Increasing Independence for Children with Autism through Visual Supports

1. Increasing Independence for Children with Autism through Visual Supports Presenters: Karen Burling, ASD Teacher Consultant Ellen Gehl, Speech-Language Pathologist

2. The Goal of Educational Programming for Students with ASD • Same as for any other student  FAPE and • Independent Functioning • Socialization Skills

3. Auditory Processing/Filtering • Spelling Test • Discussion

4. Oral Expression Discussion • Dysnomia • Storage and Retrieval • Associative and Cognitive Tasks • Accommodations & Modifications are Necessary

5. What does “Appropriately Supported” mean?

6. Appropriately Supported Means 1. Consistent Behavioral Programming 2. A Functional Communication System 3. Visual Strategies 4. Team Problem Solving Approach 5. Peer to Peer Support 6. Paraprofessional Support 7. Academic Modifications/Accommodations

7. Appropriately Supported -Functional Communication System • Communication system has to be portable • Must be used consistently in every environment the student is in • Must be taught to the Student

8. Example of a Functional Communication System

9. Visual Communication Systems • The items stay in the same place on the communication board • The colors remain the same if color coded • Continuous practice for the child

10. Picture Communication Board Yes No

11. Yes No Example of Yes / No Communication System

12. Appropriately Supported - Individualized Visual Strategies • The visual strategies should bridge the barriers that are preventing the student with ASD from functioning independently within the general education setting • The visual strategies should be utilized in every setting the student is expected to transition from P.E. to assemblies

13. Visual Strategies Development 1. Left/Right Orientation 2. Up/Down Orientation 3. Color/Number/Preferred Activities to Visually Orient to Environment 4. Pencil/Paper Skills to Visually Orient to Environment 5. Interest Areas to Associate Student with Schedule

14. Visual Strategy Development Visual Schedule Utilizing Student’s Strengths Utilize Students Predisposition to Develop Visual Strategies Impose Visual Structure on Environment Need for Order/Predictability Visual Sequence of Expectations Color/Number/Preferred Activities to Attach to the schedule Visual Sequencing Promotes Student Interaction with Schedule Schedule must be Mobile using Clipboards or Folders Impose Changes in Routines through Visual Schedule Creates Student Independence within any Environment Independence Prevents Behavior in Students

15. Example of a Classroom Visual Schedule Things to Do All Done Calendar Centers Snack Carpet Time Gross Motor

16. An Example of a Lunch Choice Visual System Lunch Choice A Lunch Choice B Lunch Choice C

17. An Example of a Recess Visual Schedule Today is Tuesday At Recess Today I Will 1 2 3

18. Things to Do All Done Put on Gym Shirt Walk to Gym Squad 3 Warm Ups Jog Three Laps An Example of a Visual Schedule for Gym

19. Visual Modalities – Everyone uses them • Visual Planners • Visual Schedules • Visuals for Transitions • Visual Organization for Specific Tasks • Visual Structure imposed on new or difficult environments • Visual Structure for organizing complex tasks

20. Appropriately Supported - Consistent Behavioral Programming • Systematic Response to Student Behavior • Ticket into the General Education Setting • Negotiation with General Education Teacher to Prevent Disruption within the Classroom • Consistent and Organized Response to Behavior

21. Appropriately Supported - Consistent Behavioral Programming • Non-Punitive, Non-Verbal, Non-Emotional • Objective Criteria for the Students with ASD • Objective Criteria for the Staff • Time Away Area to Protect Dignity • Behavioral Change Sequence

22. Working with students with autism and their behaviors should be: • Non-Punitive • Non-Verbal • Non-Emotional

23. ABC Paradigm for Behavior Connor’s Story

24. A-B-C Paradigm A B C Antecedent Behavior Consequence Antecedent Strategies/ Setting Event Strategies Teaching, Prompting, & Reinforcing Alternative Behaviors Consequence (Reactive) Strategies

25. A B C Antecedent Behavior Consequence Connor's A-B-C Paradigm Not starting seat work Not following directions Increased verbalizations from adults Responds to firm, adult redirection Easily distracted by “stuff

26. A B CAntecedent Behavior Consequence Connor's A-B-C Paradigm Visual schedule Breaks Sensory Diet Visual timer Token Strip Social Stories Fidget Box Not starting seat work Not following directions Antecedent Strategies

27. A B CAntecedent Behavior Consequence Token Strip-5 tokens Time Away—Room 145 5 minutes Compliance Task Problem Solving sheet Visual schedule Breaks Sensory Diet Visual timer Token Strip Social Stories Fidget Box Not starting seat work Not following directions

28. Connor's A-B-C Paradigm (Finished Product) A B C Antecedent Behavior Consequence Increased verbalizations from adults Responds to firm, adult redirection Easily distracted by “stuff Token Strip- 5 tokens Time Away— Room 145 5 minutes Compliance Task Problem Solving sheet Not starting seat work Not following directions Visual schedule Breaks Sensory Diet Visual timer Token Strip Social Stories Fidget Box Antecedent Strategies

29. Schedule Things To Do All Done Put backpack away Lunch choice Draw Centers

30. Connor's Token Strip

31. Other Examples of Token Strips

32. Connor doesn’t start seat work Pull the first token and provide Connor with a Visual Reminder to start work.

33. An Example of a Visual Cue

34. Wait 10 Seconds for Connor to respond Connor continues to sit and not work. Pull the second token and give Connor a physical prompt to start work. Offer a break card.

35. Connor's Break Card BREAK

36. Wait 10 Seconds for Connor to respond Connor continues to not start work. All of Connor's Tokens are removed. Connor is unable to start his work and needs time away.

37. Connor Has a Time Away Connor's Time Away Area is a chair in room 145.

38. Other Examples of Time Away • Chair in the Room • Chair in the Hallway • Designated Area in Room • Chair in Special Education Room • Support Staff Offices • Sensory Room

39. Connor is Quiet When the Timer Goes Off Connor begins his compliance task at the compliance desk which is located right next to the time away chair. Connor's compliance task is a 60 piece, 5 color sorting task.

40. Other Examples of Compliance Tasks • Math Worksheet • Copying Spelling List • Word Search • Sorting Task • Coloring a Picture • Puzzle

41. Another example of a compliance task I am ready to go to work

42. Connor Completes His Compliance Task Connor begins to fill out his Problem Solving Sheet at the same table he completed his compliance task.

43. Problem Solving Sheet

44. Sample Problem Solving Sheet

45. Connor Completes His Problem Solving Sheet Connor returns to the next class/activity on his schedule with 3 Tokens.

46. Ways to incorporate similar strategies at home • Discussion

47. Sources for Visuals • Mayer Johnson Boardmaker-$$$$ • Google Image search • usevisualstrategies.com • dotolearn.com some free, some pay • autism-visuals.com • pecs-usa.com $$