visual supports for individuals with autism spectrum ... supports for...visual supports for...
TRANSCRIPT
Visual Supports for Individuals With Autism Spectrum Disorders (ASD)
Emily Katzaman, MS, CCC-SLP & Lucille Wakefield, MA, CCC-SLP Presentation at 2013 PSHA Convention
April 5, 2013
© Emily Katzaman (2013)
Image source: https://s3.amazonaws.com/TripleStories/images/Blog/visual-supports-2.jpg
*There are no financial or non-financial relationships to disclose for this presentation.
Activity #1: Define frustrated.
Source: http://www.incomediary.com/wp-content/uploads/2010/01/Internet_Marketing_Frustrated.jpg
Source: http://idahowomensjournal.com/wp-content/uploads/2012/03/frustrated-student-Professor-Scott-Straub-article.jpg
Which classes do/did you prefer in college?
• Those with straight lecture?
• Those with power points that may have contained comics, cartoons, photographs?
• Those with a combination of modalities (lecture, visuals, hands-on activities)?
http://www.santabanta.com/jokes.asp?catid=4797
Sometimes words are not enough!
Think of times when it is very difficult for you to communicate. It is even harder for someone with a communication impairment.
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
Quotes
“A Picture is worth a thousand words.” -Napoleon Bonaparte
“I hear and I forget. I see and I remember. I do and I understand.” -Confucius
Source: http://omazingkidsyoga.files.wordpress.com/2011/10/visual-supports-see-and-understand.jpg?w=570
Gardner’s Multiple Intelligences
• Theory developed in 1983 by Dr. Howard Gardner, a psychologist and professor of neuroscience at Harvard University
• 1. Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence. 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does. 3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent. 4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting. Source: http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
Gardner’s Multiple Intelligences (continued…)
5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. 6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. 7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help. 8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.
• Source: http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
Ok…Quiz Time!
• List the 9 types of Intelligences.
Would you have done better if you would have seen this first? How do you learn best?
How do your clients/students learn best?
Image Source: https://jessievillegt.wikispaces.com/file/view/multiple-intelligences.jpg/240531689/571x388/multiple-intelligences.jpg
Autism Spectrum Disorders
• According to Autismspeaks.org, “Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. They include autistic disorder, Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome. ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with ASD excel in visual skills, music, math and art.”
Source: http://www.autismspeaks.org/what-autism
*Clinical experience: Every student is different and therapy must be tailored to meet the individual’s strengths/needs.
Image Source: http://epsy5121fall2011.wikispaces.com/file/view/umbrella.gif/281010874/umbrella.gif
Rationale for use of visuals
Study out of University of Pittsburgh • Brain imaging (fMRI) shows that students with autism
often have difficulty with processing multiple pieces of information at once (simplifying information and providing in 1 modality may help)
• “disorder of underconnectivity among the brain regions participating in cortical networks (frontal-posterior underconnectivity with enhanced dependence on visuospatial abilities and parietal-occipital circuitry)”
• Source: “The Nature of Brain Dysfunction in Autism: Functional Brain Imaging Studies” Nancy J. Minshew, Timothy A. Keller. Curr Opin Neurol. Author manuscript; available in PMC 2010 November 8.Published in final edited form as: Curr Opin Neurol. 2010 April; 23(2): 124–130. doi: 10.1097/WCO.0b013e32833782d4PMCID: PMC2975255; available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2975255/
Image source: http://www.brainwaves.com/brain_diagram.html
Temple Grandin • Well-known adult with autism (author and animal scientist)
• Thinking in Pictures book
• Misunderstandings may occur with figurative language (e.g., “It’s raining cats and dogs.”-may think that cats and dogs will really be falling out of the sky
Source: http://www.artandculture.com/uploads/images/0015/8375/ Grandin_Temple_lightbox.jpg?1254676758
Source: https://images.bookworld.com.au/images/bau/53279685/53279685-7563-4809-8c02-c43ae9987524/0/0/plain/thinking-in-pictures.jpg
Who can create & use visuals?
Source: the sentence above was created using Boardmaker v. 6 (using Symbolate)
• It is multidisciplinary!
• SLP’s, OT’s, PT’s, regular education teachers, special education teachers, parents, family members, etc.
• Anyone interacting with the child
• *The child (can draw, help create, and use for self-monitoring/accountability)
Examples of Visuals
• Time (Time Timer, visual schedules)
Source image: http://www.autism-community.com/wp-content/uploads/2010/07/classroom-schedule.jpg
Hand cues/Gestures
• Counting steps/syllables
• Clapping steps/syllables
• Reinforcement/Feedback
Behavior
Image source: http://media-cache-lt0.pinterest.com/upload/174373816791752881_jW9EVSAM_b.jpg
Incredible 5-Point Scale
• Can be used for emotional self-regulation
• Has been adapted for other behaviors (voice volume, degree of expected vs. unexpected behaviors)
http://www.mayer-johnson.com/the-incredible-5-point-scale
Reminders to take deep breaths
http://aaj-tak-live-news.blogspot.com/2011/10/using-visual-supports-in-yoga-groups.html
Use of Video
*Warning: always preview for appropriate content
• YouTube
• Tv shows or movie clips
• Edutube (www.edutube.org) & TeacherTube (www.teachertube.com)
• Mr. Bean videos (Mr. Bean is notorious for unexpected behaviors!)
Videos (continued)
• www.goanimate.com
• Model Me Kids (set of DVD’s you can purchase)
• Mike’s Crush curriculum-help teens learn about etiquette of having a crush/dating
• Comic Strip maker (www.makebeliefscomix.com)
• Video Modeling
Scripts
• Use premade scripts/plays for kids
• Professionals could write
*challenging, but can be fun for kids and adults!
Artic
• Facial postures-Dr. Lori Russell at Temple University
• Big Mouth/Mighty Mouth
• Cues to look at SLP’s mouth or look in the mirror
AAC
• Picture communication boards
• PECS
Source image: http://3.bp.blogspot.com/_AN761wxQmR4/THHlVpspKnI/AAAAAAAAC7I/KTDP6uVlhHo/s1600/pecs.jpg
Language
• Graphic organizers (e.g., vocab definitions, Venn diagram)
• Pronoun visuals
• Plural visuals
• Wh-questions
• Lindamood-Bell Visualizing & Verbalizing program (12 structure words and can add visuals)
Companies with materials
• Super Duper (What are they thinking?/What’s being said? tins)
• Linguisystems
Social Stories
• Carol Gray (www.thegraycenter.org)
The New Social Story Book
• The SLP or other professionals can write and have the kids illustrate
Websites with ideas/free materials
• www.boardmakershare.com
• www.speakingofspeech.com
• http://jillkuzma.wordpress.com/
• Variety of blogs
• Teachers pay teachers (www.teacherspayteachers.com)
Make your own
• Powerpoint
• Microsoft Word
• Google images (add speech bubbles/thought bubbles), Clipart, Boardmaker software
Discussion: What visuals do you use in your daily life to help you with expression, understanding,
remembering, organizing, etc.?
Share & Discuss how you use visuals with clients/students
Contact Information for presenters Emily Katzaman: [email protected] Lucille Wakefield: [email protected]