AutismPutting the Pieces Together
Visual Structure
• Definition: The process of incorporating concrete visual cues into a task or activity.
• Purpose: To capitalize on visual strengths, while minimizing reliance on weaker auditory processing skills.
Proactive Strategies 101
• Prevention: In order for behavior problems to be minimized, there is the need for a repertoire of PREVENTION, INTERVENTION, and POST-VENTION strategies. If there is a piece missing, do some fine-tuning and tweaking to find out what is the missing puzzle piece.
Three Key Elements
Visual Instructions
Visual Organization
Visual Clarity
Visual Instructions
Visually tells the student the sequence to complete the task
Visual instruction helps the child to combine and organize a series of elements to obtain a desired outcome
Levels of Visual InstructionJig / Cutout / Inset Puzzle / Task Boxes• One to one correspondence / objects
The student matches the same colored blocks in a predetermined pattern.
The student demonstrates one-to-one correspondence by placing one cotton ball in each spot in an ice cube tray.
Levels of Visual InstructionPictures• Picture list – shows correct sequence to complete task
The student sequences letters of the alphabet.
Levels of Visual InstructionPicture Dictionary• Pictures paired with the written word• This helps introduce beginning reading skills
Levels of Visual InstructionWritten Instructions• Single words or multiple word sequences that tell the student
what to do
Levels of Visual InstructionProduct Samples• A previously prepared example of the finished product
Helps with sensory input by organizing materials and space
in the work environment making
it easier to understand the task
Visual Organization
Use of physical
boundaries, containers,
folders
Visual Organization
Visual Instructions
• Designated work areas
• Seated at the front of the class or closest to where teacher stands or sits
• Minimize the transitions
• Watch out for halls
• A place for cooling off
Visual Organization
• Containers & Folders• Separate containers helps reduce distraction• Visually coded
• Green & Red for Go & Stop• Left to right• Top to bottom• First and then• Color designated for specific student or subject• Label classroom / areas to correspond to student or subject• Pictures
Visual Clarity• Visually highlighting the important
information• Use visual cues to reinforce any information
you need to convey by using colors, pictures, symbols, drawings, grading rubrics, Venn diagrams, numbers, words, or any combination of the above
• Visual clarity is achieved by limiting material• Keep it simple• Remove unnecessary or irrelevant materials
Visual Schedules• The purpose of a visual schedule is:
• Help address the child’s difficulty with sequential memory and organization of time
• Assist children with language comprehension problems to understand what is expected of them
• To prepare the student for upcoming activities• To assist the student in transitioning independently between
activities and environments• Lessen the anxiety level of children with autism
Visual Schedules
Visual Schedules
May include:
Schedule of individual tasks
Schedule of class time
Schedule of the whole day
Activities for a field trip or special event
Visual calendar
Choosing the Type of Visual Schedule
• Real Objects• Photographs (“Picture This”, digital photos)• Realistic drawings• Commercial picture system (Boardmaker)• Written words/lists (agendas)
***Consider at what cognitive level your student is functioning.***
30 Reasons to Use and to Keep Using a Visual Schedule
See Handout
Resources• Web Sites
Kansas State Resources and Autism Information Websites Kansas State Resources: http://www.nichcy.org/stateshe/ks.htm NICHCY Connections…to Autism Resources: http://www.nichcy.org/resources/autism.asp NICHCY Connections…to Asperger Syndrome: http://www.nichcy.org/resources/asperger.asp NICHCY Connections…to Rett Syndrome: http://www.nichcy.org/resources/rett.asp NICHCY Connections…to Childhood Disintegrative Disorder: http://www.nichcy.org/resources/disintegrative.asp NICHCY Connections…to PDDNOS: http://www.nichcy.org/resources/pddnos.asp
Resources• Web Sites
Autism Information Websites
Textol…inexpensive velcro by bulkhttp://www.textol.com
Autism Papers…strategies for supporting students with autismhttp://www.specialed.us/autism/structure/str11.htm
CESA7 Special Education Serviceshttp://www.cesa7.k12.wi.us/sped/autism/index1.htm
Do 2 Learnhttp://www.do2learn.com/picturecards/forms/index.htmhttp://www.trainland.tripod.com/pecs.htmhttp://www.angelfire.com
Resources• Web Sites
Autism Information Websites
Beyond Autismhttp://trainland.tripod.com/pecs.htm
• BooksHow Do I Teach this Kid? Kimberly A. Henry
Practical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism Kathy Morris
Questions What do I
need to explain better or is there a question related to your student?