Using Visual Supports for Individuals with ASD

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Using Visual Supports for Individuals with ASD

• October 20, 2007
• Teri Messerschmidt, MA, CCC/SLP
• The Kelly OLeary Center for Autism Spectrum
  Disorders
• Division of Developmental and Behavioral
  Pediatrics
• Cincinnati Childrens Hospital Medical Center
• [phone]
• teri.messerschmidt_at_cchmc.org

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Visual Supports

• Increase understanding using the childs
  strongest mode of learning
• Improves predictability
• Provides clear expectations
• Promotes independence
• Establishes trust
• Use as a contract

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Visual Supports (cont)

• Creates structure to environments that are often
  confusing
• Reduces anxiety
• Reduces behavioral difficulties

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Types of Visual Supports

• Daily schedule (classroom vs. individual)
• Mini schedule/Activity schedule
• Token board
• Choice board
• Transition card/object
• Break card
• Wait card
• Behavior Reminders
• Direction Following Cards
• Social stories

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Visual Supports

• Visual systems apply across
• Ages
• Skill Level
• Diagnosis
• Environments

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Construction of Visual Systems adapted Janzen,
1996

• Quick and easy to construct and use
• Flexible easy to adapt to match changing needs
  and situations
• Sturdy to use, reuse, and carry around
• Inexpensive
• Visually clear and concrete, free of unnecessary
  details or decoration
• Effective and as age-appropriate and
  non-stigmatizing as possible

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Individualization of visual schedules

• Manipulation of schedule (i.e. match, all done
  pocket, check off, read-only)
• Concrete or abstract
• Length of sequence
• Stationary or portable
• Layout of schedule (flip, vertical, horizontal)
• Reminder Teach schedule use and use consistently

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Video

• Match schedule with transition name card (52)

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Activity/Mini Schedule

• Can give information about what to do, how much,
  and what the individual is working for
• Examples
• First/Then board
• 1, 2, 3 board
• 3-activity schedule
• Token board
• Potty sequence
• Reminder One student may need multiple
  schedules to use in different situations

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Independent Work Schedules

• 1-2-3 match sequence
• Activity match sequence
• Choice area match sequence
• - incorporating added distractions
• - incorporating parallel play
• - incorporating cooperative play

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Video

• Match schedule with independent work in isolated
  area using 1-2-3 schedule (112)
• Match schedule with independent work in play area
  (56)
• Match schedule with independent work beginning
  parallel play (110)

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Video Turn-taking using visuals

• Turn-taking with close-ended activity using
  visual object (61)
• Turn-taking with close-ended activity using
  visual turn-taking board (26)
• Turn-taking with open-ended motor activity and
  wait card (107)

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REMEMBER

• Communication boards (books) are different than
  visual supports! Keep very separate!