1. Viewing Visual Supports Through An Autistic Lens Kourtney Moore East Carolina University Dr. Guiseppe Getto

2. What I’ll Cover Previous Research Research Questions TheoryMethodsScalingParticipantsFindingsConclusions/ImplicationsLimitations Further Research

3. Previous Research Who else has studied this topic?   Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using Visual Supports With Young Children With Autism Spectrum Disorder. Teaching Exceptional Children, 43(6), 28-35.   Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–169.   Koyama, T. & Wang, H. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review, Research in Developmental Disabilities, 32(6), 2235-2242.   Sprinkle, E., & Miguel. (2013). Establishing Derived Textual Activity Schedules In Children With Autism. Behavioral Interventions, 28, 185- 202.

4. Research Question What is the main question?   Which types of visual supports are seen as most effective for an autistic child’s learning capabilities as seen by the child?

5. Theory What is the overall framework used?   1. Selecting relevant words for processing in verbal working memory.   2. Selecting relevant images for processing in visual working memory.   3. Organizing selected words into a verbal model.   4. Organizing selected images into a pictorial model.   5. Integrating the verbal and pictorial representations with each other and with prior knowledge.

6. Methods What specific methods were used?   Participant observation.   Creation of my own visual supports (visual schedule, script, and short story).

7. Scaling What type of scale of used to measure the effectiveness?   The scale was self-created.   The scale measured if the visual supports was seen as effective/non-effective.

8. Participants What types of participants were included in the study? .  There was one girl and one both. .  Both children were between the ages of 6 and 10.   One child had been exposed to visual supports previously, however; one child has never used visual supports in the past.

9. Findings What types of patterns were presented?   Visual schedules seemed to be most effective.   Both of the children would react to various pictures differently.   Both of the children scored high, when working with visual schedules.

10. Findings cont.

11. Conclusions and Implications What does this all mean?   Visual schedules are seen as the most effective according to the children.   Communication was only constant when the children had the visual schedules in front of them.

12. Limitations Things that you may be wondering?   How accurate is my scaling approach?   Are the children too young to decide for themselves if a visual support is effective or not?   Should there have been more participants? Would the outcome be different if the study had more children to observe?

13. Further Research What do my findings indicate for other researchers? .  There is confirmed correlation between visual schedules and autistic children on a communication basis. .  My study should be researched on a larger scale.   What is the history behind visual schedules?