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Visual Supports

Mandy ReinkeEducational Autism Consultant

Mandy.autismconsult@gmail.com

Why we use Visuals

• Takes advantage of the 55% of communication that is visual to help with the 45% that is not

• They do not disappear• Auditory information may begin and end before

a student has a chance to understand• Adult supporters are thought of as facilitators

instead of helpers!• Makes Abstract concepts concrete!

Visual information = non-transient/Auditory information = transient

Verbal prompts are hard to fade!!!/Independence

Immature hippocampus in individuals with autism (Bauman & Kemper, 1994). The hippocampus is responsible for sensory input as well as learning and memory: Information is transferred from the senses to the hippocampus, where it is processed and then transferred to areas of the cerebral cortex for long-term storage. Since auditory information is processed in the hippocampus, in people with autism the information may not be properly transferred to long-term memory.

• Differences in receptive language can cause disconnects (Example: talking about the Bears to a student with no football knowledge who loves animals…)

• Processing speed (TYPICALLY developing children can process about 120 words/minute; adults speak 150-160)

• Processing channels: Vision = strongest processing channel; Auditory = weakest processing channel (research supports this)

• Makes abstract concepts concrete (SHOW me, don’t tell me)

Visual Supports• Are a prosthetic device, not a crutch to be weaned from

• MUST be used across environments

• Promote INDEPENDENCE! Teaches students to use their supports instead of being dependent on adult prompting!

• Students need to be TAUGHT how to use them (fading VERBAL prompting as quickly as possible)

• LET THE VISUAL DO THE WORK!

• Should always be used for at least 2 weeks (consistently) before making significant changes

• Can change as the student gets older - they don’t have to be fancy!

Types of Visual Supports• Visual Schedules• Visual Boundaries• General Visual Supports

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Types of Visual Supports• Schedules

– Routine schedule– Daily Schedule– Mini Schedule

• May use Real objects, True Object Based Icons (TOBI’s), Digital Pictures, Real drawings, Boardmaker Pictures, line drawings, and/or words

Why We Use Visual Schedules• Assists with transitions

• Provides organization and sequencing of events

• Teaches Child to acclimate to change

• Assists with attention shifts

• Honors our Child’s anxiety, alleviates stress!

• INDEPENDENCE!! Supports more independent navigation of the environment

Visual Schedules: Design Considerations• Visual form of representation (pictures, objects, photos, space vs. activity)

• Length of schedule

• Presentation format (be thinking ahead to INDEPENDENCE)

• Method to initiate schedule use

• Method of manipulation

• Have some blank cards!

• DO NOT add/remove schedule icons (Keep activities flexible in time frame)

• Location

• Representing schedule changes - use to teach flexibility

• Individual considerations (WHO will be at the activity, timers, location, writing implements, etc…)

Teaching your learner to use their visual schedule• Be very careful with verbal prompting• Be consistent• Use physical, gestural, hand-over-hand

assist as necessary, fading as soon as possible

• Be prepared for things to get worse before they get better - this is change!

Types of Home Schedules Check off written schedule

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Routine/Mini Schedules

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Visual Boundaries

• Minimize distractions

• Increase independence

• Visually organize the physical environment by labeling areas and materials

• Establish where areas begin and end

Steps for Implementing a Visual Boundary

• Define the need• Define the boundary• TEACH the boundary

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Define the Need• Safety concerns

• Wandering

• Challenges transitioning from one area to another

• Invading others’ space

Define the Visual Boundary

• Use of furniture, colored tape, and/or physical materials to make the environment more visually salient

V I S U A L B O U N D A R I E S P R O M O T E V I S U A L C L A R I T Y

• Draws the attention to relevant and important information:

• Outlining areas to be colored

• Highlighting important information

• Labeling materials and areas

• Color coding

• Visual timers

Teach the Visual Boundary

• Repetitious modeling of video (direct or video)

• Explanation of visual boundary• Reinforcement

General Visual Supports

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Regulation Supports Regulation Supports

Power Cards

Nicole Curtis says to remember to:•Use a break card or your words to let an adult know where you are going

•Go to your break area so everyone is safe ready and knows where you are•Use your calming tools and return to work when you are

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Teaching social skills and safety

Reinforcement What about using an ipad?

• Absolutely! High-Tech Visual Support!• Schedules (First/Then Visual Schedule- FTVS )• First/Then• Reinforcement• Have a low-tech back up

Implementing Visual Tools

• Involve your child in design as much as possible– Color, type, size, design

• Choose the representation system– Real objects, miniature objects, photos, etc.

• Put choices in the tool– Order of getting things done, breaks

Implementing Visual Tools

• Routine for using the tool– When, Where will it be used

• Start Small– May have many opportunities but start with

one or two• Make it easy to use and fun

– Start with an area of success• Be supportive and enthusiastic

– Both adults and siblings

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Tip: if it’s working….keep using it!

If it was working and now it’s not…• CHANGE something (color, location, size)

but NOT the support!!!

Website Resources• www.do2learn.com (has things on safety etc.)

• http://card.ufl.edu/visuals.html

• www.usevisualstrategies.com

• www.abaresources.com

• www.cesa7.k12.wi.us/sped