A Key to Success

Capitol Ideas!

Making Leaning & Expectations

Visually Clear for Students with

Autism Spectrum Disorders & All Other Learners

Kandis Lighthall M.A.

Autism and Behavior Training Associates

CARS+ 2011 Sacramento, CA

Topics for today…

• Supporting the

needs of the learner

• Making the world

visually clear

• Teaching skills that

foster independence

2ABTA 2011

3

Matthew tells what works!

ABTA 2011

Using visual structure may help

ALL students:

1. Improve understanding of expectations.

2. Remain calm during agitating situations.

3. Learn better by focusing on relevant

information.

4. Demonstrate more appropriate behaviors and then generalize the behavior through visual systems.

5. Gain greater independence.

4ABTA 2011

Make it Visual! Why?

60-65%Of

All Students

Are

Visual Learners

ABTA 2011 5

• Characteristic patterns

• Strength = Visual-spatial skills

• Weakness = Verbal and social reasoning

• More effective functioning and learning using visual as compared to verbal information (Quill, 1997, Schuller, 1995, Tubbs, 1966)

• Make far fewer errors in response to written directions than verbal directions (Boucher and Lewis, 1989)

• Visual strategies result in decreases in problematic behavior (Mesibov et. al, 2002, Peterson et. al, 1995)

For Students with ASD Research Shows

6ABTA 2011

What might a VISUAL Support

Look Like?

• Arrangement of the environment

• Schedules

• Pictures

• Written words

• Demonstration

• Models of the finished product

• Gestures

• Objects in the environment (needed supplies or

materials pre-assembled7ABTA 2011

There is a Range of

VISUAL Supports

Tangible Representational

Simple Complex

Least Abstract Most Abstract

No Tech High Tech

The visual supports must match the student’s level of understanding.

8ABTA 2011

9

Assess Your Structural Style by

Using the V.E.S.T.

Self evaluate and determine if you are…

• VISUALLY clear• ENVIRONMENTALLY

prepared• STRUCTURED• TEACHING the

obvious

…in your classroom environment

The VEST kept

both of us more

comfortable in

rough waters!

ABTA 2011

10ABTA 2011

11

Make The Student’s World VISUALLY Clear

Why?Capitalize on students

visual strengths

and

Minimize their deficits in auditory processing

What to do?• Visual instructions

• Visual organization

• Visual clarity

• Limit your verbal output

ABTA 2011

12

Visual Ideas for the Classroom• Use pictures or icons to:

– Sequence instructions or group activities– Structure or sequence play activities– Schedule the day– Clarify expectations (rules) or explain activities

• Indicate a change with a visual cue• Organize materials visually

– Left to right or top to bottom

• Color code or label areas in the room or on worksheets

• Teach children how to look for visual information

• Write it down in a list, chart, poster or signABTA 2011

Daily Schedule Should...

• Be visual and easily understood.• Be in a consistent place or carried by the

student.• Indicate what activities will occur and in

what sequence.• Be arranged left to right or top to

bottom.• Have a way to indicate that each activity

is finished.

13ABTA 2011

Type of Schedules•Objects: Student “puts in” or takes a needed object to the designated area.

•Photos: Photographs are matched, taken to a receptacle or referenced on the schedule.

•Icons: Icons are matched, taken to a receptacle or referenced on the schedule.

•Words: Words are referenced on the schedule and checked or crossed off when completed.

14ABTA 2011

Daily Schedule Assist With

Teaching Flexibility and Choice

• Teach flexibility by visually indicating changes with:• “Change” card

• “New Activity” card

• Teach students to make choices between activities by using “Choice” cards on the schedule.• Choices should be visual as well to help the

student understand the parameters and expectations.

15ABTA 2011

16

Whole Class Schedules

ABTA 2011

17

Object/Object

Most concrete

type of visual

schedule

ABTA 2011

18

Object Schedule

Structure May Vary

ABTA 2011

19

Single Photo

ABTA 2011

20

Part-Day Photo

ABTA 2011

21

Full-Day Icon

Schedule

•May begin as a picture

word schedule

•Pictures are faded and

replaced with icon

representation

ABTA 2011

22

Picture (Icon)/Word

ABTA 2011

23

Portable/Flexible Icon Word Schedules

ABTA 2011

24

Portable/Fixed

Icon Word

Schedule

ABTA 2011

25

Schedule Location

as a Transition Area

Pockets for

Transition Object

and Universal

No Symbol

ABTA 2011

26

ABTA 26

Written Word

ABTA 2011

27ABTA 2011

28

Daily Icon Schedule with

Mini-Schedules

ABTA 2011

29

Icon Schedule with Mini-Schedule

ABTA 2011

School Day Schedule

Done

(7:50 - 8:00) Ready for the day routine

(8:05 - 8:50) Algebra

(8:55 - 9:40) History

(9:45 - 10:30) Tutorial/break

(10:35 - 11:20) Biology

(11:25 - 12:05) Lunch

(12:10 - 12:55) English

(1:00 - 1:45) Computer Science

(1:50 - 2:35) P.E.

(2:35 - 2:45) Ready to go home routine

(2:45) Catch the bus

Reviewed By:

30ABTA 2011

31

Think About Environmental Preparations

Why?Children with Autism

may know details but,

Not know how they fit together or what is expected

What to do?• Define boundaries

for activity areas• Reduce clutter• Minimize

distractions of: Noise, Smell, Vision & Light

• Limit your verbal output

ABTA 2011

32

Environmental Ideas• Create defined areas by the use of:

– Furniture/dividers – Material– Lines on the floor

• Visually indicate where an area begins and ends

• Organize the classroom to limit sensory over stimulation by using:– Dividers– Light shields (1/3 bulbs covered with soft blue of

pink– No perfume– Seating students away from distractionsABTA 2011

33

Be STRUCTURED

Why?• It helps children

with Autism

– Understand

– Be calm

– Learn better

– Achieve independence

– Manage behavior

What can you do?• Focus on relevant

information

• Establish positive and predictable routines

• Be consistent with instruction and expectations across staff & environment

ABTA 2011

34

Examples of Physical Structure

Three areas are clearly defined with barriers, signs

and specific materials.ABTA 2011

35

Comfortable chairs, pillows, and books identify the Books area.

ABTA 2011

36

Areas are clearly defined by the type and location of furniture or hooks…

…and labeled to clarify an individual’s area or location

ABTA 2011

37

Leisure and Break Areas

ABTA 2011

38

Group Work Areas

ABTA 2011

39

Play Area is clearly defined with shelves and specific toys.

ABTA 2011

40

Circle Time Structure

ABTA 2011

41

Snack is structured clearly and a great location for communication.

ABTA 2011

42

Visual Strategies

for Lining Up

ABTA 2011

43

One to One Work Area

ABTA 2011

44

Independent Work Area

ABTA 2011

45

Teach the Obvious

Why?• Children with

Autism do not

– Learn incidentally

– Generalize

– Take perspective

– Make inferences

What to do?• Be concrete and visual

• Give the child the words to say

• Remember play, social skills and communication require direct instruction

ABTA 2011

46

Ideas for the Classroom to Teach the Obvious

• Directly teach skills with a plan:– Play with a peer– Play with a toy– When a picture is colored and finished– What to build with blocks– How to get ready to work– How to “hang out” with peers– What to say (Do not say, “Use your

words.”)

ABTA 2011

47

2 Easy and Bright Ideas

Keep it

SIMPLE!Make it

VISUAL!

ABTA 2011

Individual Work/Activity System

is...• Systematic.

• A visual system which allows a student to receive and understand information.

• A way to know how much work to do and when it is finished.

• A way for the teacher to clarify expectations.

48ABTA 2011

The individual work system answers

four questions for the student.

1. What Work?

2. How Much Work?

3. When Is It Finished?

4. What Happens Next? (REWARD????)

49ABTA 2011

Benefits of a Work System

• By following the work system the student is able to work independently

• Experience shows that productivity increases when the student has a way to know how much work is required and when it is finished.

50ABTA 2011

Types of Work Systems

• Left to Right - Finished Box: This is the lowest level system.

• Matching: This requires the student to match color, shape, letter or number from a work list to a work box.

• Written System: This could include specific written directions.

51ABTA 2011

52

Left to Right Work System

ALL the work

to do is located

on the LEFT

Student takes

work, one at a

time, from the

LEFT to

complete on

his desk

Completed

work goes into

the FINISHED

container on

the RIGHT

ABTA 2011

53

Matching System • Materials on left

Items to match may

vary and be in a

random order.

ABTA 2011

54

The discrimination of 2 variables

(color and number) may be required

of a more skillful student.

ABTA 2011

55

4th grade

ABTA 2011

ABTA 2011 56

57

Portable Work System

ABTA 2011

58

A Matching Folder Work System

ABTA 2011

59

Written System

ABTA 2011

60

Feed the Dog

Done

Go to pantry

Take 1 scoop of food

Take to dog dish

Put scoop of food in dish

Walk back to pantry

Put scoop back in dog food bag

Close pantry door

Reviewed By:

What question

is not answered here?

ABTA 2011

61

Work System for Snack Set Up

How does this system answer the 4 critical questions?ABTA 2011

Sample Work System:

Color Matching

62ABTA 2011

Meet Matthew

• Loves the computer

• Loves his rubber snake

• Loves to watch his

favorite video

• Loves recess and time

on the swing

• He likes to be busy

• Is a good worker

• Has a nice smile

Has Autistic Disorder

Is not verbal

Is a visual learner

63ABTA 2011

Visual Organization

• Organizing materials and space to modulate

the sensory input.

• Containers

• Folders

• Visually “Chunking” large tasks (e.g. separating

them into distinct visual components)

64ABTA 2011

65

Visual Structure

• Capitalizes on visual strengths.

• Minimizes deficits of auditory processing.

• Outlines the sequence to complete the

task.

• Promotes Organization.

• Clarifies relevant concepts.

ABTA 2011

66

Types of Visual Structure Include:

• Visual Instructions: Help to combine and organize a series of elements to obtain the desired outcome.

• Visual Organization: Organizing materials and space to modulate the sensory input.

1. Container Organization

2. Limiting the Area

• Visual Clarity: Highlighting the important information

1. Color coding

2. Labeling

ABTA 2011

67

Visual Organization

ABTA 2011

Learn Key Board Skills with

Visual Cues

69

Visual Structure in Tasks

ABTA 2011

70ABTA 2011

71

Visual Structure in Tasks

ABTA 2011

72

Visual Structure in Tasks

ABTA 2011

73

File Folder

Tasks

Writing a sentence

without writing

ABTA 2011

74

Choice Boards

• Visual menu of choices

• Visually represents available items/activities/choices

• Increases functional communication

• Places decision and control on the student

• Identify variety and novel items to increase student motivation

ABTA 2011

75

Circle time song

Colored Icons

Play area

Activities

Real Photos

ABTA 2011

76ABTA 2011

77

Written Work System with Choice Board

ABTA 2011

78

First….Then Visual Systems

• Basic visual system• Identifies for the student the order of

activities• Can be used in a variety of settings at several

levels• Great tool for helping with transitions• Great to show a preferred activity is

following a non-preferred activity• A timer can be attached to the system if

needed

ABTA 2011

79

What About Activities That

Are Not Reinforcing?

• Communicate

first _________

then ________

using a concrete

visual reference

ABTA 2011

80

First-Then Board at Home

ABTA 2011

81ABTA 2011

82ABTA 2011

83

Visual Task Analysis

A visual support that tells the student step by step what to get and what to do to complete an activity.

ABTA 2011

84

Visual Step By Step Instructions

ABTA 2011

85

Visual Step By Step Instructions

1. Card In 2. Enter PIN 3. Fast Cash

4. Take Money 5. Finished Button 6. Card Out

86

Provide Both

Visual Instructions and Checklists

Researching State of New York

Identify Sub-Topics

Go to library

Find 2-3 Books w/subtopic info

Photocopy pages w/subtopic info

Go Online

Download 2-3 articles on each topic

Highlight important info from articles and photocopied chapters

Reviewed By:

ABTA 2011

87

Using A “Visual” Timer

• The Time Timer counts

down and graphically

shows you how much

time is left

• You don’t need to focus

on, or understand a

traditional clock face to

understand a Time

Timer

• www.timetimer.com

ABTA 2011

88

Visual Sequence and Organization of Steps within an Activity

ABTA 2011

89

Photos help tell the story-Make it concrete and visual

ABTA 2011

90

Token Systems

ABTA 2011

91ABTA 2011

92

Visual cues help teach concepts

ABTA 2011

93

Visual cues help teach concepts

ABTA 2011

Stories with

Extra Visuals

Add Interest &

Understanding

Stories with

Extra

Visuals

Clarify

the Meaning

of the

Words

96

Visual Cues help identify expected behavior and are great transitional prompts

ABTA 2011

97

Visual Rules

ABTA 2011

98

Visual Community Rules

Carry cards like these

when walking in the

community to remind

student to follow

rules of safety.

ABTA 2011

99

Visual Shopping List

ABTA 2011

100

Using A “Wait Card”

• Shows visually that they

need to wait and what

they are waiting for

• It makes a “wait”

concrete

• It gives them something

to do with their hands

• Use in combination with

a visual timer to give

meaning to the abstract

concept of timeABTA 2011

101

Visually Teach Self-Advocacy

www.pecs.com

ABTA 2011

102

Benefits of Visual Structure

• Can be used to teach flexibility and generalization.

• Can be transferred to other environments.

• Does not need to be faded but can be blended into the student’s life.

• Students can be taught to look for other visual cues in the natural environment.

ABTA 2011

103ABTA 2011

Make it visually

clear where the

pencil box goes

with blue paper 1

2 3

Tape Divides a Desk Into Morning & Afternoon

Note Cards Tell What Materials Are Needed

106ABTA 2011

Interpret the

Academic and Social World with

Graphic Organizers

• Venn Diagram

• Cluster Organizer

• Circle Square Triangle

Let’s see what we can

do with these Visual

Supports

I wonder which one

of these could teach

attending skills?

107ABTA 2011

108

Compare-Contrast

WilburCharlotte

Spider

Female

Wise

Experienced

Pig

Male

Naive

Inexperienced

Kind

Helpful

Friendly

Faithful

109

About

You

About

Me

Thinking Tool:

What Do We Have In Common?

Girl

CSI

Horses

Scrabble

Boy

Andy

Griffith

Show

Parrots

Plunks

Pond

Blue

KFC

Football

110

Highlighter Key

• Yellow: Important people

• Green: Important dates

• Pink: Important locations

• Orange: Important facts or statistics

111

Graphic Organizers:

Visual Notes Template

Topic:

Where:Who:

When:

American

Independence

Philadelphia

George Washington and founding

fathers

1776

Signed

Declaration of

Independence

Did What:

112

Let me introduce myself using a

familiar tool in a different way.

Tennis

Player

Love

Travel

Wife &

Mom

Kandis

113

The Basic “Thinking Tool” Prediction and Inference

Boy cried wolf again and again

Villagers came running each time, but there was no wolf. They felt foolish for being tricked.

Situation: Action: Possible Outcome:

They may not come next

time he calls

114

The Basic “Thinking Tool”Daily Pat on the Back

Teacher

assigned a list of

20 words for the

class to learn to

spell. Test was 1

week later.

I made

flashcards

and practiced

them every

night for 10

minutes.

Action:

I got

an A.

Mom

let me

rent a

video

Friday.

Outcome:Situation:

115

“What If” Prediction

Teacher

assigned list

of 20 words

Test was

Scheduled

for 1

week later.

I made flashcards

and practiced

them every night

for 10 minutes.

Action:

I

earned an

“A”

Outcome:

I play Nintendo and watch my favorite TV show

Bad grade,

no video or

TV for

week

Situation:

116

The Basic “Thinking Tool”Developing Goal Setting Skills

I want to accomplish the following outcome…

My Goal:

117

My Action Plan:

1.

2.

3.

4.

5.

The Basic “Thinking Tool”

Teaches “Action Planning”

To achieve my desired outcome or goal, I must…

My Goal:

References

Accessing the Curriculum for Pupils with Autistic

Spectrum Disorders (2003). Mesibov and Howley.

David Fulton Publishers.

Learning the ROPES for Improved Executive

Function (2004). Patricia Schetter. Autism and

Behavior Training Associates

(www.autismandbehavior.com)

The TEACCH Appraoch to Autism Spectrum

Disorders(2005). Mesibov, Shea and

Schopler.Kluwer Academic/Plenum Publishers.

Visual Strategies for Improving Communication

(1996). Linda Hodgdon. Quirk Roberts Publishing118ABTA 2011