Visual Supports
Laura Graves, Ph.D., Helen T. Dainty, Ph.D.,
Amy Locke-Callender, EdS.
1
Rationale for Visual Tools
in the Classroom
• What are visual tools?
– They are simply things that you can see.
• Purposes for using visual tools:
– Offer predictability, familiarity, and clarity
– Reduce the amount of verbal information
• How can visual tools help?
– Introduce new concepts and vocabulary
– Improve language skills
– Improve memory
– Teach time and sequence
– Increase independence and autonomy
2
Visual Supports
• What tools do you
use to help you
remember?
• Why do you need the
tools?
3
Example of a Visual Support
4
What is a visual schedule?
• Pictures showing the order or sequence of
activities
• Can be for class or an individual student
5
Pictures of a Visual Schedule
6
7
Visual Schedules
Why use visual
schedules?
• Predictable
• Organized
• Hands-on
• Available
Helpful Hints:
• Refer to the schedule
throughout the day
• Let children know
when schedule will
change
• Make sure all adults
know how to use
schedule
Willis, c. (2006). Teaching young children with Autism Spectrum
Disorder. Beltsville, MD: Gyphon House.
8
9
Why use visual schedules?
• To improve receptive language skills
• To help provide structure, often decreasing
negative behaviors
• To use as a supplement with verbal directions to
reinforce following a command
• To increase understanding of new vocabulary
• To aid in learning how to do a particular task
• To help teach the concept of sequencing and
ordinal terms (first, next, last…)
• To promote INDEPENDENCE
http://www.augresources,com/PictureScehduleIdeas.htm
10
11
12
Who benefits?
• Children who have communication difficulties
– Expressive and Receptive
• Children with negative behaviors
– Allows individual to visually see what happens next
• Children who have difficulty following through on
a task
• Children learning sequencing skills
• Children learning new vocabulary
http://www.augresources,com/PictureScehduleIdeas.htm
13
Making Visual Schedules
What are visual schedules?
• A sequenced arrangement of what happens during the day
Why make them visual?
• Can be used to visually break down the school day, parts of the
school day, a set of skills or expectations into manageable steps
Hannah, L. (2001). Teaching young children with autistic spectrum disorders to learn: A practical guide for
parents and staff in general education classrooms and preschools. Shawnee Mission: KS. AAPC.
14
Breaking Down a Targeted Skill
How do I break down skill?
• Task Analysis:
– Identify target skill
– List each specific behavior in performing the targeted task in sequence
– Consider if the child has the prerequisite skills for each behavior
• If not, the prerequisite skills must be taught first
– Determine materials needed to teach targeted skills such as a visual
schedule
– Teach each specific behavior in sequence
– Have child refer to visual schedule to complete task
– Over time fade visual schedule from the child’s support system
15
Example of a Task Analysis for
Setting the Table
1.
2.
3.
4.
5.
6.
7.
8.
9.
Put the placemat down
Place the large plate in the center of the placemat
Put the small plate in the upper left had side of the placemat
Put the butter knife on the small plate
Place the napkin to the left of the large plate
Put the knife and spoon to the right of the large plate
Put the fork to the left of the large plate on the napkin
Put the dessert spoon and fork horizontally at the top of the large
plate
Put the glass to the upper right of the large plate near the tip of the
knife
16
Another Task Analysis Example
of How to Blow Your Nose
1.
2.
3.
4.
5.
6.
Get a tissue
Blow nose
Wipe nose
Throw away tissue
Get hand sanitizer
Wash hands
17
Blowing Nose
18
Task Analyzing Activity
1. On a piece of paper write out the steps for hand
washing
2. Compare the steps with a colleague
3. Take the pictures out of the bag
4. Put the pictures in the correct order by what
happens first, second, third, etc.
5. Place the pictures on the sentence strip
– The back of each picture should be placed on the
Velcro side of the sentence strip
19
Move from Visual Schedule to a
one page Visual Prompt
20
Helpful Hints
for Individual Child
•
•
•
•
Make the visual schedule top to bottom or left to right
Reward child for following the visual schedule
Use same pictures consistently
Know the child
– Digital pictures, clip art, line-drawings, or actual objects
• Fade visual schedule over time as independence of skill
is learned
21