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VISUAL STRATEGIES

VISUAL STRATEGIES. Bill Nason, LLP Behavior Specialist Billnason@yahoo.net. Written Lists & Schedules. We Rely On Visual Strategies To Organize Our Day. Why Visual Strategies?. Poor auditory processing Delayed information processing Problems with working memory

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VISUAL STRATEGIES

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  1. VISUAL STRATEGIES Bill Nason, LLP Behavior Specialist Billnason@yahoo.net

  2. Written Lists & Schedules We Rely On Visual Strategies To Organize Our Day

  3. Why Visual Strategies? • Poor auditory processing • Delayed information processing • Problems with working memory • Difficulties organizing information • Visual information is more concrete, literal, and clear. • Many children with ASD are visual learners; thinking in pictures. • For nonverbal children pictures can be a communication tool.

  4. Children With Disabilities Visuals Provide: • Clarity and predictability to routine. • Helps organize child’s world. • Provides concrete, visual information. • Helps communicate expectations and consequences. • Helps child communicate needs and wants. • Reduces anxiety and behavior problems. .

  5. ACTIVITY SCHEDULES

  6. Visual Schedules and Routines Bedtime Routine Pajamas Brush Toilet Wash Hands Story Bed Visual strategies can help crystallize the patterns of routine. Helps child “see” what is coming up and in what order.

  7. Jimmy’s Morning Schedule

  8. Before Dinner After Dinner Permanent Activity Schedule Hang Up Coat Dishes to Sink Feed Dog Load Dishwasher Use magic marker to check off each task as completed. Put Shoes Away Take Trash Out Homework TV Computer Snack

  9. MasterSchedule To Be Done Finished Velcro Board Have child transfer pictures from one side to the other, as tasks are completed. Or Place pictures in an attached envelope.

  10. Using Portable Schedules MasterSchedule Portable Schedule Portable schedules allow you to break down the master schedule into simple routines, ending with a preferred activity.

  11. Chain Routines Into Schedules MasterSchedule Each sequence ending with a preferred activity. Work from one routine to another.

  12. Always End With Preferred Activity (Reinforcer) Always try to end with a reinforcing (preferred) activity If needed, start with “First and then”, and gradually add on. Then build larger schedules of several smaller routines.

  13. Using Reinforcers • Build in frequent reinforcers into picture routine. • Use picture reinforcement menu. • Have child pick the item/activity he wants at that • time • Place the item on the board as visual reminder. • If not providing immediate reinforcer, than use a • token system (star chart or tokens to carry).

  14. Reinforcement Menu Computer DVD MP3 Player Video Games Toys Cards TV Reading

  15. Sally’s Star Chart = Choice Of Reward Sally earns a star for each day she completes her picture schedule

  16. TASK SEQUENCES

  17. Visual Task Sequence Brushing Teeth

  18. Combining Schedules and Task Routines Activity schedules tell you what to do. Task sequences show you how to do it. Activity Schedule Task Sequence Wet Hands Soap Hands Rinse Hands Turn Water Off Dry Hands Wash Hands

  19. NOW & NEXT AND CHOICE BOARDS

  20. Now and Next Boards First Then Bath Computer First we do ________, then we do __________. Usually a nonpreferred task, followed by preferred task. If child is resistant, start with preferred/preferred, then move to a nonpreferred/preferred. Then begin to expand to three sequence (now, next, and then).

  21. Teach By Chaining = Picture Exchange: Child exchanges picture for something they want. Now and Next board: First ___, then ___, to get preferred item. Now, Next, and Then board: Chain three tasks together. Simple Routine Board: four or five picture routine. Master Schedule: Series of simple routines on master schedule. First Then Now Next Then

  22. Choice Boards Chore Chart “Do you want…..” Dust Sweep Start with two options. Build in four or five opportunities a day. Gradually expand choices. Vacuum Mirrors Laundry Dishwasher

  23. Taking It Into The Community

  24. Community Gas Bank Grocery McDonalds Portable Schedule

  25. Grocery Shopping Grocery store Sally push cart. Mom gets items, Pay for groceries Hands stay on cart. not Sally. Sally rides horse Load groceries Drive home Play computer

  26. Grandpa’s Birthday Party Talk With Grandparents Play With Dutches Play Game Boy Eat Dinner Birthday Cake Open Presents Drive Home Play Computer Game

  27. TEACHING CONSEQUENCES REDUCING BEHAVIOR PROBLEMS

  28. Teaching Consequences Angry Hitting No computer Everyone Sad Talk with adult Solve Problem Everyone Happy

  29. When I Am Angry Angry No hitting! Talk to adult Write in journal Jump on tramp. Happy

  30. Getting Started • Determine type of visuals: written, line drawing, clipart, photos, etc. • Determine type of use: schedules, task sequences, instruction sheets, choice menu, reinforcement chart, consequence sheet, behavior options, etc. • Determine type of representation: Picture board, portable boards, picture ring, baseball card pages, picture books, etc. • Materials: Poster board, valcro or magnetic tape, lamination or contact sheets, etc. • Start simple, build gradually.

  31. Resources Pictures: Magazines, Catalogs www.images.google.com www.images.yahoo.com www.clipart.com www.do2learn.com Digital Camera Software: Boardmaker, Picture It, Visual Essentials (www.silverliningmm.com) Books: “Visual Supports for People with Autism”, Cohen & Sloan “Making Visual Supports” Savner and Myles

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