boardmaker: developing visual supports · 2012-02-10 · 10/12/10 1 boardmaker: developing visual...

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Boardmaker: Developing Visual Supports

KISN is funded through the Kansas State Department of Education's Special Education Services by a Title VI-B grant. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs

and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 1220 Walnut Street, Oskaloosa, KS 66066, 785-863-3410.

Katie Thomas Distance Learning Coordinator

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Kansas Instructional Support Network - KansasASD.com

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What exactly is a visual support?

Supports and tools we can see, that:   Organize the environment   Help us understand expectations   Establish rules and behavior guidelines   Provide structure and routine   Help us remember   Provide information   Allow us to communicate

- “Materials that can be used to enhance communication between the adult and student and to facilitate the student’s understanding of rules and expectation.”

(Earles-Vollrath, Cook, Ganz, 2006)

The 5 W’s of Visual Supports


  Who can benefit from Visual Supports   What are visual supports & What do you do with them

once you have them?   When Should I use visual supports & When should I

eliminate them?   Where do I keep all of this stuff?   Why Should I use visual supports?

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Who can benefit from Visual Supports?


  Autism Spectrum Disorders, Aphasia, Attention Deficit Disorder, Behavior Disorder, Bilingual, Central Processing Disorder, Cognitive Impairment, Dyslexia, Emotional Impairment, Fragile X, Learning Disability, Language Delay, Language Disorder, Mental Impairment, Pervasive Developmental Disorder, Traumatic Brain Injury, And More

  Do not assume visual supports are useful only for non-verbal students

(Hodgdon, 1995)

What are visual supports & What do you do with them once you have them?


  Visuals supports can be: Objects Photos Computer generated icons/images Symbols Schedules Calendars

  Use the visuals to SHOW the expectations. When something is shown visually, the information tends to stay, in comparison to verbal language.

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When should I use visual supports? When should I eliminate them?


  Visual supports can be used to help transition within and between activities.

  Visual supports can be helpful at understanding expectations

  Visual supports can be extremely helpful when faced with something out of routine, or new by preparing the student of what is to come

  Never take away the visual support - always have it to refer back to, especially in anxiety situations.

Where do I keep all of this stuff?


  You will have to devise your own system, one that works for you.

  Some ideas: Create a “ME BINDER” (M.G.Winner)

Help the student organize him/herself Use labels (ex. Label where a schedule

goes)   Take a picture of everything you make and add

to the student’s file and a file of your own!   Print two of everything you make, file one

away!

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Why should I use visual supports?


  To clarify expectations   To help students comprehend verbal language   To help students understand their environment   To teach prediction skills   To reduce frustration so that the student can anticipate what

will happen during the day   To promote organization   To reduce behaviors   To improve social interaction/communication   To focus more on independence   To learn flexibility   Visual thinkers rely on visual information!   Visuals are not transient like verbal - they stick!   When you give a visual thinker visual information, you are

teaching to his or her strengths.

2 Categories of Visual Supports:


Visual Supports that Provide Information: -Visual Schedules -Mini-schedules -Task Organizers -Calendars -Memory Aids

Visual Strategies that Support Behavior: -First/Then Concept -Reinforcement Systems -Consequence Maps -Calming Supports -Introducing Change -Choice making


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What is a Visual Schedule?

- “A tool that enables the child to keep track of the day’s events and activities and at the same time helps him or her to develop an understanding of time frame and an appreciation of environmental sequences.”

(Twachtman, 1995)

- “Visual schedules can also be used to stimulate communicative exchanges by discussing past, present, and future events.”

(Twachtman, 1995)

- “Visual schedules can be used to increase on-task behavior and enhance students’ abilities to transition independently from one activity to another.”

(MacDuff, Krantz, & McClannahan, 1993)


Visual Schedule Examples


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Visual Schedule Example Object Schedule: Either placed for student To access close to his/her Desk; or handed one Object at a time to cue Transition and what is Expected.

Ex. Marker could represent “Signing in” at arrival, spoon Could represent “Breakfast,” Lego could represent “Play ,” Play-doh could represent “Occupational Therapy,” Chip Clip could represent “Fine Motor,” Puppy book could represent “Story Time.”

Level: Elementary ASD Awareness Kit, KISN Kansas Instructional Support Network - KansasASD.com

Visual Schedule Example Wall Schedule - Posted in Classroom

In proximity to student’s desk

Level: Elementary

Transition Name Card: The student is handed a Transition card to transition Him independently to his schedule. He will place his Transition card in the pocket, And then take the top icon on His schedule, to then proceed To the location with the matching icon.

**This schedule only goes up Until the student eats lunch. The student will then have new Icons in place to complete his day.


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Visual Schedule Example Travel Schedule &

Reinforcement Built in A File Folder for Student

To Carry Throughout Day

Level: Elementary

My Schedule: Icons representing The day are placed In order, Top to Bottom, Left To Right. Student can Then know the expectations Of the day.

It’s Time For: Student places the next icon Here to remind him/her Of what their schedule is.

I’m working for: 5 Token Board, letting the Student know what he/she is Working for. Once all 5 stars are Earned, the student can then Obtain the chosen reinforcer. The concept then continues on Throughout the day.

**On the inside of the file folder There is a storage spot for “Finished Activities” and the Icons to chose from for the token Board.

Visual Schedule Example Visual Schedule &

Reinforcement Built in Planner that Students are

Required to Carry.

Level: Secondary

Entire Day outlined, Arrow moves according To Class Hour

Class Hour (Math)

Specific expectations student Is scheduled to do during that Class hour (coins, clock, etc.)

Reward listed for When activities are Complete (Book)

Created by Kwheeler & JMcLaughlin

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Visual Schedule Example Daily Agenda For

a Block Schedule.

Level: Secondary

Circle The Day So Student Knows what Schedule to Follow

Last minute news: Ex. Fire drill, assembly, time change, etc to prime the student for the day.

Times so student knows the schedule. Lines to write the assignments down.

A visual key to help Remind the student What an even or odd day is for the Block Schedule.

Specific activities Listed to let The student know Expectations. Ex. Work study - Mail room.

Visual Schedule Example Daily Agenda

With Accountability & Reinforcement

Built in.

Level: Secondary

A spot For Teacher Initials To verify

The exact assign Is listed. Ex. In Math student Is required to Complete #’s 1- 5 on the worksheet

Self-monitoring built in: student answers YES or NO if he/she Completed the assign.

Reinforcement built in; student specific


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What is a Mini-Schedule?

- A mini-schedule provides greater structure by describing the exact activities that will occur during a designated time period vs. a schedule that provides a general overview of the day’s activities.



Mini-Schedule Examples


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Mini-Schedule Example Mini Schedule

Of What is Expected During a Student’s

Speech Time

Level: Elementary/Secondary

When the student has Speech Scheduled on his/her general Schedule, this schedule Shows the student what he/she Will do during the speech session.

Mini-Schedule Example Mini Schedule

Of What is Expected During a Student’s Motor Room Time

Level: Elementary/Secondary

When the student has Motor Room Scheduled on his/her general Schedule, this schedule Shows the student what he/she Will do during that specified time.

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Mini-Schedule Example Mini Schedule To Structure a

Student’s Recess Time

Level: Elementary

When the student has Recess Scheduled on his/her general Schedule, this schedule Shows the student what he/she Will do during that specified time. The student can also manipulate The order of activities.

Mini-Schedule Example Mini-Schedule

Of P.E.

Level: Elementary

When the Student has P.E. Scheduled, he/she can know exactly what is expected in P.E. Class for that day. Warm-up stretches may change daily so there is another mini-schedule to show what stretches the student is expected to participate in.


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What is a Task Organizer?

- A task organizer is a step-by-step prompt to help a student complete a task more independently. Task organizers help provide a systematic, organized and consistent way of teaching the steps to complete tasks. They provide the opportunity for “error-free” learning.

(Hodgdon, 1995)


Task Organizer Examples


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Task Organizer Example

Making Microwave Popcorn

Level: Elementary/ Secondary

This visual task organizer reminds the individual the exact steps needed to make microwave popcorn.

Katie Wheeler Kansas Instructional Support Network - KansasASD.com

Task Organizer Example Task Organizer of The steps required

To write a note home Using Intellitools Classroom Suite.

Level: Elementary

The Student has Letter home on his/her general schedule. This helps outline each step involved on the activity in order to accomplish the task independently.

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Task Organizer Example Morning Routine

To Promote Independence

Level: Elementary

Arrival involves multiple steps for a student to start his/her school day. This task organizer helps promote independence by outlining every step rather than an adult telling the student each step.

The yellow arrows Allow the student To velcro on once He/she completes Each step.


What is a Calendar?

- Calendars are visual supports that assist students in understanding the concept of time relative to organizing their lives and understanding sequences of activities.


- Calendars are used to tell students: -which days are school days/not school days -when regular or special activities occur -field trips/training trips -when someone is coming/going -appointments such as doctor, hair cut -when a babysitter will be coming -the lunch menu/when to bring vs. buy, etc.

(Hodgden, 1995)


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Calendar Examples


Calendar Example Calendar

Of Specials

Level: Elementary

When the student has specials on his/her calendar, he/she can refer to this Specials Calendar to see what special he/she specifically has for the day.


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Calendar Example Calendar For Month

At a Glance

Level: Secondary

This calendar clearly shows the student when he doesn’t have school. He can also help schedule certain activities (as listed).


Calendar Example Calendar For Week

At a Glance

Level: Secondary/ Elementary

This calendar helps the student organize what activities are happening after school.

This calendar helps the student know which adult will pick him/her up from school.


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Calendar Example Calendar

Of Library

Level: Elementary

When the Student has Library scheduled, this calendar outlines when he/she can check out a book, under the condition that the previously borrowed book was returned.



Demonstration

Calendar

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What is a Memory Aid?

- Memory Aids help you remember important facts. Showing it visually, may help to reduce the verbal prompting, thus creating independence.


Memory Aid

Examples


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Memory Aid Example Reminder Strip to let

The student know what The expectations are for

An Assignment

Level: Elementary

If a student has a hard time remembering specific directions to every worksheet/assignment, the teacher or student can simply move the red arrow once the teacher announces what the expectation is when the assignment is finished. This way the student can focus on the assignment rather than worrying about forgetting what to do with it when finished. Kansas Instructional Support Network - KansasASD.com

Memory Aid Example

A Visual Reminder Of How to Get the Teacher’s Attention

Appropriately

Level: Elementary

The teacher can simply point at the visual instead of repeating him/hersefl over and over about classroom expectations.


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Memory Aid Example Reminder Card

Hung by front door So student would Be prepared for

school


This student was always forgetting something everyday. A list was made for the essentials that he needed for school everyday to help organize him.



Demonstration

Memory Aid

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What is a First/Then Card?

- First/Then cards provide a visual means of introducing new items, curricula, and other materials in a manner that the student understands.

-A First/Then card shows the student that if he or she completes the depicted nonpreferred task, he or she can then do the preferred task listed next on the card.



First/Then Concept Examples


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First/Then Example A visual that

Shows the student What is required 1st,

And then 2nd.


This student wanted to always know what he had to do first, and then what he had to do second. The language was changed to 1st/ 2nd to individualize to the student.


First/Then Example First/Then card

With a non-preferred Activity followed by a

Preferred.



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First/Then Example First/Then Card With Removable

Flip Top

Level: Elementary

This strategy of making a “flip book” on the first/then card helps reduce a student fixated on the preferred task. It is easily accessible to flip the top and remind them what is coming next. Yellow School Bus Tour, 2007 Kansas Instructional Support Network - KansasASD.com


Demonstration

First/Then Board

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What is Reinforcement?

- Reinforcement occurs when a consequence to a behavior results in an increase in the likelihood of the behavior occurring again in the future under similar circumstances.

- Reinforcers affect the behavior that immediately precedes them. Therefore, provide reinforcers as quickly as possible following a desired behavior - waiting too long will reduce the effectiveness of the reinforcer.

(Behavior Analysts, 2001)


Reinforcement Examples


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Reinforcement Example Punch Card


When the student earns all of his/her punches he/she can “cash” it in for a reinforcer. The target behavior is catching the student following directions.

Yellow School Bus Tour, 2007

This punch card ties in a motivator for the student (Dora the Explorer) - a punchcard/powercard combination.

Katie Wheeler

Reinforcement Example Jelly Bean Jar & Piggy Bank

Level: Elementary When the student earns all of his/her coins in the piggy bank, he/she can “cash” it in for a reinforcer.


When all of the jelly beans are earned, a reward is given.


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Reinforcement Example

Class Wide Reinforcement

System

Level: Elementary Secondary

This strategy focuses on working together as a team in the classroom. Students can help encourage one another to fill the jar to cash in on reward (I.e. movie day, ice cream party, etc.)


Reinforcement Example Token Board Concept, with

Student interest

Level: Elementary

This strategy has the student earn all of the designated tokens. Once earned - they can be cashed in for the chosen reinforcer.


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Reinforcement Example Token Board Concept, with

10 tokens to earn


Token boards can be made with as little as one token. Increase the number of tokens with the success of the student comprehending the concept.



Demonstration

Token Board

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What is a Consequence Map?

- Consequence Maps help teach the concept of cause and effect. When behaviors lead to consequences, students are often unaware of how their actions led to those consequences.

-Consequence Maps are a way to visually show the choices a student can make - and what those choices possibly lead to.

(A. Buie)

- Visual Supports can be used to assist students in considering the different consequences of their behaviors and in selecting a behavior that will lead to a desired outcome.



Consequence Map

Examples


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Consequence Map Example Consequence Map

That outlines The Consequences


This example outlines the consequences to nose picking.

This example outlines the consequences to calling people names, or using mean language.

Created by Kwheeler & JMcLaughlin Kansas Instructional Support Network - KansasASD.com

Consequence Map Example

Consequence to Not Working, paired With the Concept

Of the “Do Nothing” Chair.

Level: Elementary Kansas Instructional Support Network - KansasASD.com

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Demonstration

Consequence Map

What is a Calming Support?

- Calming supports can be used to provide visual cues to guide students through debriefing periods, provide options to relieve stress, and present appropriate ways to deal with stressful situations that often lead to behavioral meltdowns.


- The higher the stress level the more need for visuals. Using spoken language usually serves to increase rather than decrease stress levels. Using pictures allows us to communicate effectively with the student without adding to their stress.

(Butler, 2005)


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Calming Supports Examples


Calming Support Example Count Down

Strip & Time Timer


This strategy shows the student how much longer/ how many more he/she is required to complete before finished.

Timetimer.com


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Calming Support Example

A Visual To Show What

“Relax” Means


This strategy focuses on helping the student calm down by breathing deeply. If 5 breaths are not enough, at the bottom of the visual is a choice board - “I need more breaths” or “I’m finished; I’m relaxed.”



Demonstration

Wait Card

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The Need to Introduce Change

- The concept of change is challenging for many students, including those with ASD.


Introducing Change

Examples


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Introducing Change Example

Schedule Change Visual


This icon can be placed on a student’s schedule to indicate that there is a change in his/her typical schedule.

B. Bloomfield Kansas Instructional Support Network - KansasASD.com

Introducing Change Example Surprise!


This icon can be placed on a student’s icon to show there is a surprise. An idea is to first teach Surprise in a positive way, through the use of a social story.


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The Power of Choice-Making:

- Make choices available whenever you can! -Being able to make choices, even the simplest of choices, is empowering to a

child and can increase positive behavior. (Butler, 2005)


Choice Making

Examples


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Choice Making Example Make a Choice

Card


The student can be given a choice, I.e. Milk or Juice to drink for snack, Math Page 8 or 9, Computer game or gamboy game, science or history, etc.


Choice Making Example

Free Choice Options


When the student has either earned free choice, or has a scheduled choice - he has a menu or items that are his choices.


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Choice-Making Example Color-coordinated Schedule System

Level: Elementary

When the student has reading scheduled - it is color coordinated with a thick green border that corresponds with the green choice board of “Book Choices.” Same with Leisure activities, and Snack choices.




Demonstration

Choice-Making Card

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References


  “Visual Strategies for Improving Communication” by Linda A. Hodgdon (1995)

  “How to Develop and Implement Visual Supports” by T. Earles-Vollrath, K. Cook, & J. Ganz (2006)

  “Visual Supports for Students with Autism” Presentation by C.Butler (2005)

  “Quick Tips Series One: Behavioral Teaching Strategies” by Behavior Analysts, INC. (2001)

  “Mapping for Success - An Effective Visual Strategy for Individuals with Asperger’s Sydrome and High Functioning Autism” by A. Buie

**Thanks to those that have shared visual supports!!

Thank You!

KISN is funded through the Kansas State Department of Education's Special Education Services by a Title VI-B grant. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs

and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 1220 Walnut Street, Oskaloosa, KS 66066, 785-863-3410.

Please direct your questions/comments to: [email protected]