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Visual Strategies for Learning and Behavior

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.

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Visual Strategies for Learning and Behavior

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  1. Visual Strategies for Learning and Behavior Madonna M. Kellen SMOC Head Start

  2. 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.

  3. 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.

  4. Types of Visuals • Schedules • Social Skills • Behavior Management • Redirect • Give Directions • Keep on Task • Visual cue or prompt • Define space • Support transitions

  5. 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.

  6. Rules to Remember Be Kind Be Safe Be Helpful Kind Ideas Safe Ideas Helpful Ideas Everyone freeze…are we being kind? Are we being safe? Are we being helpful?

  7. Visuals Are Used to Teach Social Skills • 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

  8. To Help Teach Relationships… • Mom • Dad • Sister • Teacher • Aunt Lisa • Grandma • Me

  9. Relationship Circles…Trusted Adults and Safety…. • Person in bathroom at ShopKo • Man bagging groceries • Mom • Dad • Sister Lisa • Brother Jake • Grandma • Bus Driver • Librarian

  10. Friends… • Queen Elizabeth • Pam • Lisa • Jon • Marcella (Neighbor lady) • Schwan's • Man

  11. Even Adults Use!Facebook!

  12. 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.

  13. VISUAL SCHEDULES BUILD ROUTINESa. 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.

  14. Home Schedules

  15. 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.

  16. Field Trip Schedules…

  17. Class Schedules….

  18. Schedules with Multiples

  19. 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.

  20. TEACHING TRANSITIONSa. 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.

  21. 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.

  22. Take a deep breath…blow you anger out and away…

  23. Children care what others think… Use thought bubbles to demonstrate this…

  24. Words hurt… Use word bubbles to demonstrate this…

  25. Kind Hands….

  26. 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.

  27. 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.

  28. 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”

  29. 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.

  30. 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

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