T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 4 , pp . 20 4 – 21 2. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 56 23 51 7 “It’s Jeremiah’s turn. Hit the switch, Jeremiah,” was frequently repeated to Jeremiah by the teachers and students in his classroom. Every time he tilted his head to press a switch, something would happen. Sometimes music would come on, and other times a recorded voice would play, but every time he activated the switch, Jeremiah’s teachers excitedly told him that he had done a “good job.” Ms. Collins, Jeremiah’s teacher, loved to see Jeremiah interacting with his classmates and engaging in lessons, but she was frustrated with his lack of initiation and independence when using his switch. She had been working with Jeremiah for almost a full school year, yet he still required several prompts to activate the switch. She wanted to help Jeremiah begin to initiate using his switch more independently regardless of the activity or the setting.

中文翻译：

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TEA CH IN GE xcep ti on al Child ren, Vol. 48 号 4，页。20 4 – 21 2. 版权 2 01 6 A ut hor(s) 。DOI：1 0. 11 77 /0 04 00 59 91 56 23 51 7 “轮到耶利米了。按下开关，耶利米，”课堂上的老师和学生经常对耶利米重复。每当他歪着头按下开关时，就会发生一些事情。有时会播放音乐，有时会播放录制的声音，但每次他启动开关时，耶利米的老师都会兴奋地告诉他，他做得“很好”。Jeremiah 的老师 Collins 女士喜欢看到 Jeremiah 与他的同学互动并参与课程，但她对他在使用开关时缺乏主动性和独立性感到沮丧。她和耶利米一起工作了将近一个学年，但他仍然需要几次提示才能激活开关。她想帮助 Jeremiah 开始更独立地使用他的开关，而不管活动或设置如何。