Visual Supports Help Children with Autism Spectrum Disorder Learn
What are visual supports? A visual support refers to using a picture or other visual item to communicate with a child who has difficulty understanding or using language. Visual supports can be photographs, drawings, objects, written words, or lists. Research has shown that visual supports work well as a way to communicate. Visual supports are used with children who have autism spectrum disorders (ASD) for two main purposes. They help parents communicate better with their child, and they help their child communicate better with others. Visual supports can be used with persons of any age. Also, visual supports can be used by caregivers other than parents. Why are visual supports important? The main features of ASD are challenges in interactingsocially,using language,andhaving limited interestsor repetitive behaviors. Visual supports help in all three areas. First, children with ASD may not understand social cues as they interact with others in daily activities. They may not grasp social expectations, like how to start a conversation, how to respond when others make social approaches, or how to change behavior based on unspoken social rules. Visual supports can help teach social skills and help children with ASD use them on their own in social situations. Second, children with ASD often find it difficult to understand and follow spoken instructions. They may not be able to express well what they want or need. Visuals can help parents communicate what they expect. This decreases frustration and may help decrease problem behaviors that result from difficulty communicating. Visuals can promote appropriate, positive ways to communicate. Finally, some children with ASD are anxious or act out when their routines change or they are in unfamiliar situations. Visuals can help them understand what to expect and will happen next and also reduce anxiety. Visuals can help them pay attention to important details and help them cope with change. First-Then Board. What is it? A First-Then Board is a visual display of something your child prefers that will happen after completing a task that is less preferred. When is it helpful? A First-Then Board is helpful in teaching children with ASD to follow directions and learn new skills. It motivates them to do activities that they do not like and clarifies when they can do what they like. A First-Then Board lays the language foundation needed to complete multi-step directions and activities and to use more complex visual systems.
How do I teach it and use it? Decide what task you want your child to complete first (what goes in the “first” box) and the preferred item or activity (what goes in the “then” box) that your child can have immediately after the “first” task is done. This preferred item/activity should be motivating enough to increase the likelihood that your child will follow your direction. Put the visuals on the board (e.g. photos, drawings, written words) that represent the activity you identified. Present the board to the child with a brief, verbal instruction. Try to use the least amount of words possible. For example, before beginning the “first” task, say, “First, put on shoes, then swing.” If needed, refer to the board while your child is doing the task. For example, say “One more shoe, then swing” when your child is almost done. When the “first” task is completed, refer back to the board. For example, say “All done putting on shoes, now swing!” and immediately provide the preferred, reinforcing item or activity. In order to teach children with ASD the value of the First-Then Board, you must give them the reinforcing activity or item after they complete the “first” task. Otherwise, your child may not trust the board the next time you use it. What if challenging behaviors occur? If challenging behaviors occur, continue by physically prompting your child to complete the “first” task. Keep your focus on the task rather than on the challenging behavior. Then it is important to still provide the reinforcing item or activity, since the focus of the board is on completing the “first” task, and not on addressing challenging behaviors. If you think challenging behaviors may happen, begin by introducing the First-Then Board for a task that your child usually completes willingly and successfully. If challenging behaviors become more difficult to control, it may be appropriate to consider behavioral consultation with a professional to address these behaviors directly. Resources: www.do2learn.com card.ufl.edu/content/visual.html www.kidaccess.com/index.html Eckenrode, L., Fennell, P., & Hearsey, K. (2004). Tasks Galore for the Real World. Raleigh, NC: Tasks Galore.
Made with FlippingBook - Online Brochure Maker