Strategies for Increasing Independence in the Workplace Wendy Homlish Bonnie N. Young CLIU 21 AT Consultants

What are Visual Supports? Supports are those visual things we see that enhance the communication process. Body language Body language Natural environmental cues Natural environmental cues Traditional tools for organization & giving information Traditional tools for organization & giving information Specially designed tools to meet specific needs Specially designed tools to meet specific needs

A normal communication message is: 55% visual 55% visual –Including gestures, facial expression, body movements 37% vocal 37% vocal –Intonation, rate, intensity and volume 7% verbal 7% verbal –Actual words spoken (language) –Mehrabian, A. - “NonVerbal Communication”(1972)

Why use visual strategies? Visual tools provide the support necessary to raise students to increased levels of: PARTICIPATIONANDINDEPENDENCE

Improve Comprehension Speech is transient Speech is transient May be difficult to shift attention May be difficult to shift attention Message may be gone by the time the student’s attention is drawn to it Message may be gone by the time the student’s attention is drawn to it

Visual Strategies Also: Build on the student’s strengths Build on the student’s strengths Clarify instructions Clarify instructions Provide consistent cues about daily activities Provide consistent cues about daily activities Show the student what will happen next Show the student what will happen next

Visual Strategies Also... May motivate student to work through a less favored activity to get to a more desired one May motivate student to work through a less favored activity to get to a more desired one Provide structure to accept changes in routine Provide structure to accept changes in routine Promote independence Promote independence

Who would benefit? All age levels All age levels Verbal or nonverbal Verbal or nonverbal Students who exhibit difficulty with: Students who exhibit difficulty with: –Transitions –Tasks –Frustration

Visual Strategies They are not only helpful for nonverbal students. All students benefit, even those without disabilities.

Transition Schedules/mini-schedules Schedules/mini-schedules Transition helpers Transition helpers –Now/Then board –Super symbols –Timers Calendars Calendars

Schedules In a typical school, workplace or home: Information is given verbally Information is given verbally It is frequently assumed that students already know routines and information It is frequently assumed that students already know routines and information That assumption results in information not being given at all (kids “just do it”) That assumption results in information not being given at all (kids “just do it”)

Schedules Give information in sequential and structured form Give information in sequential and structured form Clarify verbal information Clarify verbal information Support transitions between activities Support transitions between activities Reduce behavior problems Reduce behavior problems

Schedules Help students understand the routine and function competently Help students understand the routine and function competently Allow the staff to be more consistent in their interactions and language Allow the staff to be more consistent in their interactions and language

Schedules Give information such as: Regular tasks that need to be done Regular tasks that need to be done New activities that may be occurring New activities that may be occurring Changes in regular activities Changes in regular activities What happens next What happens next When it is time to move to another activity When it is time to move to another activity

Visual Schedule Formats

More Schedules…

To Use a Schedule You May: Color code Color code Give the student a means to check it Give the student a means to check it Allow the student to manipulate it - e.g., take item off, cross it off, point to an item Allow the student to manipulate it - e.g., take item off, cross it off, point to an item Have student carry schedule item to activity location Have student carry schedule item to activity location

Mini-Schedules Supplement the daily schedule Supplement the daily schedule Show an activity sequence during a short time period or during a particular activity Show an activity sequence during a short time period or during a particular activity Gives more detailed information about activities that will be occurring Gives more detailed information about activities that will be occurring Provides a structure to teach independent work habits Provides a structure to teach independent work habits

Mini- Schedules

Transitions Change in activity may be difficulty for some students and may result in: protests protests refusal refusal disruptive behavior disruptive behavior

Transitions Prepare the student for change in activity: Tell them how many more they must do Tell them how many more they must do Visually illustrate how long by using a clock or timer Visually illustrate how long by using a clock or timer Warn them as transition approaches Warn them as transition approaches

Strategies for Successful Transitions Have student carry something with them to next activity Have student carry something with them to next activity Let the student know when they can go back to a favorite activity Let the student know when they can go back to a favorite activity Tell the student what will be happening when an undesired activity is finished Tell the student what will be happening when an undesired activity is finished

Communicating “NO” Forewarns that something is not available Forewarns that something is not available Communicates disappointing news in an understandable and consistent way Communicates disappointing news in an understandable and consistent way “Out of sight, out of mind” may increase behaviors such as hoarding food or obsessing about particular items “Out of sight, out of mind” may increase behaviors such as hoarding food or obsessing about particular items Eliminates need to ask for something over and over again Eliminates need to ask for something over and over again Provides sense of control Provides sense of control

Communicating “NO”

Calendars Not the traditional calendar drill, with the emphasis on recognizing today, tomorrow, and yesterday……… Not the traditional calendar drill, with the emphasis on recognizing today, tomorrow, and yesterday……… Use it to discuss events that are meaningful to the student Use it to discuss events that are meaningful to the student May be helpful at home,school and the workplace May be helpful at home,school and the workplace

Strategies for Calendar Use Teach students to use the calendar to get information Teach students to use the calendar to get information Develop a calendar for home use Develop a calendar for home use Have the student use a personal calendar Have the student use a personal calendar

Calendars tell students: Which days are school/not school days Which days are school/not school days When regular/irregular special activities will occur When regular/irregular special activities will occur Who will be home after school Who will be home after school When to bring or buy lunch When to bring or buy lunch

Calendar Example (Monthly)

Weekly Calendar - People

“Person Finder”

Task Organizers Many students are unable to move through the steps of a task independently, perhaps because they: forget the order of the steps forget the order of the steps eliminate steps eliminate steps can’t remember what comes next can’t remember what comes next

Task Organizers….. Give detailed information for recall Give detailed information for recall Step-by-step prompts to accomplish tasks Step-by-step prompts to accomplish tasks Provide a systematic and consistent way for staff to teach steps to complete a task/job Provide a systematic and consistent way for staff to teach steps to complete a task/job

The Prompt Hierarchy for Communication 1. Pause 1. Pause 2. Open Question 2. Open Question 3a. Partial Prompt 3a. Partial Prompt 3b. Request for Communication (Mand) 3b. Request for Communication (Mand) 4. Full Model 4. Full Model * Descriptive Feedback * Descriptive Feedback

1. The Pause If an environmental cue or a transitional cue has just occurred If an environmental cue or a transitional cue has just occurred Focus your attention on the student and PAUSE Focus your attention on the student and PAUSE

Environmental Cues

1. The Pause If an environmental cue or a transitional cue has just occurred If an environmental cue or a transitional cue has just occurred Focus your attention on the student and PAUSE Focus your attention on the student and PAUSE

2. Open Question If the student or young child does not respond to the pause by making or attempting a response... If the student or young child does not respond to the pause by making or attempting a response... Ask a what, why, who, when, where, or how question, and then Ask a what, why, who, when, where, or how question, and thenPAUSE

3a. Partial Prompt If the student or young child does not respond to the open question or produces a minimal response... If the student or young child does not respond to the open question or produces a minimal response... Provide part of the response by: Provide part of the response by: –asking a question that contains a choice, –giving a hint or a clue, modeling the first few words (or sounds) of the answer, and then PAUSE

3b. Request for Communication If the student or young child responds to the pause or the open question with behavior that is: If the student or young child responds to the pause or the open question with behavior that is: –inappropriate, or –at a lower level than desired for that student Request that the student or young child use another form or elaborate on the response, and then Request that the student or young child use another form or elaborate on the response, and thenPAUSE

4. Full Model If the student or young child has never produced the response you are seeking... If the student or young child has never produced the response you are seeking... If the student or young child does not respond to the partial prompt or mand or does so incorrectly... If the student or young child does not respond to the partial prompt or mand or does so incorrectly... Provide a full model for the response, and then PAUSE. Provide a full model for the response, and then PAUSE. Do use the student’s AAC system when possible to provide the model for him to imitate. Do use the student’s AAC system when possible to provide the model for him to imitate.

* Descriptive Feedback Use after the student has produced a communicative response, or Use after the student has produced a communicative response, or Use after the last step of the prompt hierarchy that you need to use Use after the last step of the prompt hierarchy that you need to use Descriptive Feedback is specific to the communication behavior: Descriptive Feedback is specific to the communication behavior: –“Great, you asked for more boxes – here they are.” –“Wow, you asked for the tape player, so here it is.” –“You asked for some scissors, what do you need them for?”

What IS the task? Determine what steps are involved in order to complete the task? Determine what steps are involved in order to complete the task? Which part or parts of the task can the student do NOW? Which part or parts of the task can the student do NOW? Which part or parts of the task MIGHT he or she do with the appropriate access tools? Which part or parts of the task MIGHT he or she do with the appropriate access tools? What are the barriers to completing the task? What are the barriers to completing the task?

Tools