Using Visual Supports to Teach Independent Behavior Presenters: Ashley Schnittker and Suzy Dees

Visual Strategies -- Targets Awareness of the research validity regarding the use of visual strategies Identify a variety of types of visual strategies to use with students Determine where and when to use visual strategies Walk away with a tool-kit of visual strategy resources to use next year

ASD Processing Skills Strengths: Visual Processing Weakness: Auditory

What is a visual schedule? An visual schedule is comprised of objects, pictures and/or words that: show the sequence of steps needed to complete an activity list the occurrences of daily events (daily routine) provide structure for unstructured down time (play)

Schedules Schedules may be objects, pictures only, pictures with text, or just text This will depend on the child’s level of functioning A picture activity schedule can often be faded to a written schedule as the child learns to read

Purpose of Visual Schedules To increase on-task behavior To decrease inappropriate behaviors To facilitate smooth transitions from one activity to the next To enhance acquisition of new skills To increase independence To promote self-management Video: The Importance of Visual Schedules

Types of Visual Representations Real Object Pretzel on a card Miniature of real objects TOBI (True Object Based Icons) Picture Real Drawing Line Drawing (Black and White/color Text Concrete Abstract

Object Schedule

Multiple Representation Systems TOBI Photograph Real Objects Line Drawing Reinforcer

All Done Pocket

First/Then Schedules (home and school) For especially challenging transitions at school, an “First/Then” mini schedule can be used FIRST THEN

Transition Cards

Clip Board

Binder

Across School Settings Cafeteria – use tape to X seat or to place boundries GYM class – use a schedule on the wall with an all done folder – Follow the board. Students with ASD don’t argue with a board.

Courtesy of Visual Schedules

Pinterest Idea

Pinterest Idea #2

Schedule Change

Car Rides

Daily Living Skills ~ Toileting ~

Visual Schedules Across All Ages Adult use of schedules include: “To do” lists (Smart Phones) Microsoft Outlook calendar Teachers’ lesson plans, agendas Cookbooks, IKEA instructions

Schedules and Visuals for Older Students

SLANT

Physical Structure

Visual Boundaries

Build your own divider: uipment_backdrop_stand

Line UP

Social Narratives My name is Jacob. I am in the second grade. Sometimes the children in my class stand in a line. The children in my class stand in a line when we are getting ready to go to another part of the school like the lunchroom or the library. The children in my class walk in a line to move safely in the halls. If another group of students are walking in the hall going in a different direction, our class and their class can pass one another easily. That's why teachers have asked children to walk in lines for many years. It is a safe and orderly way to move groups of children through the school building. Sometimes I am the line leader. This means that the other children in my class will walk behind me. Sometimes I am second, or third, or last, or maybe I'm somewhere in the middle of the line. Many children in my class like to be the line leader. My teacher knows who the line leader is each day. Teachers know about being fair and try to make sure each child gets a turn to be the line leader. It's important to follow directions about who is line leader. My turn to be line leader again gets closer every time the children in my class walk in a line! Adapted from The Gray Center,

Social Story given to Kira when we introduced her token system at the beginning of the year: I will not hit, bite, kick or pinch other people. When I hit, bite, kick or pinch others, it hurts and it is wrong. It makes people mad and me and not want to be my friend. If I am mad or if something is bothering me, I will say, “I don’t understand” or “I am mad” or “Please leave me alone”. Telling people what is wrong is okay. I can earn yellow “thumbs up” tickets in my classes. I can earn 2 tickets in each class. If I follow all of the rules and don’t hit, bite, kick or pinch, I will earn both tickets. But if I don’t follow the rules, I will either earn 1 ticket or maybe no tickets. I can use my tickets to earn prizes, such as a soda, a candy bar, something from the classroom store, and even tickets to sporting events or a Normal West t-shirt!

Comic Strip Conversations ™ Video

Power Cards Visual aids that incorporate a child’s special interest to help promote an understanding of social situations, hidden curriculum items, routines, organizational skills and transitions.

Power Cards: A brief scenario that deals with a situation that is difficult for a child Written in first person from the perspective of a child’s hero and describe how the hero solves the problem. A small card recaps how the child can use the same strategy to solve a similar problem of her own.

Power Cards-Social Script Will Smith is a cool guy who has made a lot of movies. It takes a lot of people doing many jobs to make a good movie. Sometimes Will or others make mistakes on the movie set. Will Smith stays calm when he or someone else makes a mistake. If he needs to, he asks for help. Will Smith knows that everyone make mistakes. Will would like everyone to remember to stay calm when mistakes happen, to ask for help if it is needed, and that EVERYONE makes mistakes!

Power Cards

Calming Strategies

Incredible 5 Point Scale

Restate the question I think/ I feel … This reminds me of … The text says …

I will know that it is time to tell the class: When Mrs. Kintner hands me the Doodlebot: Mrs. Kintner needs to give us directions or teach us how to do something. While she is talking we all need to listen quietly!! When Mrs. Kintner asks for the Doodlebot back I know that it is time for us to get to work? I will say to everyone: Please get to work now!!!

Apps for Self Regulation Calm Counter SOSH MeMoves Touch and Learn – Emotions: by Innovative Mobile Apps ABA Flash Cards and Games Emotions: by Alligator Apps Emotions: by Kindergarten.com Autism Emotion by Model Me Kids AutismXpress Autism 5 point Scale EP Shrinky: Anxiety Ambiance Relaxation Melodies Soundscape Pocket Pond Fluidity Fluid Monkey Marine Aquarium

Wrap Up Stand and Deliver Complete your pre-post assessment Complete Evaluation Form

References Lynn E. McClannahan, L.E. & Krantz, P.J. (1998). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House. Bryan, L.C. & Gast, D.L. (2000). Teaching on-task and on-schedule behaviors to high- functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, Dooley, P. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, Stokes, Susan. Structured Teaching: Strategies for Supporting Students with Autism. Under contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction. Autism Internet Modules (2013). OCALI ESC of Central Ohio. Michelle Garcia Winner (2007) Thinking About You Thinking About Me. Sarah Ward, M.S., CCC/SLP and Kristen Jacobensen, M.S., CCC/SLP (2013).

Understanding Time A Wondertime Clock: Sarah Ward Timetimer

Time Estimates Examples TaskGuess TimeActual Time Eating Lunch Playing video Games Getting ready for school Doing our math homework From Michelle Garcia Winner 2009

Assignments/Student Instruction

= Go to next problem. Teacher will help later. Visual Organization for Worksheets

Apps for Organization and Transition Skills ChoiceWorks First – Then visual Schedule Video Scheduler Time Timer Visual Timer HD iSee-quence ToDo

Video Modeling/ Video Self- Modeling

Benefits of Video Modeling

Video Modeling

iMovie (4.99)