visual strategies strategies bill nason, llp behavior specialist billnason@yahoo.net

VISUALVISUAL

STRATEGIESSTRATEGIES

Bill Nason, LLP

Behavior Specialist

Billnason@yahoo.net

Written Lists & Schedules

We Rely On Visual Strategies To Organize Our Day

Why Visual Strategies?

• Poor auditory processing• Delayed information processing • Problems with working memory• Difficulties organizing information• Visual information is more concrete,

literal, and clear.• Many children with ASD are visual

learners; thinking in pictures.• For nonverbal children pictures can be a

communication tool.

Children With Disabilities

Visuals Provide:

• Clarity and predictability to routine. • Helps organize child’s world. • Provides concrete, visual information.• Helps communicate expectations and

consequences.• Helps child communicate needs and

wants.• Reduces anxiety and behavior problems.

.

ACTIVITYACTIVITY

SCHEDULESSCHEDULES

Bedtime Routine

Pajamas Brush Toilet Wash Hands Story Bed

Visual Schedules and Routines

Visual strategies can help crystallize the patterns of routine. Helps child “see” what is coming up and in what order.

Jimmy’s Morning Schedule

Before Dinner After Dinner

Hang Up Coat Dishes to Sink

Feed Dog Load Dishwasher

Put Shoes Away Take Trash Out

Homework TV

Computer Snack

Permanent

Activity

Schedule

Use magic marker to check off each task as completed.

Velcro Board

Master Schedule

To Be Done Finished

Have child transfer pictures from one side to the other, as tasks are completed.

Or

Place pictures in an attached envelope.

Master Schedule

Portable Schedule

Using Portable Schedules

Portable schedules allow you to break down the master schedule into simple routines, ending with a preferred activity.

Chain Routines Into Schedules

Master Schedule

Each sequence ending with a preferred activity.

Work from one routine to another.

Always End With Preferred Activity (Reinforcer)

Always try to end with a reinforcing (preferred) activity

If needed, start with “First and then”, and gradually add on.

Then build larger schedules of several smaller routines.

Using Reinforcers

• Build in frequent reinforcers into picture routine.

• Use picture reinforcement menu.

• Have child pick the item/activity he wants at that time• Place the item on the board as visual reminder.• If not providing immediate reinforcer, than use a token system (star chart or tokens to carry).

Computer DVD MP3 Player Video Games

Toys Cards TV Reading

Reinforcement Menu

=

Sally’s Star Chart

Choice Of Reward

Sally earns a star for each day she completes her picture schedule

TASK TASK

SEQUENCESSEQUENCES

Visual Task Sequence

Brushing Teeth

Wet Hands Soap Hands Rinse Hands Turn Water Off Dry Hands

Wash Hands

Activity Schedule

Task Sequence

Activity schedules tell you what to do.

Task sequences show you how to do it.

Combining Schedules and Task Routines

NOW & NEXT NOW & NEXT

ANDAND

CHOICE BOARDSCHOICE BOARDS

Now and Next Boards

Bath Computer

First Then

First we do ________, then we do __________.

Usually a nonpreferred task, followed by preferred task.

If child is resistant, start with preferred/preferred, then move to a nonpreferred/preferred.

Then begin to expand to three sequence (now, next, and then).

Teach By Chaining

Picture Exchange: Child exchanges picture for something they want.

Now and Next board: First ___, then ___, to get preferred item.

Now, Next, and Then board: Chain three tasks together.

Simple Routine Board: four or five picture routine.

Master Schedule: Series of simple routines on master schedule.

First Then

=

Now Next Then

Choice Boards

“Do you want…..”

Start with two options.

Build in four or five opportunities a day.

Gradually expand choices.

Dust Sweep

Vacuum Mirrors

Laundry Dishwasher

Chore Chart

Taking It Into Taking It Into

The CommunityThe Community

Community

Gas Bank Grocery McDonalds

Portable Schedule

Grocery Shopping

Grocery store Sally push cart. Mom gets items, Pay for groceries

Hands stay on cart. not Sally.

Sally rides horse Load groceries Drive home Play computer

Grandpa’s Birthday Party

Talk With Grandparents Play With Dutches Play Game Boy

Eat Dinner Birthday Cake Open Presents

Drive Home Play Computer Game

TEACHING TEACHING CONSEQUENCESCONSEQUENCES

REDUCING BEHAVIOR REDUCING BEHAVIOR PROBLEMSPROBLEMS

Teaching Consequences

Angry Hitting No computer Everyone Sad

Talk with adult Solve Problem Everyone Happy

When I Am Angry

Talk to adult Write in journal Jump on tramp.

Angry No hitting!

Happy

Getting Started

• Determine type of visuals: written, line drawing, clipart, photos, etc.

• Determine type of use: schedules, task sequences, instruction sheets, choice menu, reinforcement chart, consequence sheet, behavior options, etc.

• Determine type of representation: Picture board, portable boards, picture ring, baseball card pages, picture books, etc.

• Materials: Poster board, valcro or magnetic tape, lamination or contact sheets, etc.

• Start simple, build gradually.

Resources

Pictures: Magazines, Catalogs www.images.google.com www.images.yahoo.com www.clipart.com www.do2learn.com Digital Camera

Software: Boardmaker, Picture It, Visual Essentials (www.silverliningmm.com) Books: “Visual Supports for People with Autism”, Cohen & Sloan “Making Visual Supports” Savner and

Myles