visual strategies strategies bill nason, llp behavior specialist [email protected]
TRANSCRIPT
Written Lists & Schedules
We Rely On Visual Strategies To Organize Our Day
Why Visual Strategies?
• Poor auditory processing• Delayed information processing • Problems with working memory• Difficulties organizing information• Visual information is more concrete,
literal, and clear.• Many children with ASD are visual
learners; thinking in pictures.• For nonverbal children pictures can be a
communication tool.
Children With Disabilities
Visuals Provide:
• Clarity and predictability to routine. • Helps organize child’s world. • Provides concrete, visual information.• Helps communicate expectations and
consequences.• Helps child communicate needs and
wants.• Reduces anxiety and behavior problems.
.
ACTIVITYACTIVITY
SCHEDULESSCHEDULES
Bedtime Routine
Pajamas Brush Toilet Wash Hands Story Bed
Visual Schedules and Routines
Visual strategies can help crystallize the patterns of routine. Helps child “see” what is coming up and in what order.
Jimmy’s Morning Schedule
Before Dinner After Dinner
Hang Up Coat Dishes to Sink
Feed Dog Load Dishwasher
Put Shoes Away Take Trash Out
Homework TV
Computer Snack
Permanent
Activity
Schedule
Use magic marker to check off each task as completed.
Velcro Board
Master Schedule
To Be Done Finished
Have child transfer pictures from one side to the other, as tasks are completed.
Or
Place pictures in an attached envelope.
Master Schedule
Portable Schedule
Using Portable Schedules
Portable schedules allow you to break down the master schedule into simple routines, ending with a preferred activity.
Chain Routines Into Schedules
Master Schedule
Each sequence ending with a preferred activity.
Work from one routine to another.
Always End With Preferred Activity (Reinforcer)
Always try to end with a reinforcing (preferred) activity
If needed, start with “First and then”, and gradually add on.
Then build larger schedules of several smaller routines.
Using Reinforcers
• Build in frequent reinforcers into picture routine.
• Use picture reinforcement menu.
• Have child pick the item/activity he wants at that time• Place the item on the board as visual reminder.• If not providing immediate reinforcer, than use a token system (star chart or tokens to carry).
Computer DVD MP3 Player Video Games
Toys Cards TV Reading
Reinforcement Menu
=
Sally’s Star Chart
Choice Of Reward
Sally earns a star for each day she completes her picture schedule
TASK TASK
SEQUENCESSEQUENCES
Visual Task Sequence
Brushing Teeth
Wet Hands Soap Hands Rinse Hands Turn Water Off Dry Hands
Wash Hands
Activity Schedule
Task Sequence
Activity schedules tell you what to do.
Task sequences show you how to do it.
Combining Schedules and Task Routines
NOW & NEXT NOW & NEXT
ANDAND
CHOICE BOARDSCHOICE BOARDS
Now and Next Boards
Bath Computer
First Then
First we do ________, then we do __________.
Usually a nonpreferred task, followed by preferred task.
If child is resistant, start with preferred/preferred, then move to a nonpreferred/preferred.
Then begin to expand to three sequence (now, next, and then).
Teach By Chaining
Picture Exchange: Child exchanges picture for something they want.
Now and Next board: First ___, then ___, to get preferred item.
Now, Next, and Then board: Chain three tasks together.
Simple Routine Board: four or five picture routine.
Master Schedule: Series of simple routines on master schedule.
First Then
=
Now Next Then
Choice Boards
“Do you want…..”
Start with two options.
Build in four or five opportunities a day.
Gradually expand choices.
Dust Sweep
Vacuum Mirrors
Laundry Dishwasher
Chore Chart
Taking It Into Taking It Into
The CommunityThe Community
Community
Gas Bank Grocery McDonalds
Portable Schedule
Grocery Shopping
Grocery store Sally push cart. Mom gets items, Pay for groceries
Hands stay on cart. not Sally.
Sally rides horse Load groceries Drive home Play computer
Grandpa’s Birthday Party
Talk With Grandparents Play With Dutches Play Game Boy
Eat Dinner Birthday Cake Open Presents
Drive Home Play Computer Game
TEACHING TEACHING CONSEQUENCESCONSEQUENCES
REDUCING BEHAVIOR REDUCING BEHAVIOR PROBLEMSPROBLEMS
Teaching Consequences
Angry Hitting No computer Everyone Sad
Talk with adult Solve Problem Everyone Happy
When I Am Angry
Talk to adult Write in journal Jump on tramp.
Angry No hitting!
Happy
Getting Started
• Determine type of visuals: written, line drawing, clipart, photos, etc.
• Determine type of use: schedules, task sequences, instruction sheets, choice menu, reinforcement chart, consequence sheet, behavior options, etc.
• Determine type of representation: Picture board, portable boards, picture ring, baseball card pages, picture books, etc.
• Materials: Poster board, valcro or magnetic tape, lamination or contact sheets, etc.
• Start simple, build gradually.
Resources
Pictures: Magazines, Catalogs www.images.google.com www.images.yahoo.com www.clipart.com www.do2learn.com Digital Camera
Software: Boardmaker, Picture It, Visual Essentials (www.silverliningmm.com) Books: “Visual Supports for People with Autism”, Cohen & Sloan “Making Visual Supports” Savner and
Myles