1. MID-MICHIGAN AAC CONFERENCE FRIDAY, MAY 2, 2014 MARIBETH SCHUELLER, MA, CCC-SLP RACHAEL LANGLEY, MA, CCC-SLP Visual Strategies to Support Language in the Classroom

2. Visual Strategies to Support Language Outline for this session: 1.The importance of a symbol-rich environment 2.The role of Aided Language Input for AAC learners 3.Functions of visuals in the classroom A.Daily schedules B.Mini-Schedules C.Transitions D.Choice-making E.Communication 4.Visuals for Social Support

3. Research, as well as professional experience, tells us the importance of creating a symbol- rich environment for our students. Symbol-Rich Environments Photo source: Breezy Special Ed. Visuals for Greetings. Retrieved from http://breezyspecialed.blogspot.com/2013/09/a-few-of-little-details-in-my-special.html M. Schueller 2014

4. This means creating an environment where visual symbols clarify spoken language, support expressive communication, assist with transitions, and facilitate learning. Symbol-Rich Environments Photo source: The Autism Adventures of Room 83. Visual Calming Card. Retrieved from http://theadventuresofroom83.blogspot.com/2013/04/calm-down-kit.html M. Schueller 2014 http://mcn.educ.psu.edu/dbm/VIP_pt1/index.htm

5. Symbol-Rich Environments Visual supports within the classroom setting can look differently depending on the needs of your students. o Highly customizable o Serve as both receptive and expressive language supports o supported by research (Dada, et al 2009; Drager, 2009)

6. How do we make visuals meaningful to our students? Aided Language Input or Aided Language Stimulation Aided Language Input http://sig12perspectives.pubs.asha.org/article.aspx?articleid=1765977

7. Research shows that children with little to no functional language have the potential to learn 24 new vocabulary items during a 3- week intervention period (Dada, Alant 2009) Aided Language Input Photo source: http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/communication-strategies/http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/communication-strategies/ Language is best learned from seeing it in action. This is especially true for learners who rely on sign, symbols, or pictures to support their learning.

8. The basis for teaching PODD is modeling the use of visuals along with the words we are already saying. PODD relies on language immersion, where the second language is visually symbol-based. Aided Language Input Pragmatic Organization Dynamic Display (PODD) http://www.novita.org.au

9. Photo Source: http://www4.smsd.org/JoannaBrown/docs/Doc-152156.jpg Structured Systematic Based on principals of applied behavior analysis (ABA) Focus on teaching initiation Supported by research (Flippen, et al. 2010) Picture Exchange Communication System (PECS)

10. Visual Strategies to Support Language But… not all visual supports rely on the rules of language formulation as do PODD, PECS, and sign language Visuals are still highly effective at supporting behavior in the classroom Remember…

11. Visual Strategies to Support Language Supporting Behavior Change using Visuals START 2013 Photo source: http://libbyrosentreter.files.wordpress.com/2014/04/social-story-playing.gifhttp://libbyrosentreter.files.wordpress.com/2014/04/social-story-playing.gif

12. Prevent Behaviors Teach Alternative Behaviors PBIS (Positive Behavior Intervention and Supports)  teach the affirmative Present expectations with visuals Social Stories (Carol Gray) Video Modeling Visual Strategies to Support Language Provide and teach “BREAK” Re-teach expectations o social story o mini-schedule o video modeling Offer visual choice board M. Schueller 2014 Photo source: http://www.mayer-johnson.com/autism-article3http://www.mayer-johnson.com/autism-article3

13. 1 Types of Visual Supports 1.Daily Schedules A. Increase Predictability. B. Can decrease the length of a crisis or prevent a crisis. (START, 2013)

14. Visual Strategies to Support Language Examples from the classroom: Personal Daily Schedules Personal Daily ScheduleSchedule on Key Ring M. Schueller 2014

15. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Early Childhood daily schedule

16. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Kindergarten daily schedule Early Childhood daily schedule

17. 1 Types of Visual Supports 2.Mini-Schedules A. Can increase independence and participation in activities. B. Break down the steps in an activity. START, 2013)

18. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Mini Schedules for Specific Activities

19. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Mini schedules with built-in rewards

20. 1 Types of Visual Supports 3.Transitions A. Transitions should be built into the schedule with predictability and routine. B. Provides cueing of desired behavior. START, 2013)

21. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Supporting Transitions Source: http://smallbutkindamighty.files.wordpress.com/2011/10/first_then_next.gif

22. 1 Types of Visual Supports 4. Choice Making A. Can be used during a variety of activities. B. Preferred items vs. non-preferred items. START, 2013)

23. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Choice-making for center timeChoice-making for OT & sensory activities

24. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Source: http://www.bellaonline.com/ArticlesP/art45171.asp

25. 1 Types of Visual Supports 5.Communication A. Visuals are strategically placed within a classroom setting for easy accessibility. B. Visuals can be used with all children so that they can participate in every activity as their more advanced verbal peers. START, 2013)

26. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 PECS Books Easily accessible, kid-friendly height

27. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Placing visuals within reach, while making desired item inaccessible

28. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014

29. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 PECS Picture Storage

30. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 PECS Picture Library

31. 1 Types of Visual Supports 6. Expectations A. Expectations need to be clear. B. Everyone knows the expectations and abides by them…Be Consistent! C. There should be expectations for every activity. D. Review expectations before every activity. E. Desired expectations need to be practiced for success. START, 2013)

32. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014

33. Visuals for Social Support The use of symbol, photo, and/or video examples to promote social skill development. Use of single-pictures/sentence strips Social stories with pictures Video modeling Photo source: http://learnandplaymelbourne.files.wordpress.com/2013/12/socialstory.jpghttp://learnandplaymelbourne.files.wordpress.com/2013/12/socialstory.jpg

34. Visual Strategies to Support Language Examples from the classroom: M. Schueller 2014 Source: http://www.bellaonline.com/ArticlesP/art45171.asp

35. Visual Strategies to Support Language Examples from the classroom: Supporting topic maintenance

36. Visual Strategies to Support Language Video Modeling

37. Visual Strategies to Support Language References Dada, S., & Alant, E. (2009). The Effect of Aided Language Stimulation on Vocabulary Acquisition in Children with Little or No Functional Speech. American Journal of Speech-Language Pathology, 18, 50-64. Drager, K. (2009). Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC. SIG 12 Perspectives on Augmentative and Alternative Communication December 2009, Vol.18, 114-120. Retrived from http://sig12perspectives.pubs.asha.org/article.aspx?articleid=1765977 http://sig12perspectives.pubs.asha.org/article.aspx?articleid=1765977 Duke University (Shane, H.). (2013). The AAC-RERC Webcast Series. Retrieved from http://mcn.educ.psu.edu/dbm/VIP_pt1/index.htm http://mcn.educ.psu.edu/dbm/VIP_pt1/index.htm Flippin, M., Reszka, S., & Waton, L. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on Communication and Speech for Children With Autism Spectrum Disorders: A Meta-Analysis. American Journal of Speech-Language Pathology, 19, 178- 195. Matthews, A. (2013, March). START Training: Early Childhood. Allendale, Michigan, USA: Grand Valley State University.

38. THANK YOU! CONTACT INFORMATION MARIBETH SCHUELLER: MSCHUELLER@EATONRESA.ORGMSCHUELLER@EATONRESA.ORG RACHAEL LANGLEY: RLANGLEY@EATONRESA.ORGRLANGLEY@EATONRESA.ORG Visual Strategies to Support Language in the Classroom