dsw conference visual strats for com and part · types of visual supports • bd m tbody movement:...
TRANSCRIPT
Katie LyonKatie LyonSpeech Pathologist
Speech Language Pathologist and AAC ConsultantSpeech Language Pathologist and AAC Consultant
Vi l S iVisual Strategies to support
communication andcommunication and
participation using the
Boardmaker Software Family
What are visual supports?pp
Things that we SEE to enhance g
the communication process.
I hear and I forgetI hear and I forget
I d I bI see and I remember
I do and I understand
Wh Vi l St t i ?Why Visual Strategies?• Some people find the world to be too chaoticSome people find the world to be too chaotic.
• Expectations and demands they cannot understand may
confuse them.
• Verbal instructions and explanations are often not
adequate to provide the information needed in order to
h dcomprehend.
• These people often need the support of having
information presented in visual forminformation presented in visual form.
• Some people learn best through what they see, and
using visual strategies builds on this strength.
From “Visual Strategies”
Pennsylvania Department of Education, 2000
Why Visual Strategies?
• Visual supports give the individual time to focus
attention work out the meaning and keep the messageattention, work out the meaning, and keep the message
visible when the person needs to refer to it again.
• Visual supports enable communication to be more
specific and encourage consistency in expectations,
d d ti ll th l i l dprocedures and routines across all the people involved
with someone.
Wh Vi l St t i ?Why Visual Strategies?Many people are not easily able to understand spoken• Many people are not easily able to understand spoken
directions.
• It is not always obvious that a person is having difficulty• It is not always obvious that a person is having difficulty
because they may be quite good at following environmental
cues.
• Dinner time example…..take away those cues, might not
follow what is said….can give the impression that they are
“not listening”
Why Visual Strategies?
• It is also difficult to judge people’s ability to
comprehend by evaluating their spokencomprehend by evaluating their spoken
language.
• Some people are able to repeat very clearly• Some people are able to repeat very clearly
what is said, but still do not understand the
meaning of the message People who use a lotmeaning of the message. People who use a lot
of echolalia are particularly difficult to judge.
Wh Vi l St t i ?Why Visual Strategies?• Many times we don’t realize how many visual cues weMany times we don t realize how many visual cues we
are providing for someone when we make a request
(e.g., we say “Pick up your shoes” while we point to the
shoes on the floor in front of us).
• If those cues are taken away, the person may not be
able to complete the task.
• We may think he is unwilling to do what we ask, when
t ll h j t t k h t t d tactually he may just not know what to do next.
• Using visual strategies may be the tool needed to help
the person process and complete novel requests and/orthe person process and complete novel requests and/or
complex directions.
People who may benefit fromPeople who may benefit from
using visual strategies include:• Intellectual disabilities
• Sensory impairments eg hearing• Sensory impairments eg. hearing
impairment
• Specific language disorders
• Memory problemsMemory problems
• Autism spectrum disorders
• Acquired disabilities
• All of us!!!!• All of us!!!!
What visual supports doWhat visual supports do
you use? y
Types of Visual SupportsB d M t h b d l• Body Movement: such as body language,
natural gesture, key-word sign
• Environmental cues: such as objects and
signs e.g. logos, labels
• Traditional tools for organisation of
information: such as calendars, shopping lists, pp g
recipes, instruction manuals
• Specialised communication aids andSpecialised communication aids and
materials: such as picture stories, behaviour
scripts, activity schedulesscripts, activity schedules
Visual Support ContinuumVisual Support Continuum
C tC tConcreteConcrete
Real objects
Object symbols
Coloured photosColoured photos
Black & white photos
Line drawingsLine drawings
Sign Language
W itt dWritten words
AbstractAbstract
Visual Support Continuum
Real objectsColoured photos Real objectsColoured photos
Black & white photosBlack & white photos
Sign LanguageWritten words
Object symbolsObject symbols
Line drawings
Timetables/Schedules
Schedules in depth:
Part of day day week• Part of day, day, week,
month, year
• Sequence a routineSequence a routine
• Connecting clock times
• Loosely phrased as y p
appropriate (Times change)
• Other events or actions of
lpeople
G i blGroup timetable
Templates and CalendarsTemplates and Calendars
Visual
Schedules
CCalendars
T l tTemplates
S h d l id hSchedules may provide such
information asinformation as
• a visual representation of what regular events• a visual representation of what regular eventswill happen;
• new activities that may be occurring;• new activities that may be occurring;
• changes that may be occurring in regular activities;activities;
• the sequence of activities throughout a day;
• when it is time to finish and move from one• when it is time to finish and move from oneactivity to another.
Schedules may help:
• establish the concept of being finished;
t t ti• set expectations;
• decrease “surprises” and reduce anxiety and
distress;
• establish routines as they are used over time;y ;
• provide a visible means to anticipate transitions.
Mi i S h d l /A ti itMini-Schedules/Activity
SequenceSequence
• Mini-schedules are similar to schedules, but they cover
l ti it ll t f th ’ tionly one activity or a small part of the person’s routine.
• Mini-schedules may map out the steps in one of the
main schedule activities including many more detailsmain schedule activities, including many more details
than the main schedule can accommodate.
• The use of mini schedules allows the person to be• The use of mini-schedules allows the person to be
independent for a longer portion of the day, since the
sequence of activities for a particular period is made q p p
available to the child.
Mini ScheduleMini Schedule
• Demo swap shuffle
Using the schedule
• Involve the person ie. Ordering the schedule, watching,
i th h d lcopying the schedule
• Person should manipulate to show change eg. remove
the symbols turn them over cross them offthe symbols, turn them over, cross them off
• Take it to the area in which the activity is performed and
match it with an identical symbolmatch it with an identical symbol
• May use it for choice making
Washing your handsWashing your hands
Timespan SchedulesTimespan Schedules
Can help to giveCan help to give
some flexibility
between
ti itiactivities
demo times
Finished StrategiesFinished Strategies• Formal strategies to indicate when
child
- has completed task
- wants a break
- wants to avoid/escape activity
• Finished mat - checkered
placemat
• Finished box - may incorporate
checkered icon
Fi i h d b l h k i• Finished symbols - eg. check icon,
finish sign, abstract symbols
Strategies for Dealing with g g
Change
Who’s here today? Demo low techWho s here today? Demo low tech
Label itemsLabel items
Social Stories
• Is a tool for helping people to control or redirect behaviourbehaviour
• Identifies the consequence of the behaviour
• Acts as a visual reminder content is important• Acts as a visual reminder - content is important
• Use consistent language across changing communication partnerscommunication partners
• Think about the language you use!!! Can’t!!!!
R i d R h R i• Remind, Rehearse, Review
Washing your handsWashing your hands
Additional Strategies
Incredible 5-Point Scale
Additional Strategies
Incredible 5 Point Scale
T h i l d t di• Teaches social understanding
using a 5-Point Scale
• Students can help in assigning• Students can help in assigning
and defining numbers when
possiblep
• Symbols can assist in visual
representation
Community Request CardsCommunity Request Cards
• Used in the community to request a service or objecta service or object
• Person only needs to have a “passing” behaviourpassing behaviour
• Use large print for easy reading for communicationo co u cat opartner/symbol for person who uses AAC
• Must be self explanatory
• Specific to person and situationp p
Recipes and Menu PlannersRecipes and Menu Planners
f• Involve from the
start
• Using symbolate!!• Using symbolate!!
• Check on activity
exchange and g
adapted learning!
Picture Based Shopping ListPicture Based Shopping List
Cooking Up Fun
•Over 30 Symbol-Adapted Recipes
•Activities to Support the Entire
Cooking Processg
Comm nication Bet eenCommunication Between
EnvironmentsEnvironments• Beware of notes between environments
A th d t d?• Are they understood?
• Communication between environments is a strategy that uses visual supports to allow astrategy that uses visual supports to allow aperson to compose and express a message about his/her day.y
• The complexity of the message depends on the person’s language and literacy skills.
• Some people may use symbols or objects to share their experiences, while others may use words supported with a picturewords supported with a picture.
Communication betweenCommunication between
environmentsenvironments
• Individuals should compose the messagep gthemselves or participate.
• Basic – may choose a symbol from scheduley y
• Copy the word from the schedule card onto a paper paired with the symbol to be successful p p p y
• People may also use wrappers from food or play items, glued to a piece of paper, with a p y , g p p p ,message written by a staff member describing the activity (the student may dictate or write the message if s/he is able).
Chat BooksChat Books
Personal History
Single Message Devices
My Day BooksMy Day Books
C i ti b tCommunication between
environmentsenvironments
• Allow time during the dayAllow time during the day
• Allow practice
• Allowing a person to create a message
about their own activities and initiateabout their own activities and initiate
conversation as s/he shares that message
with others is extremely motivating Thewith others is extremely motivating. The
use of visual cues provides the support
d d tneeded to ensure success.
Tips for using visual supportsTips for using visual supports
• View the person’s visual communication
supports as part of their every day, not
something additional that has to be
incorporated.
• Visual supports must be accessible, durable and
easy to useeasy to use.
• Visual Supports must contain relevant
information that is up to date
Boardmaker v6 comes inBoardmaker v6 comes in
three software models
• Boardmaker
• Boardmaker Plus
• Boardmaker with Speaking Dynamically ProBoardmaker with Speaking Dynamically Pro
Sample Boardsp
• Colour codes for Age groups – DEMO
il bl !available!
PCS Addendums
• 2000, 2002, 2004, 2006 & 2008
libraries (PCS)libraries (PCS)
• 6000 symbols
• 2008 alone is 1300 symbols• 2008 alone is 1300 symbols
Build your symbol libraries!!!Build your symbol libraries!!!
Bought as a deluxe bundle with or without school fonts
Wid it Lit S b lWidgit Literacy Symbols
Picture This…Pro Series Photo
LibrariesLibraries
• Picture This Pro• Picture This…Pro
• Picture This…Functional Living Skills and
Behavioural Rules EditionBehavioural Rules Edition
• Picture This…School Routines and Rules
www.google.com.au - Images Search
www adaptedlearning comwww.adaptedlearning.com
Boardmaker Plus PlayerBoardmaker Plus Player
www.spectronicsinoz.comwww.spectronicsinoz.com
•Activity
Exchange
•Support –
Knowledge BaseKnowledge Base
•Download
Center – Updatesp
for free!
•Education and
Resources –
online live and
recordedrecorded
sessions
•www.mayer-johnson.com
Spectronics Online Training Services!
www.spectronicsinoz.com/onlinetraining
Spectronics Free Emailed Update Service!
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FinishedFinished