Modifying Behavior Through Visual Supports Amy Motsinger Beacon Day School La Palma, California Modifying Behavior Through Visual Supports Amy Motsinger Beacon Day School La Palma, California

My Inspiration...

People First Language  Always name the person first, and the disability second (i.e. “The boy with autism” instead of “The autistic boy”)  Goal: “To avoid perceived and subconscious dehumanization when discussing people with disabilities” ( first_language) first_language

People First  Remember, all persons have unique personalities, likes, interests, etc.  It is important when using any intervention strategy that you customize it for the individual.

Autism and Communication  A defining feature of ASD is having a qualitative impairment in communication (DSM-IV-TR).  The foremost reason parents seek help with for their child diagnosed with ASD is because of a language delay (DeGiacomo & Fombonne, 1998).  Therefore, language based instructions can be difficult for children with autism.

Auditory Processing  Children with autism scored significantly lower on auditory filtering than their peers without disabilities (Tomcheck & Dunn, 2007).

Visual Learners  Children with ASD have strong visual processing skills and usually have a heightened interest in visual materials (Furth, 1981).  Embedded Figures Task (EFT) has the subject find the simple shape embedded in the complex form.  Children with autism scored significantly higher than the controls on the EFT (Shah and Frith, 1983).

“Thinking in Pictures” “I THINK IN PICTURES. Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head. When somebody speaks to me, his words are instantly translated into pictures. Language-based thinkers often find this phenomenon difficult to understand, but in my job as an equipment designer for the livestock industry, visual thinking is a tremendous advantage.” (Grandin, 1996)

Behavior and Communication  Behavior is a form of communication.  When a child has a behavior, they are trying to communicate something to you that they cannot express through words.

Non-Verbal Communication Since children with autism have a deficit in auditory processing, you may be increasing their behaviors when you give verbal instructions. Wait it out and give visual supports!

Slow Down!!!!

What are Visual Supports?  Simply put, visual supports are a way of making auditory information visual.

Why Use Visual Supports?  For a child with disabilities even the simplest directions can come and go too quickly for them to process and understand. A visual support can really help them understand the message.

Why Use Visual Supports?  When we present information verbally, the words are available for a brief moment.  When we present information visually it can be there for as long as the student needs it.

Effective Instructional Tools  “Visual supports organize a sequence of events, enhancing the student’s ability to understand, anticipate and participate in those events.  Visual supports supplement verbal instruction, clarifying the information for the student and increasing comprehension.  Visual supports can be used to cue communication, providing reminders of what to do and say in a situation.” Quill, 1995

Evidenced-Based Practice  The National Professional Development Center for Autism Spectrum Disorders (NPDC on ASD) considers the use of Visual Supports as an evidenced-based practice.  Criteria: a) Based on research studies b) Studies are selected based on specific criteria

Who Uses Visual Supports?  Everyone!  Think about the visual supports that we use everyday: cookbooks, maps, traffic signs, grocery lists, etc.

Types of Visual Supports  Behavior: Token boards, First/Then boards, Schedules, Wait cards, Break cards, Reminders of rules  Communication: PEC’s, I need boards, Snack Boards  Social: Social Stories  ALL supports aide in modifying behavior!

First/Then Boards  First-Then Boards give children clear expectations and help motivate and assist with task completion.  Place a picture of the activity or activities the child needs to complete under “first”. Place a picture of the rewarding or preferred activity under “then.”  The First-Then format allows the child to focus on the current activity and rewarding activity without distraction.

Token Economy Systems  Token economy systems are great for building the ability to delay gratification, extending a child's attention span, and increasing the amount of work that a child is able to produce in a given period of time.

Token Board with iPad

Schedules  A visual schedule is a set of pictures that communicates a series of activities or the steps of a specific activity.  Visual schedules are meant to help children understand and manage the daily events in their lives.

Wait Cards  Wait cards help students the meaning of wait.  Hand a student a “wait” card when asking them to wait for an activity or place the “wait” card on top of an assignment that you want them to finish at a different time.

Visual Timers  Time Timer: Gives a visual image for how much time is left.  Especially good to use when ending a reinforcing activity such as a video game or the computer.

Rule Cards  Rule cards are used to show children what behavior is expected of them (hands down, sit, quiet mouth, etc.).  Remember, it is important to show children what you want them to do, instead of telling them “no” (i.e. “No yelling”).

I Need Boards  I need boards are used to have students request for supplies.  Can be used with students who are non-verbal or with students who require prompting to use sentences.

Snack Boards  Use during classroom snack/meal times to teach communication skills.  Like the “I need” boards, can be used for students who are both verbal or non-verbal.

Social Stories Social Stories are a tool for teaching social skills to children with autism and related disabilities. Social stories provide an individual with accurate information about those situations that he may find difficult or confusing. Not successful for all students. Best when used in combination of other techniques.

Classroom Board With Visual Supports

Types of Assistive Technology Devices  Communicative: Voice output devices (Go-Talk, i-Pad).  Educational: Switch buttons for access to a computer.

Go-Talk  GoTalk One: Single switch voice output device.  Allows you to add a picture and record a sentence.  Can be placed throughout the classroom or home environment to have children request for items or activities.

iPad Communication  Proloquo2Go allows you to add picture symbols or real photos to voice output words or sentences.  Look2Learn uses pictures with voice output. Also allows you to record your own audio. Limited to 140 pictures.  Speak it! Text to speech application for children that can type sentences.

iPad Behavior Support Applications  Time Timer  Choiceworks  You can create a schedule with timing. Also has a “waiting” program with a timer.  My Choice Board  Presents a visual display of choices. You can customize your choices and even display “not available” choices.  Answers: Yes/No

Questions?

References DeGiacomo, A., & Fombonne, E. (1998). Parental recognition of developmental abnormalities in autism. European Child & Adolescent Psychiatry, 7(3), 131–136. Furth, H. G. (1981). Piaget and knowledge—Theoretical foundations. Chicago: University of Chicago Press. Grandin, T. (1995). Thinking in Pictures: My Life With Autism. New York: Doubleday. People First Language (n.d.). In Wikipedia online. Retrieved from Quill, K.A. (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10(3), Shah, A., & Frith, U. (1983). An islet of ability in autism: a research note. Journal of Child Psychology and Psychiatry, 24, Tomchek, S., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the short sensory profile. American Journal of Occupational Therapy, 61,