1. Tara Sheehan, M.S., BCBA Sandy Edmonds Susan Kabot, Ed.D., CCC-SLP
Strategies for Increasing Engagement in Classroom Activities in Children with Autism Spectrum Disorder and Visual Impairment
Tara Sheehan, M.S., BCBA
Sandy Edmonds
Susan Kabot, Ed.D., CCC-SLP

2. Disclaimer I am NOT an expert in VI
Some experience consulting on cases for preschool children with VI
Worked with some great VI experts whose knowledge was invaluable
Theraform example

3. What is Engagement?
Interaction with Stimuli in Environment- meaningful, enjoyable experiences
Tangible, person and activity
Active Listening
Listener behaviors: orienting toward source of instruction, listener behaviors denoting comprehension (activity related behaviors such as engaging in motor movements, following directions)
Active participation
Receptive: manipulating items
Expressive: making choices, answering questions, commenting/gesturing

4. Inclusion is not Necessarily Engagement
Shared physical space
Being present during instruction
Being present in an environment
Being exposed to stimuli

5. ASD Professionals Know….
Inclusion does not necessarily result in engagement
Educational professionals need to be innovative to promote engagement
This is a unique challenge for the co- morbidity of ASD and VI

6. Engagement can be targeted and developed in
Large group instruction settings
Small group instruction settings
One on one intensive teaching settings
Independent work settings
Peer play activities

7. ASD Professionals Rely Heavily on Visual Cueing
Visual schedules
Picture communication supports
Receptive
Expressive
Task Strips
Visual cues to promote independent transition, independent completion of work and development of self-regulation skills
With ASD/VI population, the same needs for supports exist, but can’t rely on visual media

8. Utilize Other Sense Modalities
Touch/Feel
Sound
Smell
Taste
This can be done as part of a group activity (where all students participate) or provide supplemental materials to child with VI

9. Schedules Object schedules Auditory schedules
Objects must be meaningful
Should be object that student consistently engages with in scheduled activity and is indicative of start of activity (e.g. diaper for bathroom, spoon for mealtime, piece of preferred toy for play, )
Auditory schedules
Card reader
I phone, IPod or other technology device with voice output schedules
*show schedule videos

10. Communication Supports
Standard labels for objects
Provide opportunities for student to indicate choices
Simple voice output device like a big mac
Can have student make choice and then block access and use big mac to request item back or ongoing activity
Teach sign or modified sign
Physically prompt hand shapes or gestures
Accompany verbal instructions with physical prompts (receptive)
Use related objects for requesting (modified PECS)
e.g. a cd or mouse to request computer (specific request)
e.g. a spoon to initiate a choice of available food items (general request and adult facilitated choice)

11. Task Strips Auditory Texture based I phone, card reader
Critical that you consider functional placement of textures
Place in reliable, consistent locations (stimulus control)

12. Independent Transitioning and Functioning
Teach use of cane or adaptive equipment
Teach trailing
*show playground swing video
Schedule activities with natural flow
Clockwise or counterclockwise flow
Add textures to trail (and fade)
Discriminable place to transition to
Textural feedback
Auditory feedback (e.g. drop transition piece into coffee can)

13. Increase Functional Vision
VI is not necessarily blindness
Spectrum of “seeing”
Be sure to read vision reports and work closely with your vision expert
Important to consider when developing strategies for those with and without functional vision
Promote use of existing vision
Condition enhanced visual acuity

14. Behavioral Indicators of Functional Vision
Holding items close to face
Leaning forward to look at items
Ability to navigate around obstacles in physical space
Selecting preferred item from shelf or cluttered area
Head tilt to look at items
e.g. bilateral optic nerve hypoplasia

15. Promoting Use of Functional Vision
Bright color contrasts
Where they sit, hang up backpack, by transition areas
For their work space/trays/tables
You can add texture to support salience of color contrast (velcro, textured mats)
Textured and colored supports for trailing during transition (velcro, bulletin board boarders)
Give direction “look” and prompt and reinforce looking behavior
Set up activities to use functional vision and R+
Slant boards (e.g. bright shape on felt background)
Place obstacle in their way to enjoyable activity
Motivating choice discriminations in bright bins

16. Increasing Engagement in Group Instruction
Prime the student for the activity
In advance
During other small group or one on one teaching sessions
Give parents info/materials to prime at home
Introduce the activity in the moment
Describe visual stimuli present
Narrate activities
Provide own set of materials/stimuli
“seeing” with your hands takes longer time to process info

17. Increasing Engagement in Group Instruction
Enhance attending abilities
Reduce background noise if possible
Consider zoning and physical set up
Provide fidget toy if helpful
Plan lessons that involve use of multiple sense modes
e.g. lesson about cow: soft fur to touch, outline of cow shape to feel, audio of cow moo, milk to drink, hay to touch
e.g. counting lesson could involve dropping items into bin (auditory feedback), abacus or string of beads, velcro board with items for counting

18. Increasing Engagement during Independent Work Activities
Predictable, designated space for IW
Stimulus control
Tactile cues for where hands should go in ready position
Whether student will be given IW materials or if there is IW system in place
Textured placemats work great
Tasks should include as much feedback as possible
e.g. auditory feedback for put in task
Clear ending point
Place for completed work, transition activity or communication response to indicate completed
*show IW video

19. Increasing Engagement During Peer Play
Select activities wisely and set up
Select enjoyable activity (e.g. sound toy)
Toy should be something that they have already had time to explore
Limit clutter/ presence of other activities
Moderate activities
Introduce activity, support turn taking, assign roles
Narrate everything
Provide warnings before object removal
Allow additional time for VI student to “see” and explore items

20. Increasing Engagement During Peer Play
If appropriate peer(s) available, implement peer buddy system
Teach peer to assist VI student with mobility, especially in playground environment
Teach peer to invite VI student to join play activity
Where and how to hold VI friend (guide role)
Teach peer to hand VI student items
Teach peer to comment on stimuli to VI student

21. Conclusions
Increasing engagement in school environments for children with ASD and VI requires some planning, effort creativity
Important to perspective take with the VI student when designing strategies and supports
Increasing engagement requires supports for communication, interaction and independent functioning