1. Using Visual Supports to Facilitate Literacy Development with ASD Students Presented by Danielle Messina Presentation Part One: The Importance of Classroom Teachers Using Visual Supports Monday 23rd October 2006 Ascot Vale Special School

2. Presentation Overview A three part presentation explained A three part presentation explained The purpose of presentation – Part One The purpose of presentation – Part One What are visual supports? What are visual supports? Why are visual supports so important in literacy development for ASD students? Why are visual supports so important in literacy development for ASD students?

3. Welcome to Part One of a Three Part Presentation Part One : Monday October 23rd 2006 Theory Based: The importance of classroom teachers using visual supports to facilitate literacy development with ASD students. Part Two : Monday November 13th 2006 It’s Hands On Time: Exploring practical ways to support ASD students in literacy learning by using visual supports. Part Three : Monday November 27th 2006 Let’s Get Serious and Think to the Future: Embracing a whole-school approach to implementing consistent use of visual support strategies in Literacy teaching and learning across all classes in the school.

4. The Purpose of this Presentation To highlight the importance of classroom teachers using visual supports to facilitate literacy development with ASD students.

5. What are Visual Supports? Visual supports are a way of making auditory information visual. Through … E.g. Coloured Photographs, colour pictures, line drawings and graphic symbols. And why is this important for ASD Students? Because essentially … ASD Students think in pictures! They are visual learners.

6. Visual Supports are an Essential Instructional Tool in Literacy Because …. Visual supports supplement verbal instruction, clarifying the information for the ASD student and increasing comprehension. Visual supports supplement verbal instruction, clarifying the information for the ASD student and increasing comprehension. Visual supports help the ASD student cue communication, providing reminders of what to do and say in a situation. Visual supports help the ASD student cue communication, providing reminders of what to do and say in a situation. Visual supports organise a sequence of events, enhancing the ASD student’s ability to understand, anticipate and participate in those events. Visual supports organise a sequence of events, enhancing the ASD student’s ability to understand, anticipate and participate in those events. Quill, 1995

7. Visual Supports are Crucial to Ensuring ASD Students Achieve Success in Literacy Because during Literacy Activities Visual Supports Increase an ASD Student’s... Participation Participation Independence Independence Motivation Motivation Concentration Concentration Confidence Confidence Level of Engagement Level of Engagement Sense of Achievement Sense of Achievement Good Behaviour Good Behaviour

8. In Literacy Activities Visual Supports are Essential to Decreasing an ASD Students Levels of … Confusion Confusion Anxiety Anxiety Anger Anger Impatience Impatience Uncertainty Uncertainty Disengagement Disengagement Sense of Failure Sense of Failure Level of Distraction Level of Distraction Maladaptive Behaviour Maladaptive Behaviour

9. Key Benefits Of Using Visual Supports in the Literacy Classroom … ASD students can use visual supports for as long as they need to process the information. In contrast, oral information is transient: once said, the message is no longer available. ASD students can use visual supports for as long as they need to process the information. In contrast, oral information is transient: once said, the message is no longer available. Oral information often poses problems for ASD students who have difficulty processing language, and who require extra time. Visuals offer a tremendous amount of support to the ASD student in literacy activities and therefore decrease the student’s maladaptive behaviours born out of frustration and anxiety. Oral information often poses problems for ASD students who have difficulty processing language, and who require extra time. Visuals offer a tremendous amount of support to the ASD student in literacy activities and therefore decrease the student’s maladaptive behaviours born out of frustration and anxiety. It is often difficult for the ASD student to block out background stimulation. Using visual supports enables the student to focus on the message and therefore enhance their literacy outcomes. It is often difficult for the ASD student to block out background stimulation. Using visual supports enables the student to focus on the message and therefore enhance their literacy outcomes.

10. And Most Importantly … Visual supports in Literacy consider the preference and strengths of students with ASD to process non- transient and visual-spatial information. When we present information verbally, the words are available for a brief moment. But when we present information visually it can be there for as long as the student needs it.

11. So How Do Visual Supports Work?  Visual aids and symbols range in complexity from simple and concrete to abstract.  The continuum moves from real object or situation, to facsimile, colour photograph, colour picture, black and white picture, line drawing, and finally to graphic symbol and written language.  Objects are the most simple, concrete form of support. Graphic symbol, although far along the continuum in terms of complexity and abstraction, have been widely successful with students with ASD.  Software packages that provide quick access to graphic symbols and the ability to create customised symbols are available and highly successful, such as Boardmaker.

12. A Few Points to Remember …  It is only by using the visuals that students will attach meaning to them.  Sometimes you will see immediate results. Sometimes it takes days, weeks or months before you see results. STICK WITH IT but be thinking about the possibility of making modifications. Sometimes one little change can make a big difference.  Some visual supports may be used less over time but it’s a good idea to keep them handy for those times when the student needs a little extra support because they aren’t feeling well, haven’t had enough sleep or are just having an ‘off day’. If the visual supports are kept in place they can be easily changed when the student transitions to a new, more challenging environment.  Make visual supports age appropriate. Consider the size and portability of the visual as well as the kind of visual symbols you use (i.e. objects, pictures, line drawings, words). Be sure they ‘fit the environment’.

13. Remember Still …   When using visual supports, pair them with spoken language so that students begin to attach meaning. But use the words sparingly and match key words and phrases to the objects, pictures or actions.   The higher the stress level of the ASD student, the more need for visuals. Using spoken language usually serves to increase rather than decrease stress levels. Using pictures allows us to communicate effectively with the student without adding to their stress.   Independence in the literacy classroom is our goal! Visual supports promote independence by providing visual cues which can eventually be used by the ASD student for self-prompting. Verbal cues alone can increase dependence on other people.

14. The Key Question to Ask Yourself When Planning a Literacy Activity or Giving an Instruction: How can this information be presented in a simple visual format? Choose visual supports on the basis of an understanding of the student and his or her abilities and responses.

15. Taking this Caution Into Account … Visual Supports are very useful and can be employed within the Literacy Lesson to: Assist in Classroom Routines Assist in Classroom Routines Enhance Calendar Exercises Enhance Calendar Exercises Facilitate Matching Activities Facilitate Matching Activities Create Velcro Reading Stories Create Velcro Reading Stories Improve Cut and Paste Tasks Improve Cut and Paste Tasks Support Additional Word Identification Activities Support Additional Word Identification Activities Develop Comprehension Skills Develop Comprehension Skills Enhance Student Opportunities to Illustrate text Enhance Student Opportunities to Illustrate text Assist Cloze Activities Assist Cloze Activities Develop Organisational Maps Develop Organisational Maps

16. And That Is Just the Beginning !!! Visual Supports are also Useful to Support Writing through: Writing Boards Writing Boards Word Walls Word Walls Technology Supports Technology Supports Responding to Text with Organisational Maps Responding to Text with Organisational Maps Plot Summaries Plot Summaries Character Maps Character Maps And During Presentation Part Two You are Going to Get Hands On and Learn Practical Ways to Achieve This in your Classroom … SO STAY TUNED !!!

17. Finally … We have exactly a fortnight until our next session. Until we meet again, lets start thinking about how we as literacy educators support our ASD Students by using visual supports – DO WE ??? Come to Presentation Part Two with practical examples of literacy activities and ideas to share – Show and Tell !!! See you next for Presentation Part Two: Monday 13 th November 2006

18. Bibliography Attwod, T. (1998). Asperger's Syndrome. London: Jessica Kingsley Publishers. Bondy, A.S., & Frost, L.A. (1994). The picture exchange communication system. Focus on Autistic Behaviour, 9, 1-19. Broun, L.T. (2004). Teaching students with autistic spectrum disorders to read: a visual approach. Teaching Exceptional Children, 36, 36-40. Eastern Upper Peninsula. (January 2005). Visual Supports for Students with Autism. Autism Grant Team: Michigan Department of Education. Autism Grant Team: Michigan Department of Education. Grandin, T. (1995). Thinking in pictures and other reports from my life with autism. New York: Doubleday. New York: Doubleday. Grandin, T. (1995). The learning style of people with autism: An autobiography. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialisation, 33-52. NY: Delmar. communication and socialisation, 33-52. NY: Delmar.