Selecting a convenient response, and a microswitch suitable to it, is critical to successfully introduce students with multiple disabilities to a microswitch-aided programme. This study evaluated the use of a hand-tap response with a vibration microswitch with two students. Both students increased the frequency of the hand-tap response during treatment and maintained such an increase at 3-month follow-up. Procedural issues, practical implications of the findings, and measures for promoting long-term response maintenance/extensions were discussed.
