GO-TO Visual Support Kit:

Purpose:

To provide tools “in-the-moment” to modify instruction and interactions to support engagement; increase

visual attention; support task initiation & completion; and provide means to break tasks into chunks, as well

as visually represent concepts and processes.

Included:

• Mini Whiteboard

• Focus Finder (aka: Occluder)

• Paint Chip Task Schedule

• Incredible 5-Point Scale

• Task Clip (clothespin)

• Dry Erase Marker

Paint Chip Task Schedule:

Purpose:

To allow students to understand that the parts of their day are made of

various tasks or activities. Task schedules help students attend to task as

well as foster an ability to self-monitor and persist with task completion .

Make It:

Paint chips are available at hardware stores (such as Home Depot or

Lowe’s) for free. Laminate and use.

Use It:

Break activities into their component parts, one activity per section.

Erase, cross off, or move clip down as tasks are completed.

Mini White Board:

Purpose:

To provide “in-the-moment” support to illustrate concepts and processes,

to provide cues, or to otherwise reinforce learning or behavior.

Make It:

Cut a colored pieces of paper half. Laminate and use.

Focus Finder (aka: Occluder):

Purpose:

To foster visual attention toward targets. For some students

it may also facilitate finger isolation

Make It:

Cut a hole in a large index card. The hole may be cut free-

hand, or scrapbooking tools could be used.

Use It:

Model AAC by using focus finder to highlight targeted words

Emphasize learning targets by selecting with focus finder.

Task Clip:

Purpose:

To provide students’ a tangible and tactile means to self-monitor task completion.

Alternately, it could be used to cue students to request help, or persist with tasks, as

needed.

Make It:

Purchase inexpensively at Dollar General. If desired, color one side red and the other

side green. Use a fine tipped marker to write “Need Help” on the red side, and “I’m

working” on the green side.

Use It:

Use in conjunction with a task schedule.

Teach and support student to learn to use the clip. The student will need to learn to

consider if the task is able to be completed independently or if help will be needed.

Incredible 5-Point Scale (Buron & Curtis, 2012)

Purpose:

To provide a concrete means to represent abstract concepts that influence behavior (often emotional or self-regulatory) in an attempt to foster understanding and/or self-regulation.

Make It:

Print template and follow instructions to assemble: https://rebrand.ly/5PointScale

Use It:

Identify challenging behavior or situation. Determine / define

5 levels of escalation. Write on scale. Use with student

before, during and/or after target behavior occurs. Provide

ample opportunities for student to use scale to “check-in.”