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Communication: Visual Supports

Communication: Visual Supports. Shamsi Sadeghzadeh, BCBA Director/ Outreach Services Megan Sullivan Kirby, BCBA ABA Program Manager. Core Skill Deficits in ASD. Social Interaction Communication Restricted and stereotypic patterns of behavior. Speech VS. Communication.

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Communication: Visual Supports

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  1. Communication: Visual Supports Shamsi Sadeghzadeh, BCBA Director/ Outreach Services Megan Sullivan Kirby, BCBA ABA Program Manager

  2. Core Skill Deficits in ASD • Social Interaction • Communication • Restricted and stereotypic patterns of behavior

  3. Speech VS. Communication • Speech is focusing on: - Articulation - Grammar - Sentence structure • Communication has to do with: - where do I go? - how do I do this? - what do I do? - what are my choices? - what comes next? - where is mom? - what is for lunch? - when do we leave

  4. Communication Involves: • Establishing attention • Shifting attention • Taking in information • Sorting information • Retrieving information • Sending information(responding)

  5. Communication SPEECH therapist VS. Communication Partner

  6. Communication Partner • The student is only ½ of the communication interaction. • You are the other ½. How effective are you as the communication partner?

  7. As a Communication Partner • Do I use visual support when communicating with him? • What do I use? Do I use signs, does he understand it? • Do I pay enough attention? • Do I stop what I am doing, get to his level, and look, listen, and watch? (we have a tendency to dominate conversation and ask too many questions.) • Do I realize that he does not understand and what do I do about it?

  8. The most Common Assessment Error: • Overestimating the student’s level of functioning from performance of splinter skills • Assuming understanding because person can perform familiar tasks • Appearance of higher level of linguistic ability due to echolalia

  9. Types of Communication Message • Transient Message - It is there and then it is gone. It can be easily missed. Examples: speech & sign language (visual but transient) • Non-transient Message - It remains in the environment long enough for the person to take in and process information. Examples: pictures, text, objects

  10. Styles of Learning • Auditory – Learning through listening - listening to radio to learn a recipe • Visual – Learning through watching - watching Rachel ray using same recipe • Tactile – Learning through touching material Research: Individuals with ASD are visual learners

  11. Organizations Tools for Communication • Organizational • Schedule • Transitions • Staffing Patterns • Classrooms Rules

  12. Visual Schedule • A schedule is a group of symbols (e.g. objects, pictures, written words) that informs the child of the activities that will occur during a designated period of time. • Everybody uses and benefits from some sort of visual schedule such as a hard copy daily planner or even an iPhone or Android system. • Schedules help us all to keep track of our day and more effectively complete our tasks.

  13. What If this is your schedule

  14. Schedule • Students must be taught how to use schedules. • Schedules must be individualized. • Students should be able to understand, process, and manipulate with their schedules.

  15. Benefits of schedules • A schedule provides structure. A schedule requires planning ahead of time which results in creating structure. • Children with autism have difficulty with transitions. • Research indicates that individuals with ASD thrive on structure. • A schedule communicates to the person when, where, and what will take place. • Many individuals with ASD experience anxiety, and lack of information about the environment results in increased anxiety.

  16. Benefits of schedule • Consistent Times • Sequencing and Length of Activities • Planned Clean-up/Transitioning Routine • Productive Learning Times Early • Explaining Changes • Encourage independence, initiation of routines • Blame can be placed on the schedule that presents the demand, not the adult delivering the demand!

  17. Reasons for using schedule • Understanding the environment – Schedules help individuals with ASD understand the sequence by which activities will occur throughout the day/week. • Schedules make abstract information more concrete. • Schedules are effective antecedent strategies to prevent challenging behaviors. • Facilitate interaction with peers, teachers, and family members about what the child has been doing or is going to do

  18. Reasons for using schedule, cont. • Promoting independence – With clear schedules, child can move around, initiate and complete tasks with the least amount of prompts. • Changes visually provided in schedules promotes smooth transitions.

  19. Hierarchy of different schedules • Object schedule- Miniatures of objects are used to communicate that the sequence of activities. Example: Miniature toilet, a spoon, and a CD would indicate bathroom, lunch, music. • Photograph based schedule – Actual pictures are used to communicate the order of activities. • ICON schedule – students must be first taught the meaning of the icons. • Text based schedule – The easiest form because it only requires a pencil & paper, & when one completed , it can be erased.

  20. Mini Schedule • Schedules can be presented for a section of the day or a session. • Pictures of required steps of a difficult task can be provided to enhance understanding and promote independence. • What will take place during a shopping trip is an example of using a mini schedule.

  21. First and Then schedule • First and then schedule can be used to teach the order to a child who does not have the concept of sequence. • It can also be used to motivate a child to complete an undesired task which will be followed by a desired one.

  22. Event Planning Matters • What would you change in this schedule? • Inside Free Play • Outside Free Play • Circle Time • Centers • Lunch • Sleep • Free Play • Home

  23. Scheduling Matters, cont. When creating a schedule for your client, include the following: • Adult-initiated activities • Child-initiated activities • Quiet, individual time • Large and small group activities • Transitions • Outdoor play • Meals (as appropriate)

  24. When Creating Visual Schedules,… • Teach the meaning and value of schedules • Teach the child how to use it • Individualize to the child’s development & skill level • Determine the length of the schedule based on student’s skill level • To motivate, use child’s interest or hero figure • Use it consistently • Don’t worry about fading it, the goal is independence not normalcy.

  25. Our Responsibility to the Client • Make learning fun! • Develop materials so that child can be as independent as possible • Prevent the “Charlie Brown’s Teacher Effect” • Present information via visual, auditory, kinesthetic, tactile modalities • Provide additional adult support when needed

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