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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
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
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
Visual Learners
“If students convert what we give them to visual pictures, why don’t we start with
visuals?”---Jerry Newport
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).
First steps
Decisions, decisions!-Symbol set
-Picture Symbols-Mayer Johnson-PCS-Do-2-Learn-real photos
-Words-Both
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.
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.
Why do we use schedules?
Teach flexibility Reduces Anxiety Reduces Power Struggles Increases Independence Increases Understanding of Daily Events Increases Self Confidence
Change Diaper Snack Music
Visual Object Schedule
Photograph Visual Schedule
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pair pictures and words for literacy
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
Turn Taking Schedule
Students names are visually displayed so they can see when they will get a turn on the computer.
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.
Making it “stick”
Velcro Magnets Sticky tack Post-its Paper clips Library Pockets
Choice and Communication Boards
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
Choice and Communication Boards
Activity Based Communication Boards
Visual Supports for Transitions
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
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
Transition with Visual Choice
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Students take turns selecting a center choice.
Use of a timer for transitions
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Timer lets the student see how much time is left at a preferred activity
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
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
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
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.
More Free Resources
E-Learning http://www.elearning.autism.net/
Adapted Learningwww.adaptedlearning.com
Speaking of Speech •http://www.speakingofspeech.com/Materials_Exchange.html
Dade PreK downloadables•http://prekese.dadeschools.net/index.html
OCPS AT Team •http://teachers.ocps.net/atteam/page14.html
Pinellas County PreK•http://www.pinellas.k12.fl.us/ESE/Pre-K/visual_strategies.html