# PWR-202 — Sensory substitution: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 13 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Basic stationery or digital tools — A non-slip raised 3-by-3 board labelled top/middle/bottom and left/centre/right.; An approved vibration band controlled by the assistive-technology professional, plus an independent spoken, signed or switch-accessible STOP signal.; The exact component map: 1 short vibration = top row; 2 short = middle row; 3 short = bottom row. After a one-second pause: 1 long vibration = left column; 2 long = centre column; 3 long = right column.; Two raised component strips, one for the three rows and one for the three columns, so components can be taught without revealing a complete board location.; Two foam tokens, a screen and a log with columns for actual cell, reported row, reported column, reversal, missing half-code, correct cell, seconds, workload 0–4, skin response and fallback.; Trainer-only eight-code strip, kept behind the screen: top-right, bottom-left, middle-right, top-left, bottom-centre, top-centre, bottom-right, middle-left. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This specialist-led lesson teaches an exact tabletop code. One, two or three short vibrations mean top, middle or bottom row. After a one-second pause, one, two or three long vibrations mean left, centre or right column. The learner first practises the two components, sees one complete centre code, then decodes all eight other combined locations, traces a three-cell token path, refuses an incomplete signal and compares the coded channel with direct description. No standing or travel occurs. Target outcome: With an assistive-technology professional, the learner records eight unlabelled combined location trials, completes one coded three-cell tabletop path, uses the fallback for an incomplete code and compares a mirrored path delivered by direct description. ### Authority and setup conditions - Remain seated at the non-slip table; this lesson contains no standing, obstacle or travel task. - The specialist checks skin, contact site, device battery, comfortable distinguishable pulse lengths and the independent STOP signal. - Place two boxes labelled ROW and COLUMN on the learner’s response sheet. - Keep direct description available as the fallback throughout. - End contact immediately for redness, pain, numbness, unusual sensation or increasing discomfort. ### Required or supplied materials - A non-slip raised 3-by-3 board labelled top/middle/bottom and left/centre/right. - An approved vibration band controlled by the assistive-technology professional, plus an independent spoken, signed or switch-accessible STOP signal. - The exact component map: 1 short vibration = top row; 2 short = middle row; 3 short = bottom row. After a one-second pause: 1 long vibration = left column; 2 long = centre column; 3 long = right column. - Two raised component strips, one for the three rows and one for the three columns, so components can be taught without revealing a complete board location. - Two foam tokens, a screen and a log with columns for actual cell, reported row, reported column, reversal, missing half-code, correct cell, seconds, workload 0–4, skin response and fallback. - Trainer-only eight-code strip, kept behind the screen: top-right, bottom-left, middle-right, top-left, bottom-centre, top-centre, bottom-right, middle-left. - Path A for vibration: top-left → middle-left → bottom-centre. - Path B for direct description: top-right → middle-right → bottom-centre. - Delayed Path C: bottom-left → middle-left → top-centre. - Delayed Path D: bottom-right → middle-right → top-centre. ## 1. Learn the row component Using only the raised row strip, the specialist sends one, two and three short vibrations in labelled order. The learner touches or names top, middle and bottom after each signal. Why: Rows must be recognised before a two-part location can be decoded. Success check: Top, middle and bottom are each identified correctly on three labelled demonstrations. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Top, middle and bottom are each identified correctly on three labelled demonstrations.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Learn the column component Using only the raised column strip, the specialist sends one, two and three long vibrations in labelled order. The learner identifies left, centre and right. Why: Separating pulse length and position reduces row-column confusion. Success check: Left, centre and right are each identified correctly on three labelled demonstrations. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Left, centre and right are each identified correctly on three labelled demonstrations.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. See one complete centre code The specialist demonstrates middle-centre once: two short vibrations, a one-second pause, then two long vibrations. The learner writes ROW = middle and COLUMN = centre before naming the cell. Why: One complete example teaches how the two components join while leaving the other eight combined codes unshown. Success check: The learner explains that the first group always gives row and the second always gives column. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner explains that the first group always gives row and the second always gives column.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Decode eight unlabelled combined codes Behind the screen, the specialist uses the exact trainer-only order: top-right, bottom-left, middle-right, top-left, bottom-centre, top-centre, bottom-right, middle-left. After every signal the learner fills ROW and COLUMN, commits a marker, then sees the token. Why: All eight non-centre combinations test whether familiar components can be joined without answer leakage. Success check: Eight rows exist in the log, including every row error, column error, reversal, time and workload. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Eight rows exist in the log, including every row error, column error, reversal, time and workload.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Trace Path A with vibration Signal top-left, middle-left and bottom-centre in that order. The learner decodes each cell before sliding a second token to it. Correct an error before the next segment. Why: A sequence tests use of the code rather than isolated recognition alone. Success check: The endpoint, component errors, corrections, seconds and workload are recorded. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The endpoint, component errors, corrections, seconds and workload are recorded.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Stage one incomplete code Send a row group but deliberately omit the column group. The learner must write MISSING and request repetition or direct description. Why: A safe channel must expose dropouts instead of turning them into guesses. Success check: No cell is named and the fallback is used. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “No cell is named and the fallback is used.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Complete Path B by direct description Through the learner’s normal accessible channel, say or indicate top-right, middle-right and bottom-centre. The learner traces the path while the trainer records endpoint, seconds and workload. Why: The familiar fallback supplies a practical comparator without pretending to be another mobility test. Success check: Both path records contain the same outcome fields. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Both path records contain the same outcome fields.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Compare without overclaiming Compare component errors, endpoint, time, workload, skin response, fallback use and the learner’s provisional preference. Do not call one channel superior from this single order. Why: One short session contains learning and order effects. Success check: The record states which channel the learner chooses now and that the delayed session reverses channel order. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The record states which channel the learner chooses now and that the delayed session reverses channel order.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.