Background: The present study assessed the feasibility of (1) establishing multiple microswitches and responses (some of which had not been used before) with two children with multiple disabilities, and (2) maintaining such microswitches and responses in the children's daily contexts.
Methods: The microswitches were introduced individually and then combined. During the last part of treatment and the follow-up, each child had three microswitches.
Results: The data show that both children learned to use all three available microswitches. Moreover, they retained fairly high levels of responding with the microswitches in their daily contexts during follow-up periods of 4 and 6 months.
Conclusions: The personal and practical implications of these findings are discussed.