Visual Supports
Overview
Individuals with autism spectrum disorders (ASD) learn in a variety of different ways, but
research has shown that they demonstrate strength in visual learning (see resource
list). To play on this strength parents and professionals have developed visual supports
for individuals with ASD. Put simply, visual supports make auditory information visual.
Visual supports organize a sequence of events, enhancing the individual's ability to
understand, anticipate, and participate in those events. Visual supports supplement
verbal instruction, clarifying the information for the individual and increasing
comprehension. Visual supports can be used to cue communication, providing
reminders of what to do and say in a situation. When individuals with ASD are given the
opportunity to learn with visual supports or cues they:
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Complete more tasks by themselves therefore increasing their independence
Learn more rapidly
Demonstrate decreased levels of frustration, anxiety, and aggression related to task
completion
Adjust more readily to changes in their environments (Savner & Myles, 2000).
Are there things that you hear yourself saying over and over, or questions that you hear
the individual with ASD asking over and over? Visual supports provide a way to problem
solve these issues and prevent communication and performance breakdowns.
When we present information verbally, the words are available for a brief moment.
When we present information visually it can be there for as long as the individual
needs it.
This module will define visual supports, discuss how they might be used across
settings, and provide specific examples that can be used as models as parents and
professionals work to accommodate individuals with ASD.
Visual symbols utilized mainly for communication purposes will be discussed in detail in
our module on communication.
Defining Visual Supports
1. Do you have a calendar that you write things on to help organize your life?
2. Do you have a list of things to do on your desk or refrigerator?
3. Did you ever make a checklist of errands that you need to run and cross
them off as you completed them?
4. Have you ever pointed to a picture in an advertisement or a menu to show
someone what you want?
5. Do you make up a shopping list before you go to the store?
6. Do you ever read a sign to tell you what line to stand in or what door to exit
from?
7. Have you ever followed a recipe in a cookbook to create some delicious
dinner or entrée? Did you go back to that recipe each time you wanted to
cook that item?
8. Do you ever write notes to your family members reminding them to do things?
9. Do you scan the menu to evaluate your choices before ordering in a
restaurant?
10. Have you ever made a checklist for your children to help them remember to
brush their teeth?
11. Did you ever attach a note to your bathroom mirror to remind you to do
something?
12. Have you had the experience of assembling a new bicycle by following the
"easy to follow-step by step" instructions? (Adapted from Hodgdon, 1996,
p. 12)
All these things are examples of visual supports. The terms visual supports, visual
strategies, or visual cues are used synonymously. Various definitions have been used
to describe these terms. Diane Twachtman-Cullen (1995) defined visual supports as "a
tool that enables the child to keep track of the day's events and activities and at the
same time helps him or her to develop an understanding of time frame and an
appreciation of environmental sequences" (p. 145).
A visual cue is a picture, graphic representation, or word used to prompt an individual
regarding a rule, routine, task, or social response. Visual strategies include
accommodations to support individuals in less structured situations, assist them as they
access curriculum, or scripts for social situations. This module will utilize the term visual
supports. Visual supports are any tool presented visually that supports the individual as
he or she moves through the day. Visual supports might include, but are not limited to
pictures, written words, gestures, objects within the environment, arrangement of the
environment or visual boundaries, schedules, maps, labels, organization systems,
timelines, and scripts. They are utilized across settings to support individuals with ASD
(National Research Council, 2001).
Research has shown that when individuals with ASD are given the opportunity to learn
with visual supports or cues they:
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Complete more tasks by themselves therefore increasing their independence
Learn more rapidly
Demonstrate decreased levels of frustration, anxiety, and aggression related to task
completion
Adjust more readily to changes in their environments (Savner & Myles, 2000).
For individuals with ASD, using visual supports can help them be more successful in
what is often a confusing world. The individual with ASD does not necessarily
intrinsically recognize and understand how to use the information provided by visual
supports. Many individuals will need to be specifically taught how to use existing visual
supports in their environment.
Points to remember:
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It is only by using the visual supports that individuals will attach meaning to them.
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Sometimes you will see immediate results. Sometimes it takes days, weeks, or
even months before you see results. STICK WITH IT but be thinking about the
possibility of making modifications. Sometimes one little change can make a big
difference.
Some visual supports may be used less over time, but it's a good idea to keep them
handy for those times when the individual needs a little extra support. If supports
are kept in place, they can be easily changed when the individual transitions to a
new, more challenging environment.
Visual supports should be age-appropriate. Make sure to consider the size and
portability of the visual as well as the kind of visual symbols used. Be sure they "fit
the environment."
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All home, school, work, and community settings should be considered when
developing visual supports.
To help individuals attach meaning to the visual support, pair its use with spoken
language. Match key words and phrases to the object, picture, or action.
Keep in mind that the more stressful the situation, or the higher the anxiety level,
the more need for visual supports. When under stress and anxiety, we all go down
one level in communication. Supporting an individual with ASD with visual supports
is especially important in times of stress an anxiety. Using visuals allows the parent,
professional, and individual with ASD to more effectively communicate without
adding to their level of stress.
Always keep in mind that independence is the ultimate goal! Visual supports
promote independence by providing a means of communication and a sense of
order and control for the individual with ASD.
Creating Visual Boundaries
One of the most basic ways that parents or professionals can provide visual support is
to create visual boundaries for the individual with ASD. Boundaries can be created
through a variety of means including furniture arrangement, labels, and color coding.
This section of the module will assist parents and professionals as they work to create
visual boundaries for individuals with ASD.
Some examples:
Case Study: Mrs. Smith
Mrs. Smith is a new teacher working with six students, ages 5-7, with autism spectrum
disorders. She has so much to do to get ready for the students. One thing she wants to
figure out is how to create the best environment to meet their needs. She found the
kindergarten, first-grade, and second-grade classrooms in the building and observed
how each room was arranged. She knew her students would be spending time in the
general education classrooms and wanted to help them generalize to each room. Using
the furniture, area rugs, and bookcases, Mrs. Smith defined areas of her classroom.
She had one table with two functions; placemats meant snack, tablecloth meant art.
She had a circle time area, an individual work area, a group area, and a leisure area. All
were defined by the type and configuration of furniture, rugs, and visual labels, All
resembled the general education classrooms that her students would be integrating
into. Visual boundaries were defined for each area of her classroom.
As the school year began, Mrs. Smith consistently used each defined area for its
designated task. She used consistent language to refer to the areas, matched her terms
to the labels used on the visual schedules when students transitioned to the areas, and
reinforced students with verbal praise as they correctly transitioned. Within a few
months students were using their schedules and independently transitioning to the
appropriate area of the classroom. They were also remaining within the designated
visual boundaries for the duration of activities.
Case Study: Suzie
Suzie is a first grader with Asperger Syndrome who spends her school day in her
general education classroom of 20 students. When working, the students are seated
four to a table. Suzie has difficulty remaining seated with her feet on the floor. At times
she lies across the table, the floor, or her chair; she often leaves her seat without
permission, and she frequently touches or plays with other children's belongings or
materials.
To help Suzie learn where she was expected to be, her teacher used colored tape to
mark off Suzie's personal space. The tape provided a visual cue of where Suzie was
supposed to sit. Her teacher and her peers modeled the appropriate behavior for Suzie,
and reinforced her for exhibiting the appropriate behavior. Suzie learned she could not
cross these "boundaries," thereby learning to stay within her personal space or area.
Case Study: Sam
Sam is a 5-year-old boy with autism who attends a special education classroom. Sam
frequently leaves an area without permission or supervision. Staff members felt that
Sam did not understand where he was required to be, and thought that defining
boundaries might help Sam learn. They used colored tape on the classroom floor to
visually define areas of the room for Sam. This worked within the classroom.
One day when recess was ending, Sam did not line up with the other children and ran
away from the playground. When the staff tried to redirect Sam to line up, he ignored
them and ran towards a nearby parking lot. The staff felt that some of the visual
boundary strategies that had proven successful in the classroom might be effective on
the playground as well. There were already railroad ties around all the playground
equipment, forming a natural boundary. Sam was taught that once he was inside the
railroad ties, he had to remain there until the bell rang. He was also instructed to wait for
a staff member or a classmate to walk with him to the door of the building-never to take
off on his own.
Steps for Setting up Visual Boundaries
Step 1: Define the need
It is important to take time to really define the issue that requires or supports the use of
visual boundaries. In the examples provided in the introduction to this section of the
module, different needs were addressed with different boundary interventions. By
clearly defining the need, staff or parents can really individualize the type of visual
boundary that may work best for the individual. Safety and compliance should always
be at the forefront of boundary considerations.Questions considered when working to
define the need might include the following.
Does the individual...
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Have difficulty staying in one place?
Have difficulty transitioning from one area to another?
Run away when frustrated, frightened, or upset?
Have trouble sitting (e.g., at the dinner table or at a desk)?
Experience problems leaving others' belongings alone?
Once these questions, and others as appropriate, are answered and safety issues have
been addressed, it is time to prioritize the needs.
Step 2: Define the boundary
For many adults, places where we live and work are clearly defined with visual
boundaries. Cubicles are used within businesses, cashiers have their own stations in
grocery stores, booths are used in restaurants; boundaries are well defined.
Where physical boundaries do not exist, many adults create their own spaces. For
individuals with ASD, teaching them to function in those spaces becomes part of our
job. To begin this process, it is important that the various areas in the classroom, home,
or work environment be set up and organized for individual with ASD.
In the examples provided at the beginning of this section of the module, furniture and
other physical supports were used to help establish visual boundaries. Areas within the
classroom, home, or work environment that may need visual boundaries include play
area, group area, break area, and work area. Within the home, boundaries may be
needed for areas where toys can be used, designating spaces where food is and is not
allowed (e.g., the workshop or office), places to get dressed, and areas that are
accessible only with adult supervision.
Establishing a visual boundary will help individuals understand (a) where things begin
and end, and (b) areas that are accessible without supervision. In addition, visual
boundaries make it easier to identify the meaningful parts or aspects of the
environment. A play area or designated work environment would be a good place for
setting and teaching a boundary.
Boundaries for a play area could be created by:
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Blocking off the area with tape on the floor
Physically arranging the furniture to define the area, such as setting up the shelves
that contain the toys on the border of the play area
Placing a carpet remnant in the play area
Another great place for setting and teaching a boundary is a place that is less structured
such as a cafeteria or library. Boundaries within those spaces could be created by:
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Using existing features of the facility, such as floor tiles, or built-ins
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Physically arranging the furniture to define the area such as placement of tables or
chairs
Utilizing boundaries such as where rugs end or floors begin.
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Step 3: Teach the boundary
Strategies that have proven effective in teaching visual boundaries to individuals with
ASD include:
a. Model the correct behavior
The teacher/parent models the appropriate behavior for staying within the given
boundary. Each adult working with the individual should be informed of the expectation
for the correct behavior. For instance, if the adult is playing with LegosTM in the play
area, he leaves the LegosTM in the play area before going out of the room to get a drink
of water.
Self-verbalization techniques are a useful way to reinforce boundaries. For example,
while modeling the appropriate behavior, the adult says to himself, "When I want to play
with LegosTM, I need to stay in the play area. If I need to go to the bathroom or get a
drink, I need to leave the LegosTM in the play area. I can always come back later and I
know the LegosTM will be there."
Peers can be appropriate models. A group of students wait in the cafeteria after
finishing lunch. There is a designated area that they need to go to as they wait for the
bell. To assist Joe, a student with autism, his peers have visually defined eight squares
of tile on the floor of the cafeteria that are a different color. They direct Joe to stay within
those squares after he has finished his lunch. To help him remain there, the students
congregate around him.
Modeling may also occur via videotape. Teachers, parents, or peers could prepare a
videotape showing the area and its defined boundary. They can indicate by actions
(e.g., sitting in the area and playing, etc.) and words where the individual should remain.
Some individuals with ASD may benefit by also seeing non-examples. If you have
individuals who learn from this type of feedback, identify in the videotape which areas
are not appropriate for LegoTM play, or which areas are not appropriate for waiting, and
how the individual can distinguish appropriate from inappropriate areas.
b. Model reinforcement
In addition to modeling the expected behavior, the adult or peer should also model the
reinforcement of that correct behavior. This provides another opportunity for the
individual with ASD to see the expectation. A peer or adult engages in the appropriate
behavior, for instance, staying in the play area with the LegosTM, and an adult or peer
reinforces him or her.
Reinforcement should be specific, stating the behavior that is appropriate and a
rationale for following the rule. For example, a paraeducator could reinforce a teacher
who is modeling playing with the LegosTM in the play area by saying, "Mrs. Johnson,
you stayed in the play area with the LegosTM. Good job!"
c. Model correction
Modeling what happens when the individual does not remain within the visual boundary
is also important. Peers can model corrections for the individual with ASD. For example:
a student walks out of the area in the cafeteria designated for waiting until the bell rings,
another peer calls him back to the designated wait area.
When the student returns to the wait area, he is reinforced for complying. This is
modeling the correct behavior. The peer should also specifically reinforce that the
student needs to stay within the defined area to wait for the bell to ring.
d. Be consistent with the use boundary settings from day to day
Once a boundary has been taught, it is very important to be as consistent as possible.
Step 4: Evaluate success
Visual boundaries can be wonderful supports for individuals with ASD. Individuals can
show an increased level of independence if boundaries are used consistently. Once
parents, teachers, employers, or community members have defined and taught a visual
boundary the next step would be to evaluate the success with the individual with ASD.
Some signs of successful boundary settings are as follows.
If the individual...
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independently leaves objects where they belong
consistently transitions successfully from one area to another
eats all or most of his lunch while sitting at the lunch table
stays in the designated area when upset
leaves others' belongings alone.
Specific Interventions that use Visual
Boundaries
Visual boundaries are built into a variety of intervention programs, strategies, and
throughout the life of individuals with ASD. Houses are built with walls that define the
living room, dining room, kitchen, etc. School buildings are built with classrooms, halls,
cafeterias, etc. Visual boundaries are a natural, and many times unobserved, part of our
daily functioning and many times their importance is overlooked. Teaching their
relevance is important for many individuals with ASD.
Other modules within AIM address specific boundary issues. Applied Behavioral
Analysis (ABA) approaches define work and break areas, many time identifying those
specific areas with visual boundaries. TEACCH utilizes specific visually defined areas of
the classroom or work environment as well (for further information, please view those
modules).
Visual Labels and Locators
Visual supports can range from simple to complex based on the needs of the individual
with ASD. Among the simplest visual supports are labels and locators. This section of
the module will provide descriptions of labels and locators and examples of how they
can be utilized in the home, school, and community setting.
Labels
Labels are used in many aspects of daily life. Think about the last time you had to use a
public restroom. Were the restrooms clearly labeled to identify them by gender?
Probably. Did you even think twice about which one you had to go into? Probably not.
Most of us use labels in our day-to-day lives without a second thought or any effort on
our part. Much of our world is already chock-full of visual supports - like signs and labels
- to help make the right choices and to interact appropriately in the world around us.
Labels are used to identify important features in the environment. For an individual with
ASD, labels assist in organizing environments.
Case Study: Sal
Sal is an 8-year-old with autism. He is beginning his third-grade year in his
neighborhood school. He will be in Mrs. Zegorski's room. Mrs. Zegorski is an
"awesome" teacher, at least that is what everyone says. In her room she has a large
cage with a rabbit named Homer, a fish tank, a cage for the guinea pig "Wilbur," and
another cage that holds "Zeke," the white mouse. Plant are growing everywhere in her
room and vine branches wind over the tops of the windows. Students sit at tables and
share materials from a container in the middle of the table. Mrs. Zegorski has students
work in cooperative groups throughout many of the day's activities.
Sal has toured his third grade classroom and met with his teacher. He is excited about
the animals in the room as he really has a special interest for animals. Although this
classroom is a match for Sal in many ways, Sal has a difficult time sharing materials.
Mrs. Zegorski and Sal's mom have decided he will sit at the yellow table next to the row
of bookshelves under the window. His chair will be labeled with his name, and he will
have a special shelf also labeled with his materials. Proactively, staff working with Sal
have all made extra labels with his name on them anticipating that Sal might need a
chair labeled with his name in specials and also in the cafeteria. As the first few weeks
of school progress, staff find that they were right. Sal has difficulty transitioning into
each new space and a chair with his name on it seems to ease that transition for him at
this time.
Labels that include the individual's name are easily recognized for many individuals with
ASD. Other labels need to be identified and taught so that they are noticed. A gender
label on a public restroom is a label that becomes very important as a child grows to an
adult. Other labels are equally important and need to be learned and recognized by
individuals with ASD. Strategies to help individuals with ASD learn about labels include:
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Develop labels for items within the home, school, or work environment, for instance,
label the refrigerator or the bathroom. Place these labels in prominent spots for
easy viewing by the individual with ASD. Point to the label and verbalize it when
using the appliance or room.
Point out signs or labels when walking through school or community settings. Pair
your pointing with a verbal cue such as "Johnny, that is an exit sign, see, E-X-I-T. It
is where you go to leave the building."
Teach the meaning of the label across a variety of settings.
Grace cannot read her name but recognizes a picture of herself. A picture of Grace on
her lunchbox will help her identify which lunchbox belongs to her among all the others at
school. Additionally, Grace may benefit from a picture on her desk, chair, cubbie, etc.
These visual labels will help cue Grace as to where she needs to be.
These visual labels will help cue Grace as to where she needs to be. Visual labels do
not need to be used in isolation to be effective. Using picture labels along with words on
items can help individuals eventually associate the picture with the word.
Labeling may be used to organize the individual's entire program. For instance, on the
computer have a label that shows a picture of the computer and says whatever you call
that activity, such as "computer center." (Be sure you are using the same label on the
individual's visual schedule as used to label the object, center, or activity!) Programs
such as BoardmakerTM or Picture ItTM, and Snag ItTM are useful for customizing your
own labels. Labels do not have to be anything fancy; a photograph, pictures cut from
magazines, an item label or wrapper, or even a simple drawing will do.
Using labels is one of the simplest things that can be done to assist the individual in
organizing his life and communicating his needs. Areas where supplies are kept may be
labeled with a picture of what item belongs where. Labeling dresser drawers, shelves,
closets, cabinets, etc., to show the contents is another useful way to implement labels in
the home environment. Not only does this help the individual with ASD know where
things belong, it can assist everyone in the household in returning items to their rightful
place. No more excuses for not putting things away! The possibilities for using labels in
the environment are endless.
Labeling the environment also helps teach the concept of matching. By using labels to
identify what goes where, the individual learns to match items in a practical, useful way.
Suppose all the drawers in Susie's room have pictures showing where everything
belongs. When Susie is finished playing with her toys, she can be taught to match the
item to its picture on the appropriate shelf or in the correct drawer. Not only is she
learning to match, she is learning how to pick up and put away her things, which can be
a first step in teaching personal responsibility. These skills can transfer to work
environments when Susie gets older. She may need to stock shelves or supplies and
beginning the process of matching early with labels will help her later in life.
The same principle of labeling is easily transferred to the classroom or work
environment. Keeping an entire classroom or work environment organized can be a
challenging task, but the simple use of labels can help keep the search for tools and
supplies to a minimum. If every individual is taught where items belong and to return
items to their place, it helps foster a sense of reliability and stability for the individual
who has difficulty with organizational skills. By teaching simple organizational skills,
individuals will learn to
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Function more independently
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Become more responsible for their belongings and needs
Become more accountable for their activities and achievements
Easily locate needed items
Have a sense of security from a predictable, organized environment
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There are a few important questions to ask as the environment is visually organized for
the individual. These include the following:
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Does the individual understand the labeling system being used?
Can the individual match objects or be taught to match objects so he can find what
he needs?
Is the system consistent and appropriate for the individual's functioning level?
Does everyone easily understand the system?
Is the system "user friendly" for the individual?
Do you periodically review the system to determine its effectiveness for the
individual?
Initially, it may seem like a lot of work to label everything. However, the investment of
time in constructing a labeling system will be more than compensated for by the
rewards a successful system will produce. Teaching the individual with ASD to use
visual labels to help organize and control his environment can reduce his frustration and
stress levels and increase his success in the future.
Locators
A visual locator can help individuals with ASD process where a favorite person is more
readily than if just told. It makes the information more concrete and memorable.
Case Study: Johnny
Johnny is always asking "Where's Daddy?" He asks over and over repeating the same
question. His mother has tried to verbally tell him that Daddy is at work, but because
Johnny has not been to work with his father, this answer does not satisfy him. To help
him understand what "Daddy is at work" means, Mrs. Frank took a picture of "Daddy at
work". When Johnny asked "Where's Daddy?" she showed the picture to Johnny. She
talked with Johnny about Daddy sitting at his desk and working on the computer.
Johnny now says, Daddy is at work at his desk on the computer. His anxiety about
where Daddy is appears to be reduced.
The visual format of a locator also allows the individual with ASD to refer back to the
visual support as often as needed to reassure themselves and reduce anxiety. By
having this visual tool at their disposal there will be less need for verbal reassurances
on the part of another person.
A visual locator does not have to be elaborate or costly to be effective. It can be a
simple addition to a visual schedule that is already in use, or it can be a complete
separate visual tool. Simple examples like the one provided here can help individuals
become aware of visitors to the home or school.
Many teachers use locators to help students transition into the classroom. They are set
up on a calendar or chart, and are used to "locate" classmates that are present or
absent. Calendars such as the one provided in this example also assist students in
determining what days are "school" days, and which days are "home" days. Locating
where they need to be each day of the week.
Defining Visual Schedules
Visual schedules display planned activities in the order in which they will occur using
symbols, words, pictures, photographs, icons, or actual objects. The mode of the
schedule is determined by the needs of the individual with ASD.
Schedules can be used in the home, school, work, or community environment. Just as
adults use calendars, PDAs, and other visual aids to plan daily events and organize
daily obligations, visual schedules help individuals with ASD understand and organize
their world (Savner & Myles, 2000).
Visual schedules clarify expectations during a specific time period or activity, particularly
if the activities are familiar. In addition, visual schedules help the individual move from
one activity to the next with less frustration. The number of activities and amount of time
shown on a visual schedule depend on the individual's needs. Some visual schedules
list all of the activities for a particular day, while others may only present events that
occur during a more limited period (i.e., morning only, after school).
Group Schedules
Group schedules display planned group activities in the order in which they will occur
using symbols, words, pictures, photographs, icons, or actual objects. Educators might
use schedules throughout the day to orient the students to the day's activities. These
group schedules might also include mini-schedules which provide a group of students
with a sequenced list of tasks to complete for an individual activity.
Group schedules designed for sequencing daily activities should be posted in a central
location such as the chalkboard or a specific bulletin board within the classroom
designated for the daily schedule. The teacher should refer to the schedule at each
transition in order to orient students to its importance and intended use. The schedule
should be free from clutter and clearly visible to all students. Some suggestions for
increasing structure within the schedule include:
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Using color within the schedule. Color-coding activities that happen within the
classroom and activities that happen outside of the classroom using different colors
assists students with transitions throughout the day.
Developing a symbol for unexpected activities that might occur requiring a change
in the schedule. This should be something that is age appropriate depending on the
student population.
Perhaps use magnets or Velcro to make the schedule components flexible so if
activities have to be rearranged during the day, they can be changed with ease.
Consider adding a "finished pocket" or place to deposit or cross-out activities as they
are completed throughout the day.
Case Study: Billy
Billy is 12 and in the sixth grade. He has been attending a self-contained class for
students with autism this year and uses an individualized schedule system throughout
his day. Billy enjoys having his own personal area in the classroom. He has his rules
posted and his favorite items close by. The first part of his schedule system is a small
task schedule. His tasks are attached with Velcro to a strip of paper. They are listed in
the order in which they need to be completed. When he completes a task, Billy tears it
off his schedule and puts it in a finished box. He appreciates knowing the beginning and
end of tasks, and his individual schedule makes this concrete for him.
In addition to working in the self-contained setting, Billy leaves the classroom to
participate with his same-aged peers. To help Billy navigate his day, his teacher has
made a visual schedule for him to follow. This schedule is broader than his individual
task schedule on his desk. Billy's whole-day schedule is on a laminated sheet of paper
that he can keep in a notebook or carry on a clip board. All the things that occur
consistently each day have been typed on the paper for him. Each morning, with the
help of his teacher or the paraeducator, Billy "fills in the blanks" on the rest of his
schedule. As he finishes events throughout the day, Billy is able to cross them off of his
schedule. He has difficulty with the concept of time, and appreciates having a beginning
and an ending to each activity. His schedule provides him with that.
Individual schedules are a sequential list of activities designed for specific purposes and
specific individuals. The format for these schedules will vary across ages and situations,
as well as the materials used to construct them. Individual schedules can be used in the
home, school, work, and community environment. They can encompass an entire day
or a short activity. They can be carried in a pocket, in a notebook, be on a desk, or even
in a PDA or day planner.
In each of the case examples below, an individual visual schedule has provided the
support needed. Some individuals with ASD require support from activity to activity,
such as: a schedule for before breakfast and a schedule for breakfast. In Billy's case, he
needed a schedule for the broader part of his day, and also a schedule for tasks to be
completed within each segment of his day. The needs of each individual with ASD will
vary.
Case Study: Andrew
Andrew is a preschool student with Asperger Syndrome. His mother has decided to
carpool with Jack's mom on Tuesday and Thursday because Jack's mom works those
days. On Tuesday, Andrew's mom pulls into Jack's driveway, Jack gets in the van and
sits next to Andrew. Andrew immediately tells Jack to get out of that seat, that he does
not belong in the car, this is not his car. He continues this behavior and it begins to
escalate to a point that his mother has never seen before. She and Jack's mom decide
that for this particular Tuesday, Jack's mom will drive him.
This solution will not work for the long term as Jack's mom needs to go to work.
Andrew's mom is determined to find a solution that will help Andrew understand that
Jack will be riding with them on Tuesday and Thursday. She consults a relative with
experience with children with autism spectrum disorders. Through their discussion she
realizes how much Andrew relies on the schedule she uses for his morning routine.
They brainstorm how to use a schedule or other visual cues to support Andrew. They
decide to make an individual schedule for the car for Andrew. Pictures will show the day
of the week and when Jack will be in the car. Andrew's mom decides to hang the
schedule right in front of Andrew's seat in the car. In addition, she adds a photo of Jack
to the car seat where he will sit on the days he is going to ride with them. It works!
Andrew knows when Jack will be in the car. It is on his schedule so he is OK with it
happening.
In addition Andrew, and others, may benefit from a schedule that reflects special events
or changes to the normal routine as provided in this example.
Case Study: Joe
Joe is in the 11th grade and receives special education services at the local high
school. He spends part of his day participating in a functional curriculum and part of his
day at a local work site. Joe's individual schedule within his school and work
environment consists of an ordered group of tasks. He picks up the first object for each
task in his schedule area. Each task has a designated area for completion. Once he has
completed the task, he moves to the next object on his individual schedule. When there
are no more objects, he knows he is done for the day.
Schedules in the Home, Work or Community Environment
When developing visual schedules for individuals with ASD, certain considerations will
help make the process more seamless between all environments. For example, if an
individual with ASD relies on visual supports, such as a visual schedule, it is important
that those supports be available across all settings and personnel. As stated previously,
in order for any visual support to be useful, it has to be used. In addition, many
individuals with ASD need to be taught to use the schedule so they are able to get the
most benefit from the tool.
Case Study: Robbie
Robbie is in the fourth grade. His parents work very closely with his teacher on all
aspects of his day. Robbie's class is taking a trip to the Museum of Natural History in
nearby Washington, DC. His parents and teachers have been preparing him for the trip
to see the dinosaur exhibit. On the day of the trip, a new staff person filled out Robbie's
schedule for the day. She did not see a picture of the museum, or field trip, and left it off
his schedule. Robbie refused to line up to get on the bus for the field trip. He was not
able to communicate: "It's not on my schedule, so I don't do it" which might have been
what was going through his mind. The speech-language clinician quickly intervened and
made a picture of the bus with the word "museum" on it. She put it on Robbie's
schedule and set the schedule in front of him, then asked him to line up for the field trip.
He looked at his schedule, and got up to get in line.
In our example, Robbie had been taught to use his schedule and had come to rely on it
for all the transitions throughout his day. Although the team working with Robbie was
planning for his trip to the museum, not all members of the team were included in the
planning, so on the day of the event, Robbie had some difficulty.
To prevent issues such as those in the above scenario, teams should plan ahead for
changes that might occur in a schedule, having the needed icon, or words available. If
exact icons or words are not readily available, doing an on-the-spot adaptation is
perfectly acceptable, as our speech/language clinician did in the example.
Remember Joe? His schedule consisted of objects that cued him to begin a task. When
the task was completed he moved the object to the finished box. He knew he was done
for the day when there were no more objects on his schedule. All parents and
professionals working with Joe need to know that he uses an object schedule. This
schedule translates easily between environments, because each environment would
have the appropriate objects available for Joe. Difficulty might arise when Joe's time at
a certain location is up before he has completed the tasks on his schedule.
Case Study: Joe (cont.)
Joe had two items left to complete on his schedule at work when the bus came to pick
him up for the day. Anticipating that this might occur at some time, the team working
with him had planned proactively. Joe's schedule was assembled in segments, and the
adult working with him, removed the bottom segment of his schedule, simultaneously
removing the two remaining tasks. Joe was able to transition to the bus, because his
schedule was then cleared for the day. All his tasks were finished.
It is important to be proactive. As with Joe, the team anticipated a difficulty and planned
for it in advance with the design of the individual schedule.
Tips for Creating Visual Schedules
Some other tips for developing visual schedules across settings include making
decisions about:
1. Who is the schedule being used for?
o
o
A group of children
An individual
If the visual schedule is to be used by an individual, is he insistent that other students
not be aware that he is using a visual support?
2. How will the visual schedules show a sequence of events or time?
o
o
o
o
o
o
Does the schedule need specific times to coordinate with bells and other school
functions?
Does the sequence need to change from work, to school, to home?
Does the schedule need to be broken down for small increments of time?
Does the schedule need clock pictures on it?
Is the sequence of activities more important than specific times?
Will color coding events increase the individual's understanding of the sequence?
3. How will the visual schedule be presented?
Visual supports can be presented in a myriad ways, depending on the number of
individuals who will use them, where they are located, whether the individual is sensitive
to others knowing about the visual support, and age of the student.
Common ways in which visuals schedules are presented include:
o
o
o
o
o
o
Wall charts
Books, folders, or binders
Plastic strips or pages
Paper or index cards
Clipboards
Blackboards
4. Where will it be used?
o
o
o
o
o
At a center
In one classroom or in one area of the classroom
In several classrooms
Outdoors/on the playground
In a work setting
o
o
o
o
In a less structured setting such as the cafeteria
On the bus, in a car, or on another form of transportation
Stays in one location
Goes with user
(Hodgdon, 1995)
Visual Supports for Less Structured
Settings
Visual supports assist individuals with ASD in all aspects of their day. In less structured
settings throughout the home and school, visual supports provide structure. Sometimes
visual supports in less structured settings are even more important than those provided
in a structured setting. This section of the module will focus on visual supports in less
structured settings.
Case Study: Paul
Paul is in the second grade and spends all of his day in the general education setting.
He enjoys the academics, the time with peers, and the structure of his classroom. Paul
has the most difficulty during the unstructured parts of his day. Recess, P.E., and lunch
are the times when Paul really struggles. His team of teachers along with his mother
met for a brainstorming session to develop supports for Paul during these unstructured
times of the day. They began by identifying reasons why these times of the day were
difficult for Paul. Recess usually occurred on the playground. Although the class moved
through the halls to and from recess in a nice line, when they reached the playground,
they all ran in different directions. The playground was noisy and chaotic, and Paul
tended to walk the perimeter and talk to himself. During P.E., Paul tended to try to climb
up on the bleachers that surrounded the gym floor. Again, although the gym teacher
had the children line up on the lines on the gym floor, once activities began, the noise
and normal chaos of 7-year-olds caused difficulties for Paul. Lunchtime provided a
difficulty as well. Tables were designated as second-grade tables, but each day children
sat in different seats. Paul was also unsure of what he had to pick in the lunch line, and
was always getting sent back to get something else by the cafeteria worker. Both of
these issues caused difficulty for Paul in the cafeteria.
The team decided to incorporate some visual supports for Paul.
o
o
o
At recess, Paul was given a visual choice board similar to one he used for picking
center time in the classroom. His recess board had swings, slide, catch, bike on it.
When he reached the playground, he made a choice, engaged in that activity, and
came back to the visual choice board to transition to a new activity.
In P.E., Paul was given an "x" with tape on the floor to line up on. He was given a
visual schedule for the tasks to complete within P.E., and he was given ear plugs to
wear during certain activities.
In the cafeteria, the lunch ladies labeled the front of the glass cases with "take 1" for
each of the required food groups. This not only helped Paul, but it helped all the
other students as well. Another visual support was a name tag for a chair at the
second grade table.
Just as certain visual strategies were helpful for Paul, they can be helpful for other
children as well. Using a line in the hallway can help children determine where they are
supposed to walk, just as Paul used an "x" to detemine where he was supposed to be.
Choice Boards are simple to make and simple to use, but provide another visual option
for students who need that concrete structure.
Case Study: Jeff
Jeff is 14 and his family is working on independence in the community. They take him to
local stores to help prepare him for shopping in his future. Some stores are crowded
and noisy and this can be upsetting to Jeff. His parents have found that providing him
with a map of the store with some detail, but not extensive detail, helps him handle the
trip. In addition, they provide him with a visual list of items to purchase. He knows that
when he has obtained all the items on the list and paid for them that he may leave the
store.
Transition Supports
People make many transitions throughout the day. Think of your morning routine. How
many transitions did you make this morning between getting out of bed and leaving for
school or work? From the bedroom to the bathroom, from the bedroom to the kitchen, to
other rooms in your house; these are just a few of the possible transitions you made
today. We make countless transitions throughout our day that we don't even think
about. They are just a part of our routine; steps we mindlessly go through to accomplish
tasks we need to get done.
For an individual with ASD, transitions can be difficult. They can seem unpredictable
and random. Educators and parents can assist the individual with ASD by including
visual supports that prepare for transitions. Some ideas include:
o
Visual schedules, which are discussed in detail in another section of this module.
o
Presentation of tasks is important. Packaging tasks in a folder, or a zip lock bag,
provides a structure to the task. Individuals learn that when they have finished what
is in the folder or bag, the activity is complete, and they can move on to something
else.
A transition area can also be helpful. Programs such as Project TEACCH (see
module on Interventions) utilize a transition area within the classroom- a specific
o
o
area that students go to when checking their schedule. Transitioning becomes a
very visual process because it is within a designated boundary (see section on
visual boundaries within this module).
Transition cues can also support transitions. Cues can consist of any visual prompt
that is appropriate for the individual. Examples include: index cards of different
colors, stop sign, start sign, magnetic checkmark next to a finished activity on the
chalkboard, a piece of clothing, or toothbrush, etc.
o
Community Supports
o
o
Visual supports are used in community settings all the time. Think about your last
trip driving from your house. You encountered street signs, building signs, and if
driving in unfamiliar territory, you probably used a map to get to your destination.
Arrows pointed the way around construction and down one-way streets. When
you reached your destination, labels (numbers, names, etc.) on the buildings
helped you navigate where to go. Once inside, depending on where you were
going, you had signs outside elevators, or signs on aisles, or names on offices to
help you get to your desired place. Individuals with ASD need those visual
supports to navigate their community environments. In our example, Jeff used
visual supports to navigate the stores in the community. Visual supports can be
used to help individuals access public transportation, go to the movies, or
participate in other recreation and leisure activities. They can also assist with
using a Laundromat, ordering food at a restaurant, and other tasks for
independent living.
o
o
o
Children with ASD also need support in the community. Providing a list of places
that will be visited on the trip in the family van will assist the child as they
transition from place to place. Providing visual cues for rules and expectations
while in the community also may prove helpful as individuals with ASD learn
expectations of different community settings.
Any of the visual supports discussed throughout this module would work in a
community setting. It is important to respect the dignity of the individual utilizing
the visual supports, so making them portable, storing them in an age-appropriate
place, such as a wallet, or day-planner is recommended.
Supports Outside the Classroom
Paul needed visual supports to help structure his day outside his classroom. These
supports were designed to structure the less structured aspects of his day such as P.E.,
recess, and the cafeteria. Parents and educators tend to integrate individuals with ASD
into more social settings whether they be with a play date, a club, a recreational activity,
or a special class such as music or art. These times, although potentially great
opportunities for interaction with peers, can be times when the individual with ASD really
needs visual supports.
In the school setting these special classes typically are meant to have less structure.
Their purpose is to provide creative outlets. Although these classes may appear to be
more fun-filled than the rest of the day, many of our students with ASD find these the
most challenging times of the day.
Case Study: Marty
Marty, a sixth grader with Asperger Syndrome, received the majority of his special
education services in a very self-contained setting. He had difficulties with transition and
with changes in his routine. Marty had a keen interest in art. His parents and teachers
felt that enough support could be provided within the art room for Marty to be integrated
into that special activity once a week. Two paraeducators supported the art room the
period that Marty had art. Most days he was successful in that environment with one-onone support.
One day the sixth graders were tasked with creating a head dress and neck ornament
representative of King Tut. This was a fabric project. The students had to color on a
paper with crayons, and then using an iron, transfer their design onto a piece of cloth.
Marty was very excited about the project and wanted his fabric piece to turn out just as
dark as his original piece. Unfortunately, when he did the transfer, he did not wait for the
iron to get hot enough and the project did not turn out like he anticipated.
Marty engaged in some very destructive behavior. He had to leave the art room. In
hindsight the team felt that if Marty had been provided more visual supports for the
tasks, such as specific directions on how long to preheat the iron, that the behavioral
episode may have been prevented. The team implemented visual instructions for each
art activity after that. Marty was able to be successfully integrated into that less
structured setting.
Supports such as a "mini-schedule" or a "schedule within a schedule" could have
provided Marty with the supports he needed to be successful. These tools break tasks
down into their smaller component parts, thus allowing the individual with ASD to
concentrate on one aspect of the task at a time.
Although the examples provided here represent tools that might be used with younger
individuals, mini schedules can be created for use with all ages, within all environments.
Special classes are not the only out-of-class activities in which individuals with ASD
participate. Hallways, sports, clubs, the gym locker, etc., are all places where visual
supports can provide assistance to the individual with ASD.
Visual Supports Across the Curriculum
When we present information verbally, the words are available for a brief moment.
When we present information visually, it can be there for as long as the individual
needs it.
Visual supports might include, but are not limited to pictures, written words, gestures,
objects within the environment, arrangement of the environment or visual boundaries,
schedules, maps, labels, organization systems, timelines, and scripts. They are utilized
across settings to support individuals with ASD (National Research Council, 2001).
As individuals with ASD spend more time in the general education setting, educators
must focus on using and developing visual supports for them. Supports are needed that
increase access to the curriculum, and also to increase successful participation in, and
completion of curriculum requirements.
Tips for visually supporting individuals across the curriculum include:
o
o
Organize the environment with the students in mind. Keep the environment free
from clutter, and try to keep it visually consistent with well labeled areas.
Provide well-labeled areas for things such as depositing homework, picking up and
turning in folders, accessing materials.
o
Graphic Organizers
o
o
Graphic organizers are used to visually represent information for individuals from
all ages, backgrounds, and academic levels. Timelines, charts, tables, and
pictorial representations are all examples of graphic organizers. The goal of
graphic organizers is to visually depict information. They are used to sequence
information and make it more concrete. Graphic organizers assist students in
planning paragraphs, pulling important information from content, sequencing
ideas or information for writing or answering questions, sequencing the steps in a
job or task, etc. Their strength is in their concrete visual presentation of material.
Websites with sample graphic organizers are included in the resources section of
this module. Software specifically available and used by many K-12 classrooms
particularly designed for creating graphic organizers includes; Inspiration and
Kidspiration software (http://www.inspiration.com/).
o
Color-Coding
o
o
Color-coding is a simple visual cue with a large impact. Think of the numerous
things throughout your day that use color to assign meaning- the stop sign, the
green light, holidays; the list could go on and on. Color creates a visual picture in
the mind. Using color to label materials can assist individuals with ASD as they
organize various aspects of their day. Color can be used to establish boundaries
and to separate or outline areas of a room. Red and green are great colors to
use to label areas of the environment. Green is associated with "go" or "OK," and
red is associated with "stop" or "don't touch." Simple accommodations can be
made using color, such as covering the screen of the classroom computer with a
red sheet of paper when it is not an option for a leisure choice. Color can be used
for book covers, notebooks and folders associated with one subject. Color can be
used for labeling personal possessions. Tasks that relate to each other can be
color-coded. All these uses of colors assist in structuring the environment,
visually, for individuals with ASD.
Technology Supports
Keep in mind the technological supports that are available to assist in the development
of visual supports across the curriculum. Technology can make the creation of visual
supports easier. Email and other forms of communication via technology can increase
the ease of communication about visual supports being utilized at home, in school, and
in the work setting. Included below are just a few technology supports available.
Mayer-Johnson Boardmaker
Boardmaker (BM) is recognized as a top tool for educators and speech-language
pathologists for creating printed classroom materials such as schedules, worksheets,
reading and writing activities, game and song boards, communication boards, books
and more. Boardmaker is a software program that uses clip art consisting of picture
communication symbols (http://www.mayer-johnson.com/).
Slater Publications Picture-It
Picture-It is software designed for use by both adult and individual with ASD to adapt
the written environment. This product allows the user to visually represent words for
ease of reading and increasing comprehension (http://www.slatersoftware.com/pit.html).
Summary
When individuals with ASD are given the opportunity to learn with visual supports or
cues they:
o
o
o
o
Complete more tasks by themselves therefore increasing their independence
Learn more rapidly
Demonstrate decreased levels of frustration, anxiety, and aggression related to task
completion
Adjust more readily to changes in their environments (Savner & Myles, 2000).
When we present information verbally, the words are available for a brief moment.
When we present information visually it can be there for as long as the individual
needs it.
Frequently Asked Questions (FAQs)
Question: What is a boundary setting?
A: A boundary setting is an intervention that creates structure at home or school by
defining areas that are accessible and/or are appropriate for specific activities.
Question: Who can use boundary settings?
A: Anyone who works with a child who needs increased structure can use a boundary
setting; this includes parents, educators, paraprofessionals, and volunteers. Anyone can
implement this intervention.
Question: Why use boundary settings?
A: The structure that is created helps children make good choices and manage their
behavior in a safe and appropriate way.
Question: When should boundary settings be used?
A: If a child has trouble staying in one place, transitioning, focusing, or leaving others'
belongings alone a boundary setting may be an effective intervention.
Question: At what ages can boundary settings be used?
A: The low-cost interventions can be used for individuals at any age, from toddlers to
adults.
Question: What materials might be needed for boundary settings?
A: Most boundary setting materials are readily available and cheap. They include
colored tape, cardboard boxes, photos, and carpet squares.
Question: Do I have to be a really organized person to implement a label system?
A: No you don't have to be the most organized person on the block for a labeling
system to work. But you might discover that you will benefit as much as the child does
when you incorporate a labeling system in your daily routine. It's amazing how much
less picking up you will do when there is a "place for everything & everything in its
place."
Question: What if I have labeled everything but my child doesn't seem to notice?
A: Be sure to draw the child's attention to the labels. Point them out at every
opportunity. If you feel like you have labeled everything to the point that it is "too much,"
perhaps the child has "tuned out" the labels you've placed everywhere. If you think this
might be the case, to start out in a small way, perhaps labeling just a few of the child's
favorite items to begin with. Be sure that you have the child's attention, hold the label in
one hand and the item in the other (if possible, you may have to stand by and point or
touch larger items like a TV or computer!), say the name of the item ("Bobby's
dinosaur") while showing it to the child, then repeat the process but show the child the
picture / label that represents the item, while saying the name of the item again. Once
you are sure the child has made the connection between the actual item and the label
that represents the item, it won't be long before she will be ready to use more of the
labels you have made.
Question: How do I decide what kinds of labels to use? Should I invest in a
computer program, use photos, try to draw?
A: Use whatever works the best to help the child understand the information easily and
quickly. Generally, the more realistic looking, the better. It shouldn't be too complicated
or take too much thought to figure out. If you have to think about it too much, it may be
too complicated of a system. If the child has difficulty understanding your system, you
may inadvertently have added one more stressor to the child's day. Try to keep it as
simple as possible.
Question: What is important to keep in mind about using labels?
A: Like any tool, be sure to use it! You can have the neatest, most easily understood
labeling system possible but if you don't implement it and use it, what good is it? Does
the child easily understand your system? Can the child recognize or be taught to
recognize what the label stands for? After you have a system in place, remember to
evaluate it every so often to make sure it is still working for the child.
Question: If I use a camera to make pictures for labels, will I need to be a good
photographer?
A: No. Just remember a few basics and you will be a pro in no time. a.) Be sure you
know how to operate your camera correctly! Read the manual to know how your camera
operates best. This seems like an unnecessary thing to point out, but the more you
know about how your camera works, the better your labels will turn out. b.) Take a
close-up of the object for which you are making a label. c.) Be aware of what is behind
the object you intend to photograph - try to have a plain, simple background to avoid
any distractions. d.) Check the film and batteries before using the camera!
Question: Do I have to have good art abilities to make a People Locator for my
child?
A: No, not at all! If you can operate a camera, you can make a People Locator!
Question: What if my child continues to perseverate on where a favorite person is
even after a People Locator is being utilized?
A: Be patient and continue using the People Locator. It may take time for the child to
feel secure that the information on the People Locator is accurate and can be "trusted."
Question: Can a People Locator be used for all the students in my classroom?
A: Sure! It may even be used as a handy way to take roll. Each child could put his or
her picture on the "Who Is Here" portion of the locator when they come into the room
every morning. At a glance, you and all the students would know who is present and
who is absent. A People Locator doesn't have to be limited only to the child with ASD.
Question: Is a People Locator really helpful in the home setting?
A: Yes, because it will help the child understand where family members are using a
visual format that is more readily processed by the child with ASD. When the child
understands where the family member is, it can help lower his/her stress and anxiety
levels about the family member's absence.
Question: Should the child with ASD be included on the People Locator?
A: Including the child can help him/her transition between places when the picture of
where he/she currently is located is exchanged for the picture of where he/she is going.
Question: Why do we use visual schedules?
A: Visual schedules help individuals understand what they will be doing for a certain
period of time and help enhance expected behaviors.
Question: Who benefits from using a visual schedule.
A: Almost everyone can benefit from a visual schedule.
Question: What do I need to make a visual schedule?
A: Materials needed for a visual schedule depend on the number of children who will
use the schedule, its placement, and need for mobility. Generally, visual schedules
requires
o
o
o
Some type of symbol such as a photograph, line drawing, words, or objects.
Construction paper, file folder, clipboard, or another medium on which to present
the visual schedule.
A means of adhering the symbols to the backing and something that will allow you
to post the schedule. Common items used for this purpose include: glue, Velcro,
and putty.
Question: If my child can talk, can she benefit from a visual schedule?
A: Yes. Children of all abilities can benefit from a visual schedule. When deciding
whether a visual schedule will benefit your child, consider the child's ability to
understand rather than the ability to speak.
Question: How do I change the schedule to include an activity that is unfamiliar to
my child?
A: A question mark may be used to symbolize a new or different activity
Post-Assessment
Post-Assessment
Visual Supports are used only in the school environment.
Select an answer for question 28
Visual Supports can be developed for ___________.
Select an answer for question 29
A visual support is
Select an answer for question 30
Visual supports are only used to help individuals who are having behavioral difficulty.
Select an answer for question 31
Labels and locators are only used by individuals with disabilities.
Select an answer for question 33
Visual boundaries are used primarily for preschool-aged individuals.
Select an answer for question 34
Once an individual uses a visual support independently it should be faded.
Select an answer for question 60
Submit Post-Assessment
Discussion Questions
[ Export PDF with Answers | Export PDF without Answers ]
1. Why are visual supports important for individuals with
autism spectrum disorders?
A correct answer should include a statement such as:
When individuals with ASD are given the opportunity to learn with visual
supports or cues they:
o
o
o
o
Complete more tasks by themselves therefore increasing their
independence
Learn more rapidly
Demonstrate decreased levels of frustration, anxiety, and aggression
related to task completion
Adjust more readily to changes in their environments (Savner & Myles,
2000).
2. When is it appropriate to use visual supports and why?
A correct answer should include a statement such as:
For children with autism spectrum disorders (ASD), using visual supports can
help them be more successful in what is often a confusing world.
3. How might an educator or parent create visual supports for
use with an individual with ASD?
A correct answer should include a statement such as:
Materials needed to make the visual supports are not necessarily difficult to
find or expensive. Words, photographs, magazine pictures, line drawings,
commercially made icons, miniature objects (check out refrigerator magnets),
or simple drawings can be used. The specific choice of symbol depends on
the individual's needs.
4. Various types of visual supports were presented within this
module. Which do you feel would be most beneficial to the
individual you know with ASD? Why?
Answer will vary to this question. Each should be supported by content taken
directly from the module regarding a particular visual support.
Citation and References
If included in presentations or publications, credit should be given to the authors of this
module. Please use the citation below to reference this content.
Smith, S. M. (2007). Visual supports: Online training module (Columbus: Ohio Center
for Autism and Low Incidence). In Ohio Center for Autism and Low Incidence (OCALI),
Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.
VISUAL SUPPORTS REFERENCES
Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale: Assisting students with
autism spectrum disorders in understanding social interactions and controlling their
emotional responses. Shawnee Mission, KS: Autism Asperger Publishing Company.
Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth
with asperger syndrome and autism. Shawnee Mission, KS: Autism Asperger Publishing
Company.
Hodgdon, L. A. (1996). Visual strategies for improving communication: Volume 1:
Practical supports for school and home. Troy, MI: QuirkRoberts Publishing.
Klin, A., Volkmar, F. R., & Sparrow, S. S. (Eds.) (2000). Asperger syndrome. New York,
NY: The Guilford Press.
Kluth, P. (2003). You're going to love this kid: Teaching students with autism in the
inclusive classroom. Baltimore, MD: Paul H. Brookes Publishing Company.
Moore, S. T. (2002). Asperger syndrome and the elementary school experience:
Practical solutions for academic & social difficulties. Shawnee Mission, KS: Autism
Asperger Publishing Company.
Myles, B. S. (2005). Children and youth with asperger syndrome: Strategies for success
in inclusive settings. Thousand Oaks, CA: Corwin Press.
Myles, B. S., & Adreon, D. (2001). Asperger syndrome and adolescence: Practical
solutions for school success. Shawnee Mission, KS: Autism Asperger Publishing
Company.
Myles, B. S., Cook, K. T., Miller, N. E., Rinner, L., & Robbins, L. A. (2000). Asperger
syndrome and sensory issues: Practical solutions for making sense of the world.
Shawnee Mission, KS: Autism Asperger Publishing Company.
Myles, B. S., & Simpson, R. L. (2003). Asperger syndrome: A guide for educators and
parents (2nd ed.). Austin, TX: ProED.
Myles, B. S., Southwick, J. (1999). Asperger syndrome and difficult moments: Practical
solutions for tantrums, rage, and meltdowns. Shawnee Mission, KS: Autism Asperger
Publishing Company.
National Research Council (2001). Educating children with autism. Washington, DC:
National Academy Press.
Sakai, K. (2005). Finding our way: Practical solutions for creating a supportive home
and community for the asperger syndrome family. Shawnee Mission, KS: Autism
Asperger Publishing Company.
Savner, J. L., & Myles, B. S. (2000). Making visual supports work in the home and
community: Strategies for individuals with autism and asperger syndrome.
Shawnee Mission, KS: Autism Asperger Publishing Company.
Scheuermann, B., & Webber, J. (2002). Autism: Teaching does make a difference.
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