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Using Visual Supports to Teach Students with ASDNancy Sorrentino, Amy Horne & Tracey Phillips Stafford County Public Schools

Purpose of VisualsPromote/Aid communicationAid instructionHelp to promote and build independenceClarify boundariesMinimize auditory distractionsCreate predictability and lesson anxiety

5 Levels of CommunicationVerbalWrittenSymbolsPictures (digital)Object

4 Areas of Classroom EnvironmentAreas that you need to consider when organizing your classroom:Physical OrganizationSchedules/ RoutinesWork SystemsVisual Structure

Physical Organization

Different AreasWhen creating areas within your room, you must consider the needs of your students.

Independent Work

1:1 Instruction

Group Instruction Play

Computer Reading Corner

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Creating BoundariesIt’s important to have visual boundaries in your room so students have a better understanding of their environment.

Using Furniture/Walls

Using Furniture/Walls Using Furniture/Walls

Mats Tape on the Floor

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Written(with or without

Tape on the Floor

Tape on the Floor

Work Systems

Work SystemsGives your students a visual strategy to approach the work that needs to be done

Your student should be able to answer each of the following questions at all times…

What work do I have to do?How much do I have to do?When will I know I am finished?What do I do next?

TEACCH, University of North Carolina at Chapel Hill

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Written – File System

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Written – File System

Matching Drawers‐

Matching Drawers‐ Matching Bins‐

Left to Right Left to Right

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Work SystemsWhen am I finished?

Written – When everything on the list is “check off” or removed

Matching ‐ When everything is matched and the list is emptyLeft to Right – When everything on the left is gone*All these examples serve as a visual cue that all the work is completed.

Work SystemsWhat do I do next?

By providing a visual of what happens next it helps lessen anxiety and serves as a motivator for completing the work.

When possible offer a visual (written, picture, object) of an activity that the student prefers or enjoys

What Do I Do Next? What Do I Do Next?

Visual Structure

Visual StructureProvides a visual presentation of information for students to help them maneuver throughout the classroom/school and go through their day with as much independence as possible. It gives visual clarity and organization to their day.

Visuals to designate various areas in the room/school

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Classroom Materials

Cabinet Contents

Individual Work Areas Instructional Areas in Room

Outside the Classroom Color Coding

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Schedules and Routines

Schedules & RoutinesA visual cue which lets the student know what activities will occur and in what order

Helps create predictability and lessen anxietyPromotes independenceCan be used at ANY levelObjectPictureSymbolsWritten

Object ScheduleA selection of objects that visually represent the activity that is going to occur

Example:Cup – snackFork – lunchPaint brush – artBall – recess

Pictures or Symbols

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Pictures or Symbols

Written (with Symbols) Written

Written

Things to consider:Type of visual cue: word, picture, object, combinationLength: full day, part day, what’s nextOrganizational sequence: left to right, top to bottomRoutine to check schedule: timer, verbal prompt, name cardManage: mark off, turn over, match, disappearing

Schedules &RoutinesIt is important to remember that when individualizing a student’s schedule you must consider their level of understanding.

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Placement

Placement

Communication

CommunicationStudents with autism may:Have difficulty maintaining a conversationTalk to communication partner about a preferred topic for a long timeSpeak in a monotone wayHave difficulty determining level of familiarityHave difficulty with natural turn taking‐Have difficulty with personal space

Functions of Communicationrequestinggaining attentionrejecting/refusingcommentinggiving/seeking informationexpressing feelings

CommunicationThe student may be experiencing a communication breakdown if behaviors are occurring, so….

Multi modal communication‐ is goodBackup visual systems are good (even for verbal students)

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Classroom Resources

Use what you have in the classroom, make things easily accessible, especially when you use them daily.

CommunicationStudents require a method of communicating. There are several different high and low tech, research based ways to provide this to students.‐

Communication Basic Communication Options

More Advanced Options Activity Specific Options

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Events/Field Trips

Practice in classroom when possibleBring familiar communication toolswith you

autismtank.blogspot

Be ready for theunexpected with visuals

Behavior

Utilizing Visuals to Support Positive Behaviors

“Basic” but “Essential” Points to Consider for Behavior Visuals

Identify when visuals are needed.What visuals are appropriate?How visuals will be integrated throughout the day?

Visuals Promote a“NO Secrets Classroom”How? Visuals increase learning through the visual channel rather than the auditory.Expectations are clearStaff presentation is consistentBuilds IndependenceAnxiety is reducedSkillful Teacher

Considerations When Developing a VisualAppropriate format: object, icons, digital pictures, written language

Where are they located?What manipulation skills do they require?Do the visuals answer the following questions:What is expected behavior?What is the expected task?What outcome can the student expect?

Motivating Reinforcers May Need to be TaughtIdentify Motivators Reinforcement Survey/pencil & paperReinforcement AssessmentObservationInput from parents, staff, etc….

Structure Daily Activities intended to introduce and teach use of reinforcers.

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Reinforcement in a “Nutshell”

Continuous?Or Intermittent?

Visuals That Monitor DeliveryFirst Then‐ Board

Token Board

Daily schedule/Agenda

Checklist

Try To Be Age AppropriateStep For Introducing Token BoardsIdentify the target behavior to change.Identify a motivating reinforcer.Limit access to the items selected as reinforcers.

Determine how many tokens will need to be earned.

When delivering token pair with positive social praise/action.

Individualizing Token Boards Level Systems

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On the Spot Ideas

Response Cost SystemsMotivating or a Trigger?

Visuals That Teach Positive Behaviors

Cool down?What does that mean?Length of timeActivityAbility of the student

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Time Driven “Cool Down” VisualsQuestions to consider:Do strategies calm or increase anxiety?Do strategies provide safe, calming boundaries?Does the student understand how the strategy works?

Visuals That Guide the Cooling Down Process

Is the physical activity calming?

Is the visual sequence of activity is clear?

Are the visuals easy to understand and within the student’s capabilities?

“Checking Your Emotions,” Promotes Self Regulation

Avoid “Wh” questions.

Use concrete language“Show me how you feel.”“Point to how you feel.”“Touch the picture that shows me how you feel.”

Visual Reminders

Use Visuals to Debrief after BehaviorsWhat did the student do?When did the behavior happen?Where did the behavior happen?How did the student feel?What can the student do next time?

Debrief

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Portable/SystematicTeaching Tools

Visual Prompts

Don’t Forget to Review, Restructure and ReTeachDo the tools wo

Planning Checklist for Supporting Positive Behaviors

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