Visuals supports for Behavior

1. Visuals supports for Behavior Shanna Shipe Summer Institute 2013

2. Welcome! • Introductions • Call out - All of the visual supports in your room you use consistently (multiple times a day)

4. Visual Strategies help by improving… • understanding of expectations • understanding of consequences • the ability to communicate • overall learning • overall language skills Always keep in mind that independence is the ultimate goal!

5. Visual strategies… • are not an absolute cure all for a behavior • can help PREVENT a behavior from occurring

6. Visuals • Sometimes you will see immediate results. • Sometimes it takes days, weeks, or even months, STICK WITH IT! (250 practice opportunities) • Sometimes one little change can make a big difference. • Sometimes it you may need to go back to the drawing board • It is only by using the visual supports that individuals will attach meaning to them.

7. Keep in mind that the more stressful the situation, or the higher the anxiety level, the need for more visual supports • Supporting an individual with visual supports is especially important in times of stress and anxiety Visuals When under stress and anxiety, we all go down one level in communication.

8. 3 Reasons Visual Tools Fail…

9. What is Behavior? • Behavior is everything a person does. • “Behavior” refers to all behaviors, not just problem behaviors. • Behaviors that can be observed and measured A Behavior is something you want to change. There can be increase and decrease in behavior.

10. Pick one behavior you want to focus on and change. Call out

11. Used to prompt an individual/student about: • Rules • Schedule for the day • Routine • Task • Social response VISUALS More than a picture…a visual cue can be a picture, graphic representation, object or word

12. Every Classroom needs • Structure • Establish expectations • Consistency • Follow through • Review/reflection

13. Guidelines for Using Schedules • Must be understood by the person using it! • Remember the purpose is INDEPENDENCE (does not need to be challenging) • Top to bottom or left to right

14. Guidelines for Using Schedules (Cont’d) • Build reliance on following the sequence of the schedule • The events on the schedule should not always occur in the same order • Use the schedule to teach flexibility • Help the child learn to use the schedule in the order that has been set up • Help families develop schedules at home as needed

15. Schedules – whole class Needs to be actively used. Whole class schedules are not just decorations. When activity is finished take it down. “What is Next?”

16. Examples

17. Drawing or Icon Schedule (such as Boardmaker PCS) • Seems to be most common • Pair with word so child can prepare to move to word schedule and all staff call the activity by the same name • Consider size of the pictures for clarity • Consider black and white vs. color (depends on the child)

19. On The Student’s Desk • Can be removable or not • In this case, it was just for reference by student

20. Schedules Near Students’ Desks

21. Schedule in a Book • Can be made in many variations • In this one the student carries the book, then removes each activity as it is to be done – that way he/she knows what is finished and what is not • Might be very useful for an included student to help then keep on track

22. Schedule on a Ring • In this case, the staff member carried the ring schedule and showed it to the student at each transition • But it could be managed by the student as a portable schedule • This one has photos with icons as a way to bridge the meaning of the icon.

23. Combination of Pictures and Words in a Check-off Format • Check off or cross out item when it is finished • Clip board makes it portable • Child must remember where to go

24. Written Schedules • Words that are removed and taken to the location of the activity • In this case, used just like the picture icon schedule

25. Schedule on Student’s Notebook • Schedule is on the front of student’s notebook • Could also be just inside

26. Make expectations known • Pictures • Words • Combination(account for cognitive level, visual impairment) • Short (unless need explanation) • Specific • “No” vs. “To do” statements –controversy • Teach vocabulary • Review regularly (attention ideas) • Visibility (portability) • Point out on chart when behaving • Can also use when neg. behavior occurs

27. Post Classroom Rules • Rules posted with pictures visual support • Reminders for different activities Rules for Meeting

28. Class Rules

29. Specific situation rules

30. Rules tailored to an individual • Clearly states expectations for student. • States rules in positive rather than negative.

31. Specific Situation Rules

32. Visual boundaries Defining the Boundary Use tape on the floor and wall to designate an area of work

33. Boundaries • Lining up, bathroom, washing hands and more • Where to sit.

34. Reinforcer/reward • reinforces desired behavior to occur (reward) • Typically used to prevent negative behavior

35. Reinforcers/rewards • SAMPLE REINFORCERS: • Social – playing with others, peer/adult attention • Food/Beverages – raisins, nuts, cookies • Toys/Games – favorite toy, activity • Visual – shiny, glittery, moving objects • Tactile/Kinesthetic – dough, water, swing • Sports / Physical Activity –scooter, bounce • Music Arts/Crafts – bell, drawing, dancing • Excursions – walk, trips to favorite place • Helping – errand, class chores…

36. Reinforcer/reward Timer • turn taking • timing task to complete • timing length of reinforce • Prepare for the end of activity

37. Visual Timer timetimer.com

38. Contingency plans/reward systems • First/then…

39. First Work, Then Breakor First Work, Then Play • Teaches cause and effect • Uses simplified language • Philosophy is prevalent in our society

40. The reinforcement student is working for is identified before student begins his/her work.

41. Reinforcer/rewards

42. For the Individual

43. Reward System

44. Visual Choice Boards

45. The Point Is… Using visual tools: • Helps gain and maintain student attention • Makes teaching of a task more routine or consistent • Increases student reliability and consistency • Gives students a greater sense of independence • Helps students work through behavior problems

46. Seek help- identify resources available • Educate yourself/others regarding disorder and working behavior interventions • Consistency / Follow-through • Collaboration • If physical aggression seek help immediately, do not endanger individual/others/yourself Final thoughts Visuals and your new CEL-5D evaluation?