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Visual Supports forVisual Supports for - Spectronics · Visual Support Continuum Coloured...
Transcript of Visual Supports forVisual Supports for - Spectronics · Visual Support Continuum Coloured...
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Visual Supports forVisual Supports for Students with Autism
Spectrum Disorder
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Greg O’ConnorT hTeacherEducation Services Manager
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Workshop Outline
• Overview of communication characteristics ofOverview of communication characteristics of students with Autism Spectrum Disorder.
• What are visual supports?
• Implementing visual supports to build p g ppstructure.
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Building StructureBuilding StructureUsing Visual Strategies & Assistive Technologyg g gy
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Factors influencing learning• Effectiveness of the classroom teacher has the
most influence on student learning (Hattie 2003)most influence on student learning (Hattie 2003)
• Number of opportunities that students have to respond to teacher directions and instructional materials is strongly associated with learning and achievement (Hook 2006)
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Effective teachers:• Create supportive environments
A ti l t d t• Actively engage students • Provide instruction to match student level
and needs• Systematically present new knowledgeSystematically present new knowledge• Ensure learning is significant and relevant
P id i di ifi d• Provide immediate, specific and constructive feedback
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Effective teachers:
• Use humour, flexibility & consistency• Have high expectations• Use a range of strategies including visual• Use a range of strategies including visual
supports(Hook 2006)
Julie Hook, Project ManagerThe Australian Autism Education and Training Consortium (AAETC)g ( )http://www.autismtraining.com.au/
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Visual Strategies
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Autism Spectrum DisorderAutism Spectrum DisorderTriad of ImpairmentsTriad of Impairmentscommunication flexibility of thoughty g
sensory
social interaction
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Autism Spectrum DisorderAutism Spectrum DisorderContinuumContinuum
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Overview of CommunicationOverview of Communication Characteristics• Impaired receptive communication – significant
difficulties processing spoken language / transient informationinformation
• May have difficulty sequencing and organising spoken instructionsinstructions
• May have difficulty controlling and re-establishing attentionattention
• May echo other people’s speech or repeat phrases from TV (echolalia).( )
• May use complex phrases without a full understanding of their meaning – compartmentalised approach to i f ti iinformation processing
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Overview of CommunicationOverview of Communication Characteristics• Social use of language is impaired• Difficulty interpreting the behaviour of othersDifficulty interpreting the behaviour of others• Language processing may be affected by sensory
integration difficulties and attending problems ie. working g g p gout what it is that they are supposed to attend to
• May have limited or NO speech• May have difficulty initiating and/or ending a
conversation• Compartmentalised / chunk learning
• Visual learners• Visual learners
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Communication and LearningCommunication and Learning StrengthsgJanzen (1996) summarises the learning strengths in
autism as the ability to:y• Take in chunks of information quickly• Remember information for a long timeRemember information for a long time• Learn to use visual information meaningfully
L n nd p t l n tin s• Learn and repeat long routines• Understand and use concrete, context-free
information and rulesinformation and rules
• Concentrate on narrow topics of interest
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What are visual supports?
Things that we SEE to enhance h i ithe communication process.
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Types of Visual SupportsB d M t h b d l• Body Movement: such as body language, natural gesture, key-word sign
• Environmental cues: such as objects and signs e.g. logos, labels
• Traditional tools for organisation of information: such as calendars, shopping lists, pp grecipes, instruction manuals
• Specialised communication aids andSpecialised communication aids and materials: such as picture stories, behaviour scripts, activity schedulesscripts, activity schedules
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Visual Support ContinuumConcreteConcrete
Real objectsReal objectsObject symbolsColoured photosBlack & white photospLine drawingsSign LanguageSign LanguageWritten words
AbstractAbstractAbstractAbstract
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Visual Support Continuum
Real objectsColoured photos Real objectsColoured photos
Black & white photosBlack & white photosSign Language
Written words
Object symbolsObject symbolsLine drawings
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Why Visual Strategies for students with Autism?with Autism?• Visual supports give the student time to focus attentionVisual supports give the student time to focus attention,
work out the meaning, and keep the message visiblewhen the student needs to refer to it again.
• Visual supports enable communication to be morespecific and enco rage consistenc in e pectationsspecific and encourage consistency in expectations,procedures and routines across all the people involvedwith a studentwith a student.
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Why Visual Strategies for students with Autism?with Autism?• Visual supports can make life predictable helping theVisual supports can make life predictable, helping the
student with autism track the daily routine and tasks.
• A visually supported timetable provides a framework fortalking about change.
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Tips for using visual supports• View the student’s visual communication
supports as part of their educational programsupports as part of their educational program, not something additional that has to be incorporated into their dayincorporated into their day.
• Visual supports must be accessible, durable and pp ,easy to use.
Vi l S t t t i l t• Visual Supports must contain relevant information that is up to date
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Using Visual Supports
• Schedules & Calendars
• Social Stories
• Aided Communication
• Curriculum Accommodations and AdjustmentsAdjustments
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Getting organised
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Getting Organised A VisuallyGetting Organised – A Visually Supported Environment
• Visual supports give the student time to focus attention
pp
Visual supports give the student time to focus attention,work out the meaning, and keep the message visiblewhen the student needs to refer to it again.
• Visual supports enable communication to be morespecific and enco rage consistenc in e pectationsspecific and encourage consistency in expectations,procedures and routines across all the people involvedwith a studentwith a student.
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Getting Organised A VisuallyGetting Organised – A Visually Supported Environment
• Visual supports can make life predictable helping the
pp
Visual supports can make life predictable, helping thestudent with autism track the daily routine and tasks.
• A visually supported timetable provides a framework fortalking about change.
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Timetables/Schedules
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Cl i blClass timetable
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Mini ScheduleMini Schedule
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Activity Transition
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Finished StrategiesFinished Strategies
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Choice
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Choice
Talking Symbols Notepad
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Behaviour support
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Social Stories
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Social Stories• Is a tool for helping people to control or redirect
behaviourbehaviour• Identifies the consequence of the behaviour• Acts as a visual reminder - content is important • Use consistent language across changing g g g g
communication partners• Remind Rehearse ReviewRemind, Rehearse, Review
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Social Stories
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Personal Development
www.hiyah.nety
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Personal Development
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Boardmaker and Boardmaker PlusVersion 6 (Windows)Version 6 (Windows)• Database of more than 4500 in core libraryy
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Picture This…Pro Series Photo LibrariesLibraries
• Picture This Pro• Picture This…Pro• Picture This…Functional Living Skills and Behavioural Rules EditionBehavioural Rules Edition• Picture This…School Routines and Rules
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Augmentative ResourcesAugmentative Resources
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www.google.com.au - Images Search
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Ideas for using BoardmakerIdeas for using Boardmaker
Activity Exchange
www.spectronicsinoz.com
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http://www.adaptedlearning.com
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Literacy
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Numeracy
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Finished