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ASD H.E.L.P. Hands on make and take Enhance your “classroom toolbox” Learn helpful information Plan meaningful activities for students with ASD Patti Brown, Ellen Kaak, and Alissa Plaisance OCPS, Autism Support Team

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ASD H.E.L.P.

Hands on make and takeEnhance your “classroom toolbox”Learn helpful informationPlan meaningful activities for students with ASD

Patti Brown, Ellen Kaak, and Alissa PlaisanceOCPS, Autism Support Team

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Welcome! Ready to get your creative juices flowing?

What will I learn about and make today? Schedules Task Analysis Choice and communication boards Behavior Supports Interactive books Social Stories Academic Tasks

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Visual supports are a way to solve problems…

What do you hear yourself saying over and over?

What do you hear students asking over and over?

Where are student performances breaking down?

“If you’ve told a child a thousand times and he still does not understand, then it is not the child who is the slow learner.”

Attributed to Walter Barbee

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Visual Learners

“If students convert what we give them to visual pictures, why don’t we start with

visuals?”---Jerry Newport

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Visual Supports

Visual supports are any tool presented visually that supports the individual as he or she moves through the day.

Visual supports might include, but are not limited to pictures, written words, gestures, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, timelines, and scripts.

(National Research Council, 2001).

Research shows that whenindividuals with ASD use visualsupports or cues they: Complete more tasks by

themselves therefore increasing their independence

Learn more rapidly Demonstrate decreased levels

of frustration, anxiety, and aggression related to task completion

Adjust more readily to changes in their environments

(Savner & Myles, 2000).

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First steps

Decisions, decisions!-Symbol set

-Picture Symbols-Mayer Johnson-PCS-Do-2-Learn-real photos

-Words-Both

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Labeling the Environment

Assist in organizing environments.

Teach the concept of matching.

Identify what goes where.

“Pay now or pay later.”

Labels:Example of label for work area.

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Schedules

-A schedule shows a student visually what activities will occur and in what sequence.

-It is a concrete reference, not fleeting, like spoken words.

-Should be used consistently and not taken away.

-Independence is the goal.

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Why do we use schedules?

Teach flexibility Reduces Anxiety Reduces Power Struggles Increases Independence Increases Understanding of Daily Events Increases Self Confidence

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Change Diaper Snack Music

Visual Object Schedule

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Photograph Visual Schedule

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pair pictures and words for literacy

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Morning Meeting Mini-Schedule

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Activities are visually displayed to reduce anxiety during morning meeting

Students can see what they will be doing when morning meeting is finished

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Turn Taking Schedule

Students names are visually displayed so they can see when they will get a turn on the computer.

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Turn-Taking Schedule

Students names are visually displayed and paired with their picture so they can see when they will get a turn on the computer. This is an excellent strategy for students who are emerging with reading skills.

Names go into the finished pocket after a turn is completed.

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Making it “stick”

Velcro Magnets Sticky tack Post-its Paper clips Library Pockets

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Choice and Communication Boards

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Why do we use choice boards? Introduce a child to the use of visual communication

Visual display of options to help with comprehension of choices

Effective way to teach requesting via pointing

Children learn they have some control over what happens in their lives

Creates a high level of motivation to communicate

Encourages participation and cooperation

Teaches communicative intent

Expands the variety of possible choices

Provides a way to identify an item that is unavailable

Increases vocabulary

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Choice and Communication Boards

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Activity Based Communication Boards

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Visual Supports for Transitions

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Plan for transitions • Minimize the number of transitions that

children have during the day.• Minimize the length of time children spend

waiting with nothing to do.• Prepare children for transitions by providing a warning. Visual warnings are the

most effective.• Structure the transitions so that children have something to do while they wait.• Teach children the expectations related to

transitions.• Individualize supports and cues.

• Center on the Social and Emotional Foundations for Early Learning

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Transitions---Successfully Moving From One thing to Another

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Transition with Center Necklaces

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There are limited numbers of center necklaces to limit the number of students in a given center

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Transition with Visual Choice

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Students take turns selecting a center choice.

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Use of a timer for transitions

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Timer lets the student see how much time is left at a preferred activity

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Visual Support for Lining Up

Reminder to wait

Color coded footprints remind students where to put their feet

Physical boundary reminds students where to stay

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Task analysis

What tasks need to be broken down in your classroom? Tying shoes Washing hands Using the bathroom Making a sandwich Packing/Unpacking a backpack Play Skills/Leisure Activities

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Interactive Books and Songs Choral Responding Observational

learning Play and Leisure

Skills Attending Responding Following

Directions

Cooperation Social Skills Imitation Joint Attention Receptive

Language Requesting

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Points to Remember

Using the visual supports that individuals will attach meaning to them.

STICK WITH IT but be thinking about the possibility of making modifications.. If supports are kept in place, they can be easily changed when the individual transitions to a new, more challenging environment.

Keep it age-appropriate.

When under stress and anxiety, we all go down one level in communication. Supporting an individual with ASD with visual supports is especially important in times of stress an anxiety.

Always keep in mind that independence is the ultimate goal. Promote independence by providing a means of communication and a sense of order and control for the individual with ASD.