THINKING IN PICTURES:AUTISM, VISUAL
SCHEDULES, AND SOCIAL STORIES
Jessica Saum
TEMPLE GRANDIN
Dr. Temple Grandin,
an autism self-
advocate and
famous animal
scientist, describes
how important
visual thinking is to
someone with
autism:
“Words are like a
second language to
me. I translate both
spoken and written
words into full-color
movies, complete with
sound, which run like
a VCR tape in my
head. When somebody
speaks to me, his
words are instantly
translated into
pictures.’
Working with Autistic Children
Temple Grandin: In her own words
What can I
be doing
?
MAKING CATEGORIES
You have 30 seconds
Make as many categories with the following objects
as you can. Write your categories
down.
STOP: What categories did you come up with?
SPECIALIZED BRAINS
An autistic or Asperger’s child can easily pick out all of the red objects, however
research has shown that it is difficult for a child on the spectrum to make up a new
category, such as plastic objects. These students will need to be taught that some categories change depending on who is using an object. Example: A hat can be
worn at work or during play
CONVERTING ABSTRACT IDEAS TO
PICTURES
VISUALIZING CONCEPTS
WITH SYMBOLIC IMAGES
Peace
Honesty
Power and Glory
Horses
Shoes
Peace
Honesty
Power and Glory
Temple Grandin The Movie
Horses Shoes
Visual schedules
and social
stories can help
students with
autism navigate
our world. They
are practical,
easy to make,
and even easier
to implement.
In the classroom. . .
Social Storiescan be read on the day or a few days in advance and then repeated on the day in question, you can share with your student with autism what will happen and why and what they will be expected to do, you can show them visually, the social story will use images as well as text and will be written in an easy to digest manner.
Teachers are constantly searching for better
strategies and teaching methods to help
students on the spectrum successfully navigate
this our world.
Visual schedules are an excellent teaching tool,
and their use enables students to form the
missing link in processing spoken language.
When working with students with autism, it is
important to remember this one word: visual.
Visual schedules and social stories are important for
children with autism because they:
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 .
http://www.polyxo.com/socialstories/
Lessen the anxiety level of children with autism, and help to reduce possible occurrence of challenging behaviors, by providing the structure.
Clarify that activities happen within a specific time period- break is coming after work is complete. Can also alert the student to any changes that might occur.
Assist the student in transitioning independently between activities and environments telling them where they go next
BACK TO VISUAL THINKERS. . .
Social skills stories are
generally visual;
we know children with autism
tend to be visual thinkers and
learners, meaning they think
in pictures, social skills stories
use this concept
WHEN TO USE A SOCIAL STORY
Teaching Children with Autism: Social Stories: Basketball
Hygiene, Sports, Major Events, Figures of Speech, Emotions,
Being Polite
http://www.polyxo.com/socialstories/
Visual Schedule Examples
WHO (OR WHAT) COULD YOU MAKE A SOCIAL
STORY FOR?Create a social story (and if
time a visual schedule) : At
home, after school, during
the school day
Teachers love to talk. It's part of who they are. However, as difficult as it is, teachers of students with autism must learn to "tone down the talk" and use visuals in its place. Spoken words can eventually be added as a student progresses, but until that time, most students will hear the proverbial Charlie Brown teacher saying "Waaa waa wa waa" as spoken instruction goes in one ear and out the other.
Something To Leave You With