STEVEN COOP COUN 510

WINTER TERM 2013MARCH, 11 , 2013

Visual supports and Autism Spectrum Disorders

What are visual supports?

“Visual supports are visual cues that may prompt or remind children to engage in a behavior or prepare them for another activity.”

Odom et al. (2003)

Who needs visual supports?

We all do!

Think about the visual supports we use every day!

Visual Supports and Children with Autism Spectrum Disorders

Quill’s research (1995) has shown that people with Autism tend to have problems with abstract thinking, social cognition, communication and attention. These skills are associated with the ability to acquire oral language. Strengths for the child with Autism tend to include concrete thinking, rote memorization and visual/ spatial skills. Using a visually based program supports these strengths.

Why use Visual Supports in Schools?

Helps children follow rulesActs as visual reminders…Help students understand what they are supposed to doHelp students know what is happening in their dayShows when to Move from one activity to another

Why use Visual Supports in Schools?

Make choices about what they want to doAids instructors in Preventing challenging

behaviorVisuals can act as a cue to teach appropriate

behaviorAre helpful in supporting and increasing both

receptive and expressive communication

Visual Supports Give Directions

• Following Directions• Following steps of an activity• Predictable order and sequence

Example of Yes / No Communication System

•Hang up coat

•Put away backpack

•Take out books

•Sit at desk

•Take out homework

Simple Directions for specific activities

Visual Supports are an effective instructional tool…

“Visual supports organize a sequence of events, enhancing the student’s ability to understand, anticipate and

participate in those events.

Visual supports supplement verbal instruction, clarifying the information for the student and increasing comprehension.

Visual supports can be used to cue communication, providing reminders of what to do and say in a situation.”

Quill, 1995

Categories of Visual Supports

StaticDynamic

Interactive

Static Picture Communication Board

Example of a Functional Communication System

Why use Visual Strategies?

Can be created for use by individuals or groups

Increase independenceProvides tools for organizationSupports learning of comprehension skillsSupports learning of expression skillsCan be modified over time

Examples of Visual Support Supports

The following 3 visual examples have been taken from:

www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps

Visual Support for Single Subject Assignment

Making Visual Tools

Create tools that are universally understoodBe consistentKeep symbols simple and concreteUse written labels along with visual images

Making Visual Tools (con’t)

Tips for using visual supports

View the student’s visual communication supports as part of their educational program, not something additional that has to be incorporated into their day.

Visual supports must be accessible, durable and easy to use.

Visual Supports must contain relevant information that is up to date

References

Hodgdon, L. (1994). Solving social-behavioral problems through the use of visually supported communication. In K. Quill (Ed.), Teaching children with autism (pp. 265-286). Albany, NY: Delmar Publishers.

Hodgdon, L. (1995). Visual strategies for improving communication: Practical supports for school and home. QuirkRoberts Publishing.

Hodgdon, L. (2000). Visual Supports for Improving Communication. QuirkRoberts:Troy,Michigan.

McClannahan, L. E., & Krantz, P. J. (1999). Activity Schedules for Children with Autism.Woodbine House: Bethesda, MD.

Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175.

Quill, Kathleen A. (1995). Teaching Children with Autism: Strategies to Enhance Communication and Socialization. (Edition 1). New York, NY: Cengage Learning

Silverman, L. K.(1998)  The Other Way of Knowing: The Visual Spatial Learner. Book in Publication.

Online Resources

www.usevisualstrategies.comwww.trainland.tripod.comwww.do2learn.comwww.usevisualstrategies.com/www.cenmi.org/Portals/4/Documents/Tutorial

s/VisualSupports.ppswww.spectronicsinoz.com/blog/wp-content/up

loads/2009/08/visual-supports.pdf