1. STEVEN COOP COUN 510 WINTER TERM 2013 MARCH, 11, 2013 Visual supports and Autism Spectrum Disorders

2. What are visual supports? “Visual supports are visual cues that may prompt or remind children to engage in a behavior or prepare them for another activity.” Odom et al. (2003)

3. Who needs visual supports? We all do! Think about the visual supports we use every day!

4. Visual Supports and Children with Autism Spectrum Disorders Quill’s research (1995) has shown that people with Autism tend to have problems with abstract thinking, social cognition, communication and attention. These skills are associated with the ability to acquire oral language. Strengths for the child with Autism tend to include concrete thinking, rote memorization and visual/ spatial skills. Using a visually based program supports these strengths.

5. Why use Visual Supports in Schools? Helps children follow rules Acts as visual reminders… Help students understand what they are supposed to do Help students know what is happening in their day Shows when to Move from one activity to another

6. Why use Visual Supports in Schools? Make choices about what they want to do Aids instructors in Preventing challenging behavior Visuals can act as a cue to teach appropriate behavior Are helpful in supporting and increasing both receptive and expressive communication

7. Visual Supports Give Directions Following Directions Following steps of an activity Predictable order and sequence Example of Yes / No Communication System Hang up coat Put away backpack Take out books Sit at desk Take out homework Simple Directions for specific activities

8. Visual Supports are an effective instructional tool… “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

9. Categories of Visual Supports Static Dynamic Interactive

10. Static Picture Communication Board

11. Example of a Functional Communication System

12. Why use Visual Strategies? Can be created for use by individuals or groups Increase independence Provides tools for organization Supports learning of comprehension skills Supports learning of expression skills Can be modified over time

13. Examples of Visual Support Supports The following 3 visual examples have been taken from: www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps

18. Visual Support for Single Subject Assignment

19. Making Visual Tools Create tools that are universally understood Be consistent Keep symbols simple and concrete Use written labels along with visual images

20. Making Visual Tools (con’t)

21. Tips for using visual supports View the student’s visual communication supports as part of their educational program, not something additional that has to be incorporated into their day. Visual supports must be accessible, durable and easy to use. Visual Supports must contain relevant information that is up to date

22. References Hodgdon, L. (1994). Solving social-behavioral problems through the use of visually supported communication. In K. Quill (Ed.), Teaching children with autism (pp. 265-286). Albany, NY: Delmar Publishers. Hodgdon, L. (1995). Visual strategies for improving communication: Practical supports for school and home. QuirkRoberts Publishing. Hodgdon, L. (2000). Visual Supports for Improving Communication. QuirkRoberts:Troy,Michigan. McClannahan, L. E., & Krantz, P. J. (1999). Activity Schedules for Children with Autism.Woodbine House: Bethesda, MD. Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence- based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175. Quill, Kathleen A. (1995). Teaching Children with Autism: Strategies to Enhance Communication and Socialization. (Edition 1). New York, NY: Cengage Learning Silverman, L. K.(1998) The Other Way of Knowing: The Visual Spatial Learner. Book in Publication.

23. Online Resources www.usevisualstrategies.com www.trainland.tripod.com www.do2learn.com www.usevisualstrategies.com/ www.cenmi.org/Portals/4/Documents/Tutorials/Vis ualSupports.pps www.cenmi.org/Portals/4/Documents/Tutorials/Vis ualSupports.pps www.spectronicsinoz.com/blog/wp- content/uploads/2009/08/visual-supports.pdf www.spectronicsinoz.com/blog/wp- content/uploads/2009/08/visual-supports.pdf