

Sam may simply search for the beans, locate them and return to the specified point without interacting with anyone! S/he has fulfilled the task set and is to be praised. The non-use of the BIGmack is irrelevant: the task set was completed. In such instances, staff need to set a task that Sam cannot solve in a similar way with perhaps a more obscure product that s/he will find harder to locate.

ISP 79: Comfort a friend

The Learner is encouraged and assisted to provide a comforting remark to a friend or peer who is upset or worried. .

The Learner can also use the BIGmack to make complimentary remarks or to praise another's work.

ISP 80: Cause and Effect: Part One

A cause is the reason something happens. An effect is that which happens as a result. If A causes B, we may or may not realise it depending on the circumstances and our level of understanding. We know that sunburn is the effect caused by staying out in the sun for too long without adequate protection. There must have been a point in history when mankind made this connection. At some point, someone must have made the connection between walking out in the sun without clothing and the sore sensation that followed. However, if our cognitive capacity is severely diminished then we may have great difficulty in making such a connection.

In order that we might make sense of the world we experience there are a number of developmental milestones that we must reach and pass. One of these is the concept of Object Permanence and another is the concept of Cause and Effect.

ISP 81: Contiguousness is not synonymous with causality

"Contiguousness is not synonymous with causality" What does that mean?

Put simply, it states that because B follows A it does not mean that A is the cause of B.

A butterfly is sitting on a flower on a bush and Sam appears to be looking at it. The butterfly moves its wings and Sam seems to smile. We naturally assume that Sam is cognisant of the butterfly and the motion of its wings and, it is this that is causing Sam's joy. However, that is not necessarily the case. Sam could be smiling at something else entirely, or at something that happens at the same time that the butterfly moves its wings. Sam could even be smiling in response to our smiles. Of course, Sam could be aware of the butterfly and be attracted to its movements but we cannot simply assume all of this. What evidence would be further proof of Sam's awareness?

           -     every time that the butterfly moves its wings Sam smiles;
           -     the staff with Sam are not standing such that Sam can see them and the butterfly;
           -     when the butterfly flies away, Sam stops smiling;
           -     if another butterfly lands subsequently and Sam begins to smile once again.

Does it matter? Yes, it does! If we assume a cause and effect relationship, and we build further learning on such 'knowledge', then Sam may be confused. Our task will be the greater and there is a risk that we may make further 'assumptions of understanding' which will only serve to compound matters even further.

A BIGmack is placed in the personal space of a Learner such that it controls a toy dog. The Learner activates the BIGmack. The dog moves and barks. Does the Learner understand that:

          -     s/he is controlling the toy?
          -     the BIGmack is the switch for the toy?
          -     both the above?
          -     none of the above?

None of the above! Cognition simply cannot be assumed on the basis of a single interpretation of a Learner's actions even if that action is repeated. There are other interpretations of the Learner's actions which produced the same results:

         -     it was an accident. As the BIGmack is in the Learner's personal space, s/he is going to activate from time to time simply by
               chance alone.
         -     the Learner is attracted to the shiny object in his/her personal space and is exploring it. The Learner likes the sounds it makes.
               The Learner makes no connection to the barking dog.
         -     the Learner has learnt to fly-swat the BIGmack when it is placed in personal space.
         -     the Learner does not like this thing in his/her space and is trying to push it away;
         -     the Learner is being prompted by staff;
         -     other.

ISP 82: Cause and Effect: Part Two

Activating the BIGmack to turn on another item does not, in and of itself, evidence cause and effect skills.

Why not?

          -     Some Learners will interact with anything that is placed in an accessible position
                in their personal space;
          -     Some Learners have learnt to 'fly-swat';
          -     Some Learners may be just trying to push it away;
          -     Some Learners may be attracted to the colour, or the shape, or the symbol.

it is only if we can eliminate these other possibilities that we can can state that the Learner is making a connection and understands that his/her actions that are controlling some aspect of the environment. If we have previously established cause and effect cognition in a particular Learner than we are on safer ground in assuming the Learner is making a new link. However, the more evidence we can gather to establish beyond reasonable doubt that a Learner

ISP 83: Absence of evidence is not evidence of absence

'Absence of evidence is not evidence of absence'. What does this mean?

put more simply, it asserts it cannot be assumed that a Learner's failure to respond to or perform any task (absence of evidence) does not prove an incapacity or inability to do so (evidence of absence). If Sam is asked to identify an item in a picture by choosing from one of three real life objects and fails, it does not follow that Sam is incapable of doing it, or does not comprehend the item in question. There are other possible reasons for Sam's 'failure' in the task:

          -     Sam was not feeling well;
          -     Sam did not like the staff member involved;
          -     Sam was distracted by some other matter in the day;
          -     Sam was upset about something;
                                                                           -     Sam did not understand the instructions;
                                                                           -     other;

While we cannot prove a Learner does not understand or is incapable of performing a specific task, it is possible to do the opposite: we can show that Sam DOES understand. That is a much more positive stance to take: rather than being negative regarding a specific Learner skill, we are able to claim a positive position. How are we able to do this? Returning to our example of Sam's choice between three items. If Sam not only responds but responds correctly and on more than one occasion then we can be more confident in stating that Sam is able to make an association between a picture and an object. Why only more confident? Why not totally confident? The reason for the hesitation is because there are other possible explanations for Sam's success:

          -     it was by pure chance;
          -     the 'correct response was always placed in Sam's 'preferred' position (Sam always goes for the item on the right);
          -     staff were providing Sam with contextual cues (wittingly or unwittingly);
          -     staff were interpreting Sam's responses and rationalising incorrect answers;
          -     other.

If we were to construct the test so that these alternate explanations for Sam's behaviour were eliminated then we could state with some assurance that Sam is cognisant of a symbol/picture/object relationship.

Yes but we haven't got the time to do all of that!
Actually, it saves time because to assume an understanding when no such understanding really exists is extremely frustrating for both
staff and Learner and leads to an eventual breakdown in progress and much loss of time. Furthermore, 'all of that' does not actually
take much time: it's more about the design of the test than having to make lots of different approaches. If the test design:

          -     overcomes the 'pure chance' element;
          -     eliminates the possibility of staff cueing;
          -     does not always use preferred positioning;
          -     prevents staff rationalisations.

then, if Sam responds and is correct, we are able to say 'Sam is cognisant of a symbol/picture/object relationship'.

ISP 84: Cause and Effect: Part Three

How then do we establish cause and effect beyond reasonable doubt? The answers lie in the Learner's behaviour. If the Learner acts in certain ways then it is logical to assume, unless we can prove otherwise, that cause and effect is established. What are these 'certain ways'? They include:

          -     the Learner makes repeated attempts to activate the switch/BIGmack but ceases
                all further attempts when successful and the POLE is achieved;
          -     the Learner only reactivates the switch/BIGmack when the POLE has ceased.
                The Learner makes no attempt to activate the POLE while the POLE is active.
          -     the Learner goes out of his/her way to activate the switch/BIGmack in order to
                achieve the POLE;
          -     the Learner locates a 'hidden' switch/BIGmack in order to operate a POLE;
          -     the Learner is consistent in the above.
          -     other possible explanations for behaviour have been considered and eliminated.

ISP 85: Happy Birthday

Record someone singing 'Happy Birthday'

Connect the BIGmack to a fan.

Light the candles on the Birthday cake.

Sing Happy Birthday using the BIGmack while, at the same time, turning on the fan and blowing out the candles!

ISP 86: I'm forever blowing bubbles

Record 'I'm forever blowing bubbles' into a BIGmack.

Attach the BIGmack to a fan.

Attach a switch to a bubble machine.

One Learner sets the bubbles going.

Another Learner sings and blows!

If you put the fan at different angles, what happens to the bubbles?
If you set the fan to a different speed, what happens to the bubbles?
Which bubble travels the furthest? Why?

ISP 87: Duck Shoot

Using an old 'Hoover Constellation' type of vacuum cleaner:
- Attach the hose in to the underside which causes it to blow rather than to suck.
- Plug the vacuum into a PowerLink and turn the vacuum on.
- Program a BIGmack with a 'shooting' sound effect or the word 'Fire!'
- Attach a BIGmack to the PowerLink via the mono jack cable supplied with the BIGmack.
- Attach the Learner's switch to the BIGmack.
- Obtain a supply of table tennis balls.
- Clamp the metal tubing part of the vacuum hose so that it can be adjusted in both the
horizontal and vertical planes.
- At a given distance away set up a set of shelves.
- On the shelves attach laminated paper duck targets.
- Place a ping- pong ball into the end of the vacuum hose.
- Provide the Learner with a means of directing a member of staff in adjusting the angle
of the vacuum tube.
- The Learner presses his/her switch... FIRE!

Which Learner can knock down the most ducks with just five balls each? It's great fun but it also is great for mathematical concepts such as counting, range, distance, angles and directions, velocity ... What's more, once it has been set up, the Learner is in control.

If you haven't got a duck target download one here by clicking on the image right. You can drop the image into your art software (or into MicroSoft Word) and print it out as large as you like. Print out as many ducks as you will need. Once printed, cut out and laminate each duck.

The duck targets can be attached to your duck shoot with Blu-Tack or some other such method. It needs to be able to keep the ducks upright but not prevent them from being knocked over by the ping-pong ball projectile.

You should also create some form of scoring/counting system to record how many successful hits a Learner is able to make. Remember, the rule is to give the Learner as much control as is possible. That means that the Learner should be directing the

action, asking for each ball to be loaded, and counting the successful shots. Please note that no animals were harmed during the creation of this game.

ISP 88: BIGmack Referee

A BIGmack can act as an impartial referee in a game or a contest. For example, program two different coloured BIGmacks with 'Jane won' and 'John won' and fix them vertically on the floor. The first one to be activated will tell us the winner. Now provide both Jane and John with a remote control car each of the same colour as the BIGmack and instruct them to drive it into the BIGmack. Their task is to control the car and drive it along to hit into the BIGmack and set off the message. The winner is the first one to do this.

Make the task easier by putting the cars in a direct line with the macks.
Make the task more difficult by adding obstacles to the course!

In the same manner Learners can play talking skittles.

Blindfold a Learner. Another Learner has to give the blindfolded Learner directions to get to a BIGmack and activate it around a classroom obstacle course. The clock stops when the BIGmack speaks. Now the next pair of Learners take their turn. Which team will win? If there are no Learners who can be blindfolded use a member of staff!

ISP 89: Syntactical Structures

Using several BIGmacks, split up a simple sentence into individual words and record each word into a separate BIGmack. Now mix up the order of the BIGmacks and present to an individual or group to try and reorder the words so that when they are spoken one after the other the sentence formed makes grammatical sense.

ISP 90: Animate a section of a story

If a story has a section that staff can illustrate by using toys and a little creativity, the BIGmack can not only tell that particular part of the tale but also activate a toy to provide the actions. For example, in the tale of the Billy Goats Gruff the three goats go across the bridge one at a time and the troll comes out to challenge them. The troll's challenge could be put a BIGmack to be spoken as part of the telling of the tale. The last part of the tale involves the biggest goat butting the troll off the bridge into the water: with a little creativity, a goat can be made to butt into a bridge on which a troll stands. If the bridge is constructed of bricks or of sponge it will easily topple when the goat hits it. You don't have a goat that moves? No problem! Contact me and I'll send you a suitable picture of a goat that can be printed and cut out. Attach this image to the side of any switch adapted toy that you have that will move forward into the Bridge and knock it down. Record the appropriate section of the tale on the BIG mack which will also activate the toy. Now the Learner can say the line and knock the wicked troll into the water!

ISP 91: Interactive Displays

I have often seen beautiful wall displays around a theme in classrooms and on corridors. However, they are rarely symbolised and even more rarely made interactive. In one establishment in which I provided some training I saw a long display on the topic of transport throughout the ages which was the result of the work of many Learners. While it had a few words dotted around, there were no symbols and I could not interact with the display. It was a fantastic piece of work that could have been made even better by the additional of some BIGmacks along the timeline at the bottom with which the Learners (and nosey visitors!) could interact. The BIGmacks so used might detail:

          -     the reason for the display;
          -     factual information about a specific item in the display;
          -     the Learners who created the display;
          -     other.

ISP 92: Numer-aac-y

BIGmacks can be used in a number of creative ways to help people with emerging numeracy. The next few ISPs all address this idea.

Record numbers on to a set of BIGmacks and rearrange their order. Ask the Learner to put them in ascending order or descending order.

The Learner can listen to their result and see if it sounds right.

ISP 93: Play numerical games

The BIGmack can be used to provide repetitive spoken responses in almost any numerical card game. For example, in 'Play Your Cards Right', three BIGmacks can be used to say Bigger, Smaller and Stick (or HIgher, Lower, and Stay). Learners are learning about relative sizes of the card numbers while, at the same, having fun.

We have already seen how the BIGmack can be used to play snap. Snap can be used to reinforce the concepts of 'same' and 'different', 'equal' and 'unequal'.

ISP 94: Numerical Arrangements

With five or more BIGmacks it s possible to make up simple equations (2+3=5). These can be scrambled for the Learner(s) to rearrange such that the sequence forms a correct sequences. To make it a little trickier, add in the minus, multiplication and division signs! Learners that have poor visual acuity can also work easily with this task as they can hear what each BIGmack represents.

ISP 95: Label me please!

A number of BIGmacks are preprogrammed with a set of numerical statements such as, 'Half of four', 'three plus one', 'double three', etc. The BIGmack do NOT have a label. They are completely nude!

The Learner is provided with a set of labels for the BIGmacks and asked to help the staff member sort out the labels which 'have gotten into a terrible muddle'. Can the Learner put the correct label with the right BIGmack? This task can be made trickier by:

          -     increasing the number of BIGmacks;
          -     adding in 'red herring' labels;
          -     making the BIGmack statements more complex or more difficult.

ISP 96: Roll 'em!

When the BIGmack is linked to the All-Turn-It Spinner (from AbleNet) it can provide random numbers: for example, in a game which requires the use of dice. The BIGmack can provide the voice accompaniment to the rotation of the spinner and the Learner can roll the dice for the people taking part in the game.

ISP 97: Temporarily Restricted Vocabulary

BIGmacks can obviously provide a selection of answers such that staff can pose a range of appropriate questions. Rather than single one Learner out in a group to provide an answer using one of the BIGmacks let everyone answer in this way so that do one treated any differently.

Such an approach is called a TRV: Temporarily Restricted Vocabulary. A TRV means what it says; Vocabulary is restricted to just a few words such that the words form a set of possible responses. Knowing that a Learner can only answer with a TRV means staff have to phrase their questions in a specific manner. It would be of no use asking a question that required an answer that wasn't part of the TRV set. If all members of the group are required to respond using the TRV, no Learner is disadvantaged: all are on an equal footing. Well crafted TRVs tell the staff as much about a Learner's knowledge and understanding as any open ended question.

ISP 98: Fun and Games with the BIGmack

Play a game that is a form of talking Boccia. The Learner has to throw a bean bag at a set of BIGmacks. If the bean bag hits a BIGmack, the BIGmack announces the score obtained.

A variation on this theme would be to have areas on the floor which provide the score. In each area is placed a single BIGmack. If the BIGmack is struck and activated then the floor score is multiplied by the amount announced: "Well done, double the floor score!"

Another variation would be to have the BIGmacks mounted vertically. The Learner would roll a ball at the BIGmacks. As the BIGmacks are struck so they announce the score achieved.

ISP 99: Knock Down

Build a tower out of bricks or tins or cards ...

Attach the BIGmack to a walking toy animal or to a remote control car or a train ...

Position the animal (toy, car, train...) so that when it moves forward it will collide with the tower ...

Pretend that you don't want the Learner to knock down your tower...

When they do, put the toy back in position and rebuild the tower saying ...

"You are not going to knock my tower down again, are you?"

ISP 100: Game Speak

Many Games require the use of specific language at certain points. The BIGmack can provide the language.

I only have one BIGmack and there are several messages I need to say in the game.
No problem: use the BIGmack to announce that you have something to say and then
have the different messages arranged on a special communication board to which you
(or another) can point.

ISP 101: Yes and No

Utilising two BIGmacks to provide Yes and NO responses can provide a very simple way of communicating.

Unless there is a reason not to, use the green switch top for yes (go) and the red switch top for no (stop).

Unless there is a reason to reverse the placements, position the 'yes' BIGmack on the right (yes that's right) and the no BIGmack on the left.

If the Learner in non-ambulant, and it was desirable to have the yes/no system mounted on a wheelchair, then the BIGmacks are too large to be mounted on the arms (unless they are mounted vertically on the side panels). An alternative would be to mount smaller switches to the arms of the wheelchair which then operated the BIGmacks housed in a pack on the rear of the chair.

A closed question is a question that can be answered by either 'yes' or 'no' ("Do you want tea?")
An open question is a question that requires a response other than yes, no, maybe ... ("What would you like to drink?")

A note of caution: If I ask the following question: "Is Paris the capital of France, yes or no?" What is the Learner's chance of getting the correct answer even if s/he did not know? 50%? Two answers, pick one from two, therefore 2:1? Actually, the odds are stacked in favour of the 'yes' response! Children can learn to respond positively to closed question forms because questioners often appear pleased when they do. When adults frame closed questions, the answer that they typically require is, more often, a yes than a no. Therefore, if you make your way through the day answering 'yes' every time you hear a questioning tone of voice, it will generally get you by. It does not mean you have understood the question or know the answer. A further 'strategy' i acquire by some Learners is to 'change your mind' and hit 'no' if the questioner looks puzzled or disturbed by the initial 'yes' response. Thus, asking yes/no questions is not always the best strategy for a questioner to adopt: it is advisable to use open question forms when you really want to know if a Learner has understood.

ISP 102: The Null BIGmack

A null BIGmack is one that says and does nothing. It is a bit of a distraction: purposefully so. The null BIgmack should not be introduced to the novice Learner but rather to one who is apparently making choices from two BIGmacks really well.

The 'problem' with the choices typically provided from two BIGmacks is that either choice is correct! It the 'prize every time' stall at the fair: the Learner can't fail to win for it is 'errorless learning'. For example, in the illustration to the left, there is a choice between two drinks. However, the Learner likes both drinks and, thus, any BIGmack that the Learner activates provides a 'favoured' drink. Thus, it might be that the Learner is not making a choice at all, rather, simply activating any BIGmack that is within reach.

How can we establish whether the Learner is really making a choice or simply activating the first BIGmack that comes into reach? There are several techniques:

          -     Provide only one favoured drink choice and a known disliked option. Does the Learner consistently go for the lIked choice?
                What does it mean if the Learner goes for the disliked drink? Let's suppose it is provided and the Learner pushes it away and
               refuses to drink it: What can we deduce?
          -     Provide only one favoured drink and a picture of an empty glass! If the Learner chooses the empty glass, then that is what is
                provided. Staff should return to the Learner after thirty (or so) seconds, 'You drank that quick! Would you like to choose again?".
                The BIGmacks are re-presented and the Learner is given another opportunity to select the drink rather than the empty glass...
          -     Quiz the Learner on what WAS consumed at break. In other words, ask the Learner to tell you what s/he had to drink. There is
                a fifty percent chance of getting it correct by chance alone but, if asked over a number of days, it is possible to establish
                whether the Learner is understanding the choice options presented by the BIGmacks.
          -     Add in a null BIGmack to the equation! The null BIGmack acts as a distractor and also increases the odds against a 'correct'
                response every time. Ensure the Null BIGmack is placed in the Learner's preferred position.

But he is simply going for the colour. He likes blue. It doesn't mean that he doesn't understand the drinks choice.
No, that is correct, it doesn't necessarily follow BUT it does raise the possibility. I suggest you make all the BIGmacks the same colour
and see what happens.

Yes, but she gets it right sometimes. She just has off days.
I don't doubt that Learners have off days but we cannot rationalise observed behaviours in this way; it helps no-one, not the staff and
not the Learner. We need to know if the Learner has grasped the concepts involved so that we can move to the next stage of learning,
if we move forward without establishing the facts then we might simply be asking for trouble.

ISP 103: A vote for democracy

The BIGmack can be used to make democratic decisions. For example, the group could decide where to go for a meal: McDonalds, Burger King, or Kentucky Fried Chicken. Three BIGmacks are set up and mounted on a carpet tray and passed around the group. Each member has a vote. Someone (preferable a member of the group) keeps tally. The destination with the most votes wins.

Instead of fast food shop logos, food images could be used. For example: chicken nuggets, beefburger, or pizza. Then, if pizza won the vote and there is a choice of pizza emporiums, there could be another vote on which to frequent!

ISP 104: Read the instructions

A set of BIGmacks can be used to read out the instructions to a group for a simple task. For example, in the image on the left, the BIGmacks details what the group has to do to plant some seeds:
     1.     Get the plantpot
     2.     Get some compost
     3.     Put the compost in the plant pot
     4.     Get some seeds.
     5.     Put the seeds in the plant pot
As each BIGmack can hold up to two minutes of speech, there is scope for a richer description of each part of the activity.

ISP 105: Communicate with the Computer

BIGmacks can be linked through a Joycable or Joybox (available from Sensory Software), or other switch interface, to a computer. Such interface provide a means to identify what action each connection performs. This means that if a game requires the use of a computer's left arrow (for left movement) and the right arrow (for right movement) and the spacebar (for fire), the BIGmacks can be configured to act as though the Learner were pressing these computer keys. Such interfaces typically retail for around £100 and are simple to set up. The advantage of using BIGmacks over simply using switches is that the BIGmacks can provide voiced accompaniment to the action: "left", "right","fire".

A further advantage of using BIGmacks instead of the computer keyboard is that you can do away with the keyboard and simply work from BIGmack and screen simplifying the process for the Learner.

ISP 106: Master your Memory: Talking Telephone Numbers

There is a huge potential for playing a variety of memory enhancing games with Learners using BIGmacks. For example, you could play a variety of Kim's Game in which the Learner is allowed to look at some everyday objects on a tray for a minute or so. The tray is then removed and an item is taken away (another variation is to add a new item) and the tray returned. The Learner has to say what item s missing. The initial items on the tray can all be represented by a set of BIGmacks. When the tray is returned, one of the BIGmacks is the name of the item that is missing.

Another memory game is Simon: the Learner has to press the different colours of the BIGmacks in a specific order that is increased by one each time: green, green and blue, green and blue and red, green and blue and red and red ... How many can the Learner manage?

A further memory game involves adding the pictures of five class members to five BIGmacks. The class members are each asked to perform three tasks each in a specific way. Then staff ask the group to answer a set of questions about the tasks - the answers always being the names of one of the five chosen group members. The Learners have to remember who did what, when, where, why and how in order to answer the questions.

Yet another idea, is to memorize telephone numbers: A set of BIGmacks have been programmed with numbers. Staff repeat a small number sequence slowly to the Learner. The Learner's task is to repeat it back correctly. Each time the Learner is successful, the length of the number sequence is increased by a further digit. Which member of the group can remember the longest number? Most people can cope with five to nine digits (7 + or - 2). What do you think your capacity is?!

Get your BIGmacks here!

There are several companies that retail BIGmacks in the UK. These include:

  Ability-World
  Inclusive Technology
          Liberator
          Techcess

For overseas readers, please consult the AbleNet website page for dealers in your locality.

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