Visual Supports Are For All Learners

Dwain StoneSpeech Language Pathologist

& Daydra Dietrich

Occupational TherapistNovember 2010

Visual Supports Are For All Learners

Dwain StoneSpeech Language Pathologist

& Daydra Dietrich

Occupational TherapistNovember 2010

"We can't teach the students we used to have, or those we wish we had.  We must teach the students we do have."

~ Linda Albert ~

OutlineOutline

Definition What are visual supports? Why do we use them? When do we use them? Where will they be of use? How do we use them? Behavior Management

Definition What are visual supports? Why do we use them? When do we use them? Where will they be of use? How do we use them? Behavior Management

DefinitionDefinition

VisualsVisual tools, strategies, and supports

are things we see that enhance ourorganization, comprehension, and communication.

Visual tools are signs, objects,printed words, post-it notes, symbols,drawings, or colors. Anything thatgives a message and often simplifies itfor easier access is a visual tool.

VisualsVisual tools, strategies, and supports

are things we see that enhance ourorganization, comprehension, and communication.

Visual tools are signs, objects,printed words, post-it notes, symbols,drawings, or colors. Anything thatgives a message and often simplifies itfor easier access is a visual tool.

What visual supports have you seen or used with

children?

What visual supports have you seen or used with

children?

Common MaterialsCommon Materials

PECS book Big MacSentence StripSocial StoriesVisual SchedulesFirst/Then CardsCentertime activity picturesActivity strip

PECS book Big MacSentence StripSocial StoriesVisual SchedulesFirst/Then CardsCentertime activity picturesActivity strip

What type of learner are you?

What type of learner are you?

Auditory

Visual

Kinesthetic/Tactile

Auditory

Visual

Kinesthetic/Tactile

FactsFacts

Research about communicationshows communication is: 55% visual (gestures, body

movementand posture, handouts, calendars,or environmental cues).37% vocal (intensity and tone of yourvoice, or rate and volume of yourspeech).7% the actual message.

Research about communicationshows communication is: 55% visual (gestures, body

movementand posture, handouts, calendars,or environmental cues).37% vocal (intensity and tone of yourvoice, or rate and volume of yourspeech).7% the actual message.

Chinese ProverbChinese Proverb

I hear and I forget.I see and I remember.I do and I understand.

I hear and I forget.I see and I remember.I do and I understand.

Why use visual supports?

Why use visual supports?

Quiz:

Because they work!!

Demonstration

Quiz:

Because they work!!

Demonstration

Why we use visuals…..Why we use visuals…..

Visual strategies help individuals in many ways.  We use visual strategies to help us communicate

information TO individuals. Visual tools help students organize their thinking. Visual supports are used to give choices or

communicate rules. One of the most important uses for visual

strategies is to give information such as what is happening, what is not happening, what is changing, etc.

Structure supports self-regulation

Visual strategies help individuals in many ways.  We use visual strategies to help us communicate

information TO individuals. Visual tools help students organize their thinking. Visual supports are used to give choices or

communicate rules. One of the most important uses for visual

strategies is to give information such as what is happening, what is not happening, what is changing, etc.

Structure supports self-regulation

A day without visual supports… A day without

visual supports…Somehow, somewhere, your day spun out

of control. You missed a dentist appointment,got lost going to a new area of town,

and could not remember thename and phone number of

the person you were supposedto meet after school. At

the grocery store, you forgotwhat you had to buy for dinner

and took 10 minuteslooking for the car in the

parking garage because youforgot to look and see whatlevel you were parked on. It

was an awful day. It allstarted when you left your

day planner at home!!

Somehow, somewhere, your day spun outof control. You missed a dentist appointment,

got lost going to a new area of town,and could not remember thename and phone number of

the person you were supposedto meet after school. At

the grocery store, you forgotwhat you had to buy for dinner

and took 10 minuteslooking for the car in the

parking garage because youforgot to look and see whatlevel you were parked on. It

was an awful day. It allstarted when you left your

day planner at home!!

Children who may benefit….

Children who may benefit….

Autism Asperger's Syndrome PDD Sensory Processing

Difficulties Attention Deficit

Disorders Learning Disabilities Down Syndrome Hearing Impairment EAL FASD

Autism Asperger's Syndrome PDD Sensory Processing

Difficulties Attention Deficit

Disorders Learning Disabilities Down Syndrome Hearing Impairment EAL FASD

Emotional Difficulties    

Communication Disorder

Behavior Disorder Cognitive

Impairment Developmental

Delay Multi-handicapped And many

more...

Emotional Difficulties    

Communication Disorder

Behavior Disorder Cognitive

Impairment Developmental

Delay Multi-handicapped And many

more...

What if the students already talk?

What if the students already talk?

Sometimes people question using visual strategies for students who already talk. Traditionally, communication boards and other AAC supports have been used to help non-verbal students or those with limited verbal ability to express themselves better.

The current use of visual strategies for supporting understanding has shifted that focus. The important thing is to remember why we are using visual tools.

Sometimes people question using visual strategies for students who already talk. Traditionally, communication boards and other AAC supports have been used to help non-verbal students or those with limited verbal ability to express themselves better.

The current use of visual strategies for supporting understanding has shifted that focus. The important thing is to remember why we are using visual tools.

Sensory ProcessingSensory Processing

Environments may not match the child’s arousal level

Overstimulated vs. Understimulated

Promotes independence for self-regulation

Environments may not match the child’s arousal level

Overstimulated vs. Understimulated

Promotes independence for self-regulation

Multi-modality Presentation

Multi-modality Presentation

Visual and tactile stimuli

Capitalize on routines

Demonstrate rather than explain

Visual and tactile stimuli

Capitalize on routines

Demonstrate rather than explain

"A picture is worth a thousand words"

"A picture is worth a thousand words"

The adage "A picture is worth a thousand words" refers to the idea that complex stories can be described with just a single still image, or that an image may be more influential than a substantial amount of text. It also aptly characterizes the goals of visualization where large amounts of data must be absorbed quickly.

The adage "A picture is worth a thousand words" refers to the idea that complex stories can be described with just a single still image, or that an image may be more influential than a substantial amount of text. It also aptly characterizes the goals of visualization where large amounts of data must be absorbed quickly.

WHY?WHY?

Top Ten Reasons To Use A Visual Schedule!!

Top Ten Reasons To Use A Visual Schedule!!

Top ten reasons…Top ten reasons…

1. Visual schedules increase on-task behaviour and therefore increase Academic Learning Time.

2. Teaches Delayed Gratification3. Visual schedules teach the importance of organization in a

day. In other words, the schedule becomes a way for the child to learn to be proactive in managing his own behaviour.

4. Visual schedules teach patience and persistence5. Once the student knows how the visual schedule works, he

or she will be less dependent upon consistency of staffing in order to function.

6. As the child gains independence in using his visual schedule, his instructional assistant also gains independence. This “found time” can be used to prepare instructional and support materials and to make careful observations and notes regarding student successes and difficulties (particularly in the important area of social functioning) which will later assist in determining new instructional goals and learning outcomes.

1. Visual schedules increase on-task behaviour and therefore increase Academic Learning Time.

2. Teaches Delayed Gratification3. Visual schedules teach the importance of organization in a

day. In other words, the schedule becomes a way for the child to learn to be proactive in managing his own behaviour.

4. Visual schedules teach patience and persistence5. Once the student knows how the visual schedule works, he

or she will be less dependent upon consistency of staffing in order to function.

6. As the child gains independence in using his visual schedule, his instructional assistant also gains independence. This “found time” can be used to prepare instructional and support materials and to make careful observations and notes regarding student successes and difficulties (particularly in the important area of social functioning) which will later assist in determining new instructional goals and learning outcomes.

Top ten reasons…Top ten reasons…

7. Visual schedules minimize the need to write as the daily agenda is being established

8. Once the child has a visual schedule, his or her behaviour will settle. Thus, a schedule does not make the child appear to be different; it helps him appear to be more the same.

9. Visual schedules provide independence by removing the need for the student to ask others (particularly adults) about what schoolwork has to be done. The fact that the student functions more independently (“normally”) can increase his or her acceptance by other students.

10. Because they provide a means for the child to anticipate upcoming events, visual schedules help to ease the student through transitions. Thus, they are a means of reducing rigid behaviour. In fact, they promote flexible behaviour.

7. Visual schedules minimize the need to write as the daily agenda is being established

8. Once the child has a visual schedule, his or her behaviour will settle. Thus, a schedule does not make the child appear to be different; it helps him appear to be more the same.

9. Visual schedules provide independence by removing the need for the student to ask others (particularly adults) about what schoolwork has to be done. The fact that the student functions more independently (“normally”) can increase his or her acceptance by other students.

10. Because they provide a means for the child to anticipate upcoming events, visual schedules help to ease the student through transitions. Thus, they are a means of reducing rigid behaviour. In fact, they promote flexible behaviour.

PurposePurpose

Think of the purpose of a visual tool. What does the student need to understand? What would help him participate better? Defining the need guides the decision about what kind of tool to use. Identifying the purpose of a visual tool helps us know how to use it.

Think of the purpose of a visual tool. What does the student need to understand? What would help him participate better? Defining the need guides the decision about what kind of tool to use. Identifying the purpose of a visual tool helps us know how to use it.

Keys for Successful Implementation of Visual Tools

Keys for Successful Implementation of Visual Tools

Student participation. Involve the student in the design of

the tool. Have him choose colors, pictures (especially to describe emotions), the style, size, and so on. The more involved he is in the design, the more apt he is to enjoy using it.

Format selection. There is no standard template for visual tools. Some students wantonly words or pictures that don’t look too young and some students need photos or concrete items instead of drawings. It’s important to consider the size and how easy it is to use in all settings (ie. recess, PE, lunch room, chemistry lab).

Student participation. Involve the student in the design of

the tool. Have him choose colors, pictures (especially to describe emotions), the style, size, and so on. The more involved he is in the design, the more apt he is to enjoy using it.

Format selection. There is no standard template for visual tools. Some students wantonly words or pictures that don’t look too young and some students need photos or concrete items instead of drawings. It’s important to consider the size and how easy it is to use in all settings (ie. recess, PE, lunch room, chemistry lab).

Imbedding choices in the tool. Take into account the student’s interests and preferences such as what things he wants to do when he’s angry or what order he would like to get things ready for a classor activity. Ask yourself, “how am I empowering him to use the tool?”

The routine for using the tool. Consider where the tool will be kept, when the tool will be used (in the hallway or at a desk), and what other activities the student will be doing at the time.

Imbedding choices in the tool. Take into account the student’s interests and preferences such as what things he wants to do when he’s angry or what order he would like to get things ready for a classor activity. Ask yourself, “how am I empowering him to use the tool?”

The routine for using the tool. Consider where the tool will be kept, when the tool will be used (in the hallway or at a desk), and what other activities the student will be doing at the time.

Do’s and Don’tsDo’s and Don’ts

Start Small: Start with one or two rather than trying to use tools in every part of theday.

Set the situation up to be successful with easy-to-reach first steps.!

Make it easy to use, fun to look at, and meaningful to the student.

Introducing it in a positive, fun way can also make a big difference.

Start Small: Start with one or two rather than trying to use tools in every part of theday.

Set the situation up to be successful with easy-to-reach first steps.!

Make it easy to use, fun to look at, and meaningful to the student.

Introducing it in a positive, fun way can also make a big difference.

Make sure adults and peers are supportive and enthusiastic.

Involve peers in developing, using and supporting the student in using the tool.

Make sure it is easy to locate, and easy for the student to use.

Make sure adults and peers are supportive and enthusiastic.

Involve peers in developing, using and supporting the student in using the tool.

Make sure it is easy to locate, and easy for the student to use.

**Keeping visual tools in difficult to access places (in a pocket if he has trouble with fine motor skills) or difficult for the student to use (making check marks when using a pencil or pen is an emerging skill) is the quickest way for a visual tool to fail.

Behavior MGMTBehavior MGMT

Proactive vs. Reactive programs

Proactive

Reactive

Proactive vs. Reactive programs

Proactive

Reactive

ReferencesReferencesBareket, Rachael. 2006. Playing It Right!: social skills activities for parents and teachers of young

children with autism spectrum disorders, including Asperger syndrome and autism-1st ed. Shawnee Mission, Kan.: Autism Asperger Publishing

Ernsperger, Lori. Ph.D, 2002. Keys to Success for Teaching Students with Autism. Arlington, Texas. Future Horizons, Inc.

Hodgdon, Linda A. 2005. Visual Strategies For Improving Communication; Practical Supports for School and Home. QuirkRoberts Publishing. Troy, Michigan

Prizant, B.M., Wetherby, A.M., Rubin, E., &Laurent, A.C. (2003). The SCERTS Model: A transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder. Infants and Young Children, 16 (4), 296-316

Quill, Kathleen Ann. 2000. Do Watch Listen Say: Social and Communication Intervention for Children with Autism. Maryland: Paul H. Brookes Publishing Co. Inc.

Richard, Gail J. 1997. The Source for Autism. Illinois: Lingui Systems, Inc.

Smith, Caroline. 2003. Writing & Developing Social Stories: Practical Interventions in Autism. Speechmark Publishing LTD, Telford Road, Bicester, Oxon OX26 4LQ, UK

Sussman, Fern. 2004. More Than Words. Toronto, Ontario: Hanen Early Language Program.

The Inclusion Notebook: Problem Solving in the classroom and community. Inclusive Education and Autism; Spring 2007 (Volume VI, No.1)

www.scerts.com/the-scerts-model www.setbc.orgwww.visualaidsforlearning.com www.usevisualstrategies.comwww.vanderbilt.edu www.room5ideas.comwww.dotolearn.com www.angelfire.com

Bareket, Rachael. 2006. Playing It Right!: social skills activities for parents and teachers of young children with autism spectrum disorders, including Asperger syndrome and autism-1st ed. Shawnee Mission, Kan.: Autism Asperger Publishing

Ernsperger, Lori. Ph.D, 2002. Keys to Success for Teaching Students with Autism. Arlington, Texas. Future Horizons, Inc.

Hodgdon, Linda A. 2005. Visual Strategies For Improving Communication; Practical Supports for School and Home. QuirkRoberts Publishing. Troy, Michigan

Prizant, B.M., Wetherby, A.M., Rubin, E., &Laurent, A.C. (2003). The SCERTS Model: A transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder. Infants and Young Children, 16 (4), 296-316

Quill, Kathleen Ann. 2000. Do Watch Listen Say: Social and Communication Intervention for Children with Autism. Maryland: Paul H. Brookes Publishing Co. Inc.

Richard, Gail J. 1997. The Source for Autism. Illinois: Lingui Systems, Inc.

Smith, Caroline. 2003. Writing & Developing Social Stories: Practical Interventions in Autism. Speechmark Publishing LTD, Telford Road, Bicester, Oxon OX26 4LQ, UK

Sussman, Fern. 2004. More Than Words. Toronto, Ontario: Hanen Early Language Program.

The Inclusion Notebook: Problem Solving in the classroom and community. Inclusive Education and Autism; Spring 2007 (Volume VI, No.1)

www.scerts.com/the-scerts-model www.setbc.orgwww.visualaidsforlearning.com www.usevisualstrategies.comwww.vanderbilt.edu www.room5ideas.comwww.dotolearn.com www.angelfire.com