Visual Strategies for
Learning and Behavior
Madonna M. Kellen
SMOC Head Start
Why use visuals?
• Visual strategies were developed to support children
with disabilities but all children benefit from these
strategies.
• Visual supports allow children to plan and foresee what
is coming next.
• They lower anxiety in ALL children.
• They allow children to manage and self-regulate their
own behavior.
• They define boundaries and behavior expectations.
• They support social skills and relationships.
• Visuals help children to develop routines and feel safe.
Rules for Visuals
• Visual supports should be clear and
concrete.
• They need to be taught in order to be
effective.
• They should be used cross
environmentally at home and school.
Types of Visuals
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Schedules
Social Skills
Behavior Management
Redirect
Give Directions
Keep on Task
Visual cue or prompt
Define space
Support transitions
VISUALS FOR RULES
BASED ON PRINCIPLES
Principles are things that we hold
important and which should govern our
behavior. It is important for you and your
classroom to come up with principles
which you feel are important. This list will
be the “soil” from which your class rules
will grow. Principles commonly suggested
by young children are: Be honest, Be nice
to others, Be prepared, Don’t take
anything that doesn’t belong to you,
Listen, etc.
Rules to Remember
Be Kind
Kind Ideas
Be Safe
Safe Ideas
Be Helpful
Helpful Ideas
Everyone freeze…are we being kind? Are we being safe? Are we being helpful?
Visuals Are Used to Teach Social Skills
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Circle or friends…
Show relationships…
Social Stories…
Words and pictures combined
Teach feelings and expressions
Teach an amount of feeling or expression
Teach an alternative action to bullies or
violence
To Help Teach Relationships…
•Me
•Mom
•Dad
•Sister
•Teacher
•Aunt Lisa
•Grandma
Relationship Circles…
Trusted Adults and Safety….
•Mom
•Dad
•Sister Lisa
•Brother Jake
•Grandma
•Bus Driver
•Librarian
•Person in
bathroom at
ShopKo
•Man bagging
groceries
Friends…
•Pam
•Lisa
•Jon
•Marcella
(Neighbor
lady)
•Schwan's
Man
•Queen
Elizabeth
Even Adults Use!
Facebook!
Social Story….
Sometimes I feel angry.
It is okay to feel angry.
Sometimes when I feel angry, I want to hurt others with my words
or hands.
It is not okay to hurt others.
When I feel angry it helps to take deep breaths.
If I take a deep breath, I can feel my tummy lift and fall.
I can feel all of my angry feelings blow out of my chest in my
breath.
I can take ten deep breaths and close my eyes.
When I take deep breaths I feel lighter.
My chest does not feel tight anymore.
Another thing I can do when I feel angry is to walk away.
If I walk away I won’t hit or hurt anyone with my words or hands.
I won’t get into trouble and other people will like me.
They will think nice things about me.
VISUAL SCHEDULES BUILD ROUTINES
a. Once established, routines reduce
planning time.
b. Routines help stabilize activities.
c. Routines help with both learning
and behavior management by allowing
teachers to focus on children.
Home Schedules
Visual Schedules…
a. They reduce anxiety and uncertainty
because children know what to expect and
when to expect it.
b. They allow more time to be spent in
activities as less time is spent in
transitions.
c. They create concrete routines allowing
children to check independently what is
coming next, strengthening a child’s sense
of control over their own environment.
This creates feelings of safety and security.
Field Trip Schedules…
Class Schedules….
Schedules with Multiples
Visuals and Transitions
Transitions are one of the most likely times for
behavior problems to occur. Children from
chaotic home environments, those that are
unsocialized, and those with cognitive and
behavioral disorders are less able to cope with
transitions than most. They may act out at
these times. Prevention involves planning
visual cues for routines AHEAD of time.
TEACHING TRANSITIONS
a. Think through and diagram all steps of the
routine.
b. Develop visual cards with a procedure that
diagrams every step of the activity.
c. Go over the routine with the group, using the
procedure have a adult demonstrate the steps
or go through them yourself.
e. Use peer models or volunteers to
demonstrate or role play what it will look like.
f. Use humor or exaggeration to point out
possible problems.
When using visuals we should…
a. Reflect upon previous approach to modify the
routine if needed.
b. Use picture to designate proper use of space
and materials.
c. Use arrows, tape, etc. to define boundaries.
d. Use color and warning signs to designate
“danger” areas, such as the arc of a swinging door,
“no touch” materials, etc.
Take a deep breath…
blow you anger out and away…
Children care what others think…
Use thought bubbles to
demonstrate this…
Words hurt…
Use word
bubbles to
demonstrate
this…
Kind Hands….
The child who cannot stay in
one place in group time
Mark a circle or tape an x on the floor.
Use carpet squares to define space.
Use placemats of hand towels to define space.
Seat the child by only one other child.
Seat the child where you can use a light touch.
Use a “freeze” signal with all children during
group time.
Use an attention getting statement inserted
intermittently.
Keep on task….
Give the child only what is
needed.
Use a tray for the child to work in.
Use an icon card to show what the
child needs for an activity.
Give procedure visual schedule for
the activity.
The child who has difficulty recognizing
boundaries when working on the floor
Use a hula hoop to designate space.
Use a towel, piece of felt, or carpet
square.
Use masking tape to delineate
boundaries
Build work squares using tape
Use the top of an appliance box as a
“floor tray”
The child who does not
recognize safety hazards…
Use red tape to mark
stopping points.
Use “STOP” signs to
show stopping points.
Mark line up areas with
footprints or tape
Use universal “no” signs
or a danger symbol to
mark things children are
to stay away from.
Use the Time Timer
in the classroom to…
• Teach the concept of
time.
• Train students to use
time wisely.
• Track the duration of
activities.
• Measure goals.
• Behavior intervention –
Sit and Watch
• Lower anxiety
• Insert cards in schedule