With information from Linda Hodgdon’s book “Solving Behavior Problems in

Autism”2010

Why I chose Visuals• Orlando, National Autism Conference• Skeptical—but willing to try ANYTHING to stop the

screaming and tantrums and help with the lack of communication.

• Key or Bridge• Visuals gave her the power of language &

communication that had to be taught to her because of her social deficits and lack of communication skills.

• Affordable and could not hurt her • Only took time, consistency and patience

Why use visuals??• Words disappear as

mentioned before• Help prepare for what

comes next. (anxiety)• Provide structure for

appropriate behavior and participation- what to do**

• Tells them what is not going to happen

• Gives choices and help teach the power of language

So What do we do??

• When the predictable routines of life change, individuals with communication difficulties have more problems**

• Develop a lifestyle of familiar schedules and routines

Visuals to problem solve

• You can teach with a picture very shortly after becoming aware of the problem and you can reinforce the appropriate behavior with either rewards or reminders of what NOT to do. Our WORDS DISAPPEAR.

WORDS

DISAPPEAR WORDS DISAPPEAR

DON’T FORGET• Keep your visuals as simple as possible. You never know what the person is focusing on.• Avoid lots of words-be direct and to the point. Call the cereal visual “cereal” not breakfast. Make sure to label the visual so that everyone using the visual uses the same language.• Keep your pictures as simple as possible- close ups with as few distractions in the picture. Keep the background clear.• Always check for comprehension FIRST before using the visual. • You may have to “TWEAK” it for comprehension

• Actual Object• TOBI-phase out by pairing with large photo• Large photo• Small Photo• a large Icon• Small Icon• Words• We used actual objects for a short time, she made

the connection

Example of the Progression of Visuals

Progression of visuals

BEGINNING with Visuals

• It is very important to know what level the individual is at.

• Start with the actual object

• DO NOT progress to pictures until the individual makes the connection between the picture and the object

What visuals DO NOT have to be

• Visuals DO NOT have to be photos—They CAN BE box tops, cutouts from magazines, labels, flyers from the newspaper and picture dictionaries from the discount store

Let’s talk about Behaviors

• ALL behaviors are a form of communication

• An understanding of behavior is necessary before creating a visual to problem solve~if you want success

• Behaviors have two functions:

• To get something (obtain)• To get out of something

(escape)

The Behavior Continuum(from less severe to the most serious)

• Annoying habits• Things I want changed• Really Annoying behaviors• Behaviors that are causing

problems• Behaviors I can’t stand anymore• Behaviors that are preventing life

routines• Behaviors preventing learning• Behaviors causing injury or

destruction• Pick your battles – higher end and

the most serious are important to eliminate FIRST

Things to take into consideration FIRST

• The age of the individual

• Ability Level*• Communication Skills*• Social Skills*• Personality*• Special needs, sensory,

medical, emotional

The Environment An individual’s behavior may

change in different places for different reasons

Structured home vs. out in the community (more relaxed) some issues:

1.Sensory2.Physical space3.Who is there4.Location of temptations

CHALLENGE

• The challenge is to determine which unique needs AFFECT his/her behavior and which unique needs DO NOT NEED to alter our expectations for him/her

• Examples:

Abstract classroom rule

• Many class rules are very abstract without our realizing it. Ex:

• SHARPEN PENCILS IN THE MORNING

Abstract rule (cont)

• To make it concrete:• Sharpen pencils in the

morning---STOP at 8:40 a.m.

• The rule is NOT changing, so the expectations are the same, BUT there is SUPPORT to follow the rule.

Some Family Patterns that can cause behavior problems

• Inconsistent discipline• Ineffective discipline• Inconsistent expectations

between parents/caregivers• Structure/or lack of

structure in the family• Acceptance or rejection of

the person’s special needs• Routines or lack of routines

in the family• Other family challenges of

other family members

Use Visuals to Teach….

• Choices• Ex: tv, foods, activity

choices• Make sure to begin with

things the individual likes to motivate them

• Be consistent and patient

• Keep it Simple

CHOICES

• Helps to teach the power of language & communication,

• Important to give the child what they ask for, even if it is NOT what they want, this is how they will learn that power.

• Helps ELIMINATE TANTRUMS caused by frustration at not being able to communicate choices or wants/needs

Use visuals to show change• Use a visual to show

change-always use the same symbol. EX: no park, watch movie ( on a rainy day) Incorporate this into the schedule as soon as you know there will be a change

• Special Activity symbol—we will go to the movies today

Understanding

• Communicate information in a form that the child can understand easily, especially when upset…Remember Words disappear.

Visual Timer

• A wonderful visual tool to SHOW “how much longer”, or “how long until”. This can be used for “waiting”, “time out”, “how long do I work on my math?”, “I can play for this amount of time on the computer”, etc, etc.

• Helps eliminate anxiety and meltdowns

Voice Level Reminder

• Create your own voice level reminder from an old game spinner

• Helps a child remember to use an “inside voice” when they are excited and having fun, make it positive.

Operating Manual• This manual can be used

not only for school, but for any caregiver or relative who will be with your child in your absence.

• Lists reminders and language that help your child calm down.

• It also lists reminders of what your child is capable of understanding.

• Great for children with language difficulties, you, the caregiver know what is best.

A Great Simple Transition ToolThe Yellow Circle is the most important circle because that is where the transition to STOP is being started.You can observe and if the child is handling transition well, then when you are ready to leave give them the red circle.If they are having a problem getting used to the idea of leaving or finishing, then let them have the yellow circle for a longer amount of time.When you give them the red circle, you MUST end the task or leave.

Color Coded Post it Note• Use a certain colored post

it note for papers to go to the teacher, or outside caregiver.

• Ask the teacher/caregiver to do the same for papers to go to parents using a different color post it note.

• Helps the child to be better able to organize and have more independence.

Take away the abstract• Instead of saying “clean

your room”, SHOW the visual of what clean actually means in that environment. The word “clean” may not mean anything to that child, or something entirely different than your definition.

• Break down the task of cleaning the room. EX: dresser (with pics), desk (with pics), shelf, floor, etc

To Organize

• Use visuals to organize and promote independence and responsibility

• Organize a bath routine, and all good hygiene routines.

• This will help promote the need and ability to have privacy when it is needed.

Regulate Emotion

• Teach your child how to recognize their emotions and then how to use strategies to keep them from escalating.

• Use this visual BEFORE a behavior escalates further, while they still have some control and can use the strategies

FIRST and THEN

• The child must first understand the concept of first and then.

• This can be used to get them to do an undesired activity first and then reward them with a desired activity, or just to explain what is happening FIRST.

Waiting• Very difficult, abstract

concept for a child with a communication disability to learn.

• Hand them a visual of waiting while at the traffic light, while in line, at the doctor, when they are upset. It will show them what to do while waiting.

• They will SEE the visual and know it is time to wait. Make sure you have simple available choices with you to use while waiting.

When Someone is sick• For a child who is language

impaired, they can point to the part of their body that hurts and this will help you determine what is wrong

• There is a visual for pain level too

• This may help with behaviors and anxiety if they can communicate this to you without feeling frustrated and sick at the same time.

HERE Symbol

• There are so many different ways to use this symbol

• Where to sit• Where to stand in line• Where to put papers• Doctor’s office—where

to put your arm for the x-ray

Library rules

• Reminder in the form of a bookmark that can be placed in the book

• Reminder to be quiet in the library.

• What to do if you forget

your card to prevent a meltdown

Mini schedule

• Art class, many steps to remember or how to make a sandwich or how to wash your hands.

• Visual for step by step success

• Promotes independence

Home Morning Schedule

• When looking at the morning routine, I found there were at least 18 different activities to be done within about 30 minutes.

• By dividing the morning routine into 4 mini schedules, it became so much more manageable for Caity and helped her become more independent and capable of following the schedule herself.

Morning Schedule- 4 mini schedules

Vacation Rule

• Reminder of how to behave at the beach

• Reverse side of visual has reminders of what happens if you don’t follow the rule

• Worked great!!

Motivating Schedules for Everyone

• For an older child, create a poster listing their schedule—put pictures of their favorite TV show, singer, activity to make it age appropriate. Use their favorite singers or actors or sports person.

• Make one for EACH of your children.

Recommended Websites for visuals

• www.usevisualstrategies.com• www.do2learn.com• www.googleimages.com• www.dltk-kids.com – cartoon characters, etc• www.chartjungle.com• www.icontalk.com• www.speakingofspeech.com- click on materials

exchange 1,2 or 3 for printouts• www.card.ufl.edu – click on visual supports under

resources

Recommended Books“Visual Strategies for Improving Communication by

Linda Hodgdon“Solving Behavior Problems in Autism” (with visuals) by

Linda HodgdonE-book download “Practical Communication Tools for

Autism” Using Visual Strategies for Lifelong Success by Linda Hodgdon and Marianne Bryant “Taking Care of Myself” by Mary Wrobel, A Healthy

Hygiene, Puberty and Personal Curriculum For Young People with Autism

First three books can be found on the website www.usevisualstrategies.com . The last book can be found at www.autismbookstore.com

Thank You--For letting me share my thoughts on using visual

strategies…