VISUAL STRATEGIES FOR LEARNERS WITH AUTISM SPECTRUM DISORDERS (ASD) Intermediate #287 ASD Specialists 2010

Visuals Help Our Memory  We all use visuals every day Lists, Calendars, Planners Visuals Remain - spoken words disappear

Visuals Promote Independence Students Can look at visual cues anytime Do not have to wait to listen to adult again Do not have to be dependent on verbal cues from staff

Visuals Take Away the Argument  “Look at your schedule”  “What does your schedule say”  Avoids escalating verbal exchanges  It’s not personal, it’s the schedule

Visuals Tell a Student:  What he is supposed to do  When he is supposed to do it  Where he is supposed to be  Who he is supposed to do it with

Visuals Tell a Student:  When he is finished  What is next  When he will have access to his preferred item/activity again

Visuals Promote Communication  Visuals help people find the words they want  Visuals enhance speech skills  Visuals ‘jog’ the memory

Schedules and Routines  Start with a successful part of the student’s day - teach the use of schedules with things the student does well

Schedules and Routines  Use schedules to explain difficult parts of the student’s day Help them understand expectations Decrease their anxiety by making things predictable and understandable Schedules help them understand what to do while they are WAITING

Schedules and Routines  Change can be difficult Schedules need to reflect when a change occurs Schedules need to show what activities stay the same

Number of Items on Schedule  Varies; depends on what your student can understand and handle  2 Items “First _____ Then _____”  A list of items Examples: the day’s activities, the steps to brush your teeth

Community Schedule  Portable - bring schedule with student on van or bus  List the activities you will do while out in the community  Include preferred activity (McDonald’s)  Bring mini strips in student’s backpack/fanny pack so they can order their own food at McDonalds (organize it before you leave school)

Self Help Skills  Pictures of each step of task  Photographs work great  Digital camera photos of the student doing the task  Close-up pictures of the task being done

Self-Help Skills  Example: Hand washing and other hygiene activities Use counting so the student knows how long task will last (brush ) Point to each picture step as you progress through the task (stop talking, let the pictures do the talking)

Jobs and Responsibilities  Have task on Schedule for the Day then have separate, individual “mini lists” describing the steps for each task  Wipe Tables Spray table Wipe table Put away

Visuals For Making Choices  Choice boards are ‘Visuals’ help people find the words they want to use enhance speech skills ‘jog’ the memory

Choice Boards Help Communication  Choice Boards help students communicate Don’t have to wait to listen to adult say the choices again Don’t have to remember the choices heard; can keep looking at the pictures of choice

Choice Boards Facilitate Communication Students can use visual pictures to tell adult… “I Want…” Adult can then give the student the words  “Oh, you want your ball. I’ll get your ball.”  “You want Chicken Nuggets today. Okay, we will order Chicken Nuggets.”

Choice Boards Increase Independence  Choice Boards empower students He can tell you what he wants even if he doesn’t know the words He can use his pictures whenever he wants to He can take the time he needs to think and make a choice OR

Choice Boards Can Be Used to  Help plan meals Macaroni and Cheese OR Chicken Nuggets Corn OR Peas  Make Leisure choices DVD or TV choices Activity choices - games and leisure Music Video games Nursery Rhymes

Choice Boards Can be Used for  Daily Choices Community Outings Snack choices Toy choices Outfits to wear  Time on task For Example - 5 or 6 minutes before time to get ready for bed OR

Visuals For Setting Boundaries  Visuals for boundaries help our students follow social rules such as What space is his space and what space belongs to others Where is the student allowed to go and where will he be safe What is the student allowed to touch and still stay safe

Visuals Help Us Understand Boundaries  Boundaries are difficult to understand Visuals make boundaries clear Visuals are reminders of boundaries Visuals take the verbal argument out of boundaries

Visuals Help Us Understand Boundaries When setting boundaries always let the child know what he CAN do Post the choice list next to the boundary visual Helps to keep students safe and organized

Setting Physical Boundaries  Use carpet squares to define where to sit  Label areas of room (break area, reading corner)  Use tape on floor or table to define boundaries identify areas that teachers only can go (e.g., behind the teacher’s desk) divide work space on shared tables

Stop Signs  Help student stop and think about what he should do, what rule is  Use to identify things he should not touch (teacher’s computer, stove)  Use to identify places he should not go (teacher’s desk)  Can start with a big stop sign and fade to smaller stop signs

‘No’ Rules and ‘Yes’ Rules  Universal No symbol over pictures of undesired behaviors (biting own hand, hitting others)  Adults MUST identify an alternative DESIRED behavior for child  Can use a two sided card On front have ‘no rule’ (e.g., “No biting hand”) On back have ‘yes rule’ or ‘yes rule’ choices (e.g., chew gum, chew licorice, chew tube)

Where Do I Get the Pictures?  Digital Camera pictures  Google Images  Draw your own  Grocery Circulars and Ads  Restaurant Picture Menus (e.g., McDonalds)  Clip Art online  Photocopy name tags

Where Do I Get the Pictures?  Boardmaker CD-Rom  Writing With Symbols CD-Rom  Picture Exchange Communication System  Autism Shop, Downtown Hopkins  Picture This CD-Rom  Container and package labels

Organizing the Visuals  Whatever works for you and your student  Top to Bottom Strips  Left to Right Strips  Store the Pictures in Books by Categories Routines People Interest Items Foods

Timers  Types of Timers Long ringing timers (digital) Time Timers (Autism Shop in Hopkins)  Timers for Transitioning from a preferred to non-preferred activity To tell how long before the next break and access to favorite activities and things

Visuals Help Students and Adults  Organize their lives  Decrease anxiety  Predict what will happen and when it will happen Visuals are critical to our students’ success!