Autism Putting the Pieces Together

Visual Structure Definition: The process of incorporating concrete visual cues into a task or activity. Purpose: To capitalize on visual strengths, while minimizing reliance on weaker auditory processing skills.

Proactive Strategies 101 Prevention: In order for behavior problems to be minimized, there is the need for a repertoire of PREVENTION, INTERVENTION, and POST-VENTION strategies. If there is a piece missing, do some fine-tuning and tweaking to find out what is the missing puzzle piece.

Three Key Elements Visual Instructions Visual Organization Visual Clarity

Visual Instructions Visually tells the student the sequence to complete the task Visual instruction helps the child to combine and organize a series of elements to obtain a desired outcome

Levels of Visual Instruction Jig / Cutout / Inset Puzzle / Task Boxes One to one correspondence / objects The student matches the same colored blocks in a predetermined pattern. The student demonstrates one-to-one correspondence by placing one cotton ball in each spot in an ice cube tray.

Levels of Visual Instruction Pictures Picture list – shows correct sequence to complete task The student sequences letters of the alphabet.

Levels of Visual Instruction Picture Dictionary Pictures paired with the written word This helps introduce beginning reading skills

Levels of Visual Instruction Written Instructions Single words or multiple word sequences that tell the student what to do

Levels of Visual Instruction Product Samples A previously prepared example of the finished product

Helps with sensory input by organizing materials and space in the work environment making it easier to understand the task Visual Organization Use of physical boundaries, containers, folders

Visual Organization Visual Instructions Designated work areas Seated at the front of the class or closest to where teacher stands or sits Minimize the transitions Watch out for halls A place for cooling off

Visual Organization Containers & Folders Separate containers helps reduce distraction Visually coded Green & Red for Go & Stop Left to right Top to bottom First and then Color designated for specific student or subject Label classroom / areas to correspond to student or subject Pictures

Visual Clarity Visually highlighting the important information Use visual cues to reinforce any information you need to convey by using colors, pictures, symbols, drawings, grading rubrics, Venn diagrams, numbers, words, or any combination of the above Visual clarity is achieved by limiting material Keep it simple Remove unnecessary or irrelevant materials

Visual Schedules The purpose of a visual schedule is: Help address the child’s difficulty with sequential memory and organization of time Assist children with language comprehension problems to understand what is expected of them To prepare the student for upcoming activities To assist the student in transitioning independently between activities and environments Lessen the anxiety level of children with autism

Visual Schedules

May include: Schedule of individual tasks Schedule of class time Schedule of the whole day Activities for a field trip or special event Visual calendar

Choosing the Type of Visual Schedule Real Objects Photographs (“Picture This”, digital photos) Realistic drawings Commercial picture system (Boardmaker) Written words/lists (agendas) ***Consider at what cognitive level your student is functioning.***

30 Reasons to Use and to Keep Using a Visual Schedule See Handout

Resources Web Sites Kansas State Resources and Autism Information Websites Kansas State Resources: NICHCY Connections…to Autism Resources: NICHCY Connections…to Asperger Syndrome: NICHCY Connections…to Rett Syndrome: NICHCY Connections…to Childhood Disintegrative Disorder: NICHCY Connections…to PDDNOS:

Resources Web Sites Autism Information Websites Textol…inexpensive velcro by bulk Autism Papers…strategies for supporting students with autism CESA7 Special Education Services Do 2 Learn

Resources Web Sites Autism Information Websites Beyond Autism Books How Do I Teach this Kid? Kimberly A. Henry Practical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism Kathy Morris

Questions What do I need to explain better or is there a question related to your student?