This is the peer reviewed version of the following article: Saunders, M. D., & Saunders, R. R. (2012). Teaching Individuals to Signal for Assistance in a Timely Manner. Behavioral Interventions : Theory & Practice in Residential & Community-Based Clinical Programs, 27(4), 10.1002/bin.1346. http://doi.org/10.1002/bin.1346, which has been published in final form at doi.org/10.1002/bin.1346. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingThe study describes the adaptive-switch performances of 8 adults with severe multiple impairments. Each was given a series of progressively more difficult discrimination tasks that, if solved, would require the participant to close the switch to activate a device that was not operating or to stay away from the switch if the device was operating. Then in a 2-choice format, a preference test was conducted by providing 2 devices simultaneously that could be activated or deactivated by closure or release of the switch. Finally, a preferred device was activated and then surreptitiously deactivated. Switch closures in this contingency activated a speech-generating device that played the message, “Help me.” All 8 participants learned to control devices using their adaptive switch, but only 4 participants learned to make a request for help. Reasons for the different performances across learners and nonlearners are discussed
