A Key to Success Capitol Ideas! Making Leaning & Expectations Visually Clear for Students with Autism Spectrum Disorders & All Other Learners Kandis Lighthall M.A. Autism and Behavior Training Associates CARS+ 2011 Sacramento, CA
Topics for today… • Supporting the needs of the learner • Making the world visually clear • Teaching skills that foster independence
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Matthew tells what works!
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Using visual structure may help ALL students: 1.
Improve understanding of expectations.
2.
Remain calm during agitating situations.
3.
Learn better by focusing on relevant information.
4. Demonstrate more appropriate behaviors and then generalize the behavior through visual systems. 5. Gain greater independence.
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Make it Visual! Why?
60-65% Of All Students Are Visual Learners ABTA 2011
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For Students with ASD Research Shows • Characteristic patterns • Strength = Visual-spatial skills • Weakness = Verbal and social reasoning • More effective functioning and learning using visual as compared to verbal information (Quill, 1997, Schuller, 1995, Tubbs, 1966) • Make far fewer errors in response to written directions than verbal directions (Boucher and Lewis, 1989) • Visual strategies result in decreases in problematic behavior (Mesibov et. al, 2002, Peterson et. al, 1995) ABTA 2011
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What might a VISUAL Support Look Like? • • • • • • • •
Arrangement of the environment Schedules Pictures Written words Demonstration Models of the finished product Gestures Objects in the environment (needed supplies or materials pre-assembled ABTA 2011
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There is a Range of VISUAL Supports Tangible
Representational
Simple
Complex
Least Abstract
Most Abstract
No Tech
High Tech
The visual supports must match the student’s level of understanding. ABTA 2011
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Assess Your Structural Style by Using the V.E.S.T. Self evaluate and determine if you are… • VISUALLY clear • ENVIRONMENTALLY prepared • STRUCTURED • TEACHING the obvious
The VEST kept both of us more comfortable in rough waters!
…in your classroom environment ABTA 2011
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Make The Student’s World VISUALLY Clear Why?
What to do?
Capitalize on students visual strengths and Minimize their deficits in auditory processing
• • • •
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Visual instructions Visual organization Visual clarity Limit your verbal output
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Visual Ideas for the Classroom
• Use pictures or icons to: – – – –
Sequence instructions or group activities Structure or sequence play activities Schedule the day Clarify expectations (rules) or explain activities
• Indicate a change with a visual cue • Organize materials visually – Left to right or top to bottom
• Color code or label areas in the room or on worksheets • Teach children how to look for visual information • Write it down in a list, chart, poster or sign ABTA 2011
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Daily Schedule Should... • Be visual and easily understood. • Be in a consistent place or carried by the student. • Indicate what activities will occur and in what sequence. • Be arranged left to right or top to bottom. • Have a way to indicate that each activity is finished. ABTA 2011
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Type of Schedules •Objects: Student “puts in” or takes a needed object to the designated area. •Photos: Photographs are matched, taken to a receptacle or referenced on the schedule. •Icons: Icons are matched, taken to a receptacle or referenced on the schedule. •Words: Words are referenced on the schedule and checked or crossed off when completed. ABTA 2011
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Daily Schedule Assist With Teaching Flexibility and Choice • Teach flexibility by visually indicating changes with: • “Change” card • “New Activity” card
• Teach students to make choices between activities by using “Choice” cards on the schedule. • Choices should be visual as well to help the student understand the parameters and expectations. ABTA 2011
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Whole Class Schedules
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Object/Object
Most concrete type of visual schedule ABTA 2011
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Object Schedule Structure May Vary
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Single Photo
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Part-Day Photo
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Full-Day Icon Schedule •May begin as a picture word schedule •Pictures are faded and replaced with icon representation
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Picture (Icon)/Word
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Portable/Flexible Icon Word Schedules
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Portable/Fixed Icon Word Schedule
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Pockets for Transition Object and Universal No Symbol
Schedule Location as a Transition Area ABTA 2011
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Written Word
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Daily Icon Schedule with Mini-Schedules
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Icon Schedule with Mini-Schedule
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School Day Schedule Done (7:50 - 8:00)
Ready for the day routine
(8:05 - 8:50)
Algebra
(8:55 - 9:40)
History
(9:45 - 10:30)
Tutorial/break
(10:35 - 11:20)
Biology
(11:25 - 12:05)
Lunch
(12:10 - 12:55)
English
(1:00 - 1:45)
Computer Science
(1:50 - 2:35)
P.E.
(2:35 - 2:45)
Ready to go home routine
(2:45)
Catch the bus
Reviewed By:
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Think About Environmental Preparations Why? Children with Autism may know details but, Not know how they fit together or what is expected
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What to do? Define boundaries for activity areas Reduce clutter Minimize distractions of: Noise, Smell, Vision & Light Limit your verbal output 31
Environmental Ideas
• Create defined areas by the use of: – Furniture/dividers – Material – Lines on the floor
• Visually indicate where an area begins and ends • Organize the classroom to limit sensory over stimulation by using:
– Dividers – Light shields (1/3 bulbs covered with soft blue of pink – No perfume – Seating students away from distractions ABTA 2011 32
Be STRUCTURED Why? • It helps children with Autism – Understand – Be calm – Learn better – Achieve independence – Manage behavior
What can you do? • Focus on relevant information • Establish positive and predictable routines • Be consistent with instruction and expectations across staff & environment ABTA 2011
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Examples of Physical Structure
Three areas are clearly defined with barriers, signs and specific materials. ABTA 2011
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Comfortable chairs, pillows, and books identify the Books area.
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Areas are clearly defined by the type and location of furniture or hooks…
…and labeled to clarify an individual’s area or location ABTA 2011
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Leisure and Break Areas
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Group Work Areas
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Play Area is clearly defined with shelves and specific toys.
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Circle Time Structure
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Snack is structured clearly and a great location for communication.
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Visual Strategies for Lining Up
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One to One Work Area
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Independent Work Area
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Teach the Obvious Why?
What to do?
• Children with Autism do not – Learn incidentally – Generalize – Take perspective – Make inferences
• Be concrete and visual • Give the child the words to say • Remember play, social skills and communication require direct instruction
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Ideas for the Classroom to Teach the Obvious • Directly teach skills with a plan: – – – – – – –
Play with a peer Play with a toy When a picture is colored and finished What to build with blocks How to get ready to work How to “hang out” with peers What to say (Do not say, “Use your words.”) ABTA 2011
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2 Easy and Bright Ideas
Keep it
Make it
SIMPLE!
VISUAL! ABTA 2011
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Individual Work/Activity System is... • Systematic. • A visual system which allows a student to receive and understand information. • A way to know how much work to do and when it is finished. • A way for the teacher to clarify expectations. ABTA 2011
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The individual work system answers four questions for the student. 1. What Work?
2. How Much Work? 3. When Is It Finished? 4. What Happens Next?
(REWARD????)
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Benefits of a Work System • By following the work system the student is able to work independently • Experience shows that productivity increases when the student has a way to know how much work is required and when it is finished.
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Types of Work Systems • Left to Right - Finished Box: This is the lowest level system. • Matching: This requires the student to match color, shape, letter or number from a work list to a work box. • Written System: This could include specific written directions. ABTA 2011
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Left to Right Work System
ALL the work to do is located on the LEFT
Student takes work, one at a time, from the LEFT to complete on his desk ABTA 2011
Completed work goes into the FINISHED container on the RIGHT 52
Items to match may vary and be in a random order.
Matching System • Materials on left
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The discrimination of 2 variables (color and number) may be required of a more skillful student. ABTA 2011
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4th grade
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Portable Work System
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A Matching Folder Work System
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Written System
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Feed the Dog Done Go to pantry Take 1 scoop of food
What question is not answered here?
Take to dog dish
Put scoop of food in dish Walk back to pantry Put scoop back in dog food bag Close pantry door
Reviewed By:
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Work System for Snack Set Up
How does this system answer the 4 critical questions? ABTA 2011
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Sample Work System: Color Matching
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Meet Matthew
Has Autistic Disorder Is not verbal Is a visual learner
• Loves the computer • Loves his rubber snake • Loves to watch his favorite video • Loves recess and time on the swing • He likes to be busy • Is a good worker • Has a nice smile ABTA 2011
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Visual Organization • Organizing materials and space to modulate the sensory input. • Containers • Folders
• Visually “Chunking” large tasks (e.g. separating them into distinct visual components)
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Visual Structure • Capitalizes on visual strengths. • Minimizes deficits of auditory processing. • Outlines the sequence to complete the task. • Promotes Organization. • Clarifies relevant concepts.
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Types of Visual Structure Include: • Visual Instructions: Help to combine and organize a series of elements to obtain the desired outcome. • Visual Organization: Organizing materials and space to modulate the sensory input. 1. Container Organization 2. Limiting the Area • Visual Clarity: Highlighting the important information 1. Color coding 2. Labeling ABTA 2011
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Visual Organization
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Learn Key Board Skills with Visual Cues
Visual Structure in Tasks
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Visual Structure in Tasks
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Visual Structure in Tasks
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File Folder Tasks
Writing a sentence without writing ABTA 2011
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Choice Boards • Visual menu of choices • Visually represents available items/activities/choices • Increases functional communication • Places decision and control on the student • Identify variety and novel items to increase student motivation ABTA 2011
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Circle time song
Play area Activities Real Photos
Colored Icons
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Written Work System with Choice Board
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First….Then Visual Systems • Basic visual system • Identifies for the student the order of activities • Can be used in a variety of settings at several levels • Great tool for helping with transitions • Great to show a preferred activity is following a non-preferred activity • A timer can be attached to the system if needed ABTA 2011
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What About Activities That Are Not Reinforcing? • Communicate first _________ then ________ using a concrete visual reference
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First-Then Board at Home
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Visual Task Analysis A visual support that tells the student step by step what to get and what to do to complete an activity.
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Visual Step By Step Instructions
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Visual Step By Step Instructions
1. Card In
4. Take Money
2. Enter PIN
5. Finished Button
3. Fast Cash
6. Card Out
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Provide Both Visual Instructions and Checklists ďƒž
Researching State of New York
Identify Sub-Topics Go to library
Find 2-3 Books w/subtopic info Photocopy pages w/subtopic info Go Online
Download 2-3 articles on each topic Highlight important info from articles and photocopied chapters Reviewed By: ABTA 2011
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Using A “Visual” Timer • The Time Timer counts down and graphically shows you how much time is left • You don’t need to focus on, or understand a traditional clock face to understand a Time Timer • www.timetimer.com ABTA 2011
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Visual Sequence and Organization of Steps within an Activity
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Photos help tell the storyMake it concrete and visual
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Token Systems
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Visual cues help teach concepts
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Visual cues help teach concepts
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Stories with Extra Visuals Add Interest & Understanding
Stories with Extra Visuals Clarify the Meaning of the Words
Visual Cues help identify expected behavior and are great transitional prompts
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Visual Rules
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Visual Community Rules Carry cards like these when walking in the community to remind student to follow rules of safety.
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Visual Shopping List
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Using A “Wait Card” • Shows visually that they need to wait and what they are waiting for • It makes a “wait” concrete • It gives them something to do with their hands • Use in combination with a visual timer to give meaning to the abstract concept of time ABTA 2011
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Visually Teach Self-Advocacy
www.pecs.com ABTA 2011
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Benefits of Visual Structure • Can be used to teach flexibility and generalization. • Can be transferred to other environments. • Does not need to be faded but can be blended into the student’s life. • Students can be taught to look for other visual cues in the natural environment.
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Make it visually clear where the pencil box goes with blue paper
1
2
3
Tape Divides a Desk Into Morning & Afternoon Note Cards Tell What Materials Are Needed
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Interpret the Academic and Social World with Graphic Organizers • Venn Diagram I wonder which one of these could teach attending skills?
• Cluster Organizer
• Circle
Square Triangle
Let’s see what we can do with these Visual Supports ABTA 2011
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Compare-Contrast Charlotte
Wilbur
Spider
Kind
Pig
Female
Helpful
Male
Wise
Friendly
Naive
Experienced
Faithful
Inexperienced
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Thinking Tool: What Do We Have In Common? About Me
About You
Girl CSI Horses Scrabble
Boy Blue KFC Football
Andy Griffith Show Parrots Plunks Pond 109
Highlighter Key • • • •
Yellow: Green: Pink: Orange:
Important people Important dates Important locations Important facts or statistics
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Graphic Organizers: Visual Notes Template Did What:
ďƒ‚ When:
Signed Declaration of Independence
1776
Topic:
American Independence
ď ‹ Who: George Washington and founding fathers
Where: Philadelphia
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Let me introduce myself using a familiar tool in a different way. Wife & Mom
Kandis Tennis Player
Love Travel
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The Basic “Thinking Tool� Prediction and Inference
Boy cried wolf again and again Situation:
Villagers came running each time, but there was no wolf. They felt foolish for being tricked. Action:
They may not come next time he calls Possible Outcome: 113
The Basic “Thinking Tool� Daily Pat on the Back
Situation: Teacher assigned a list of 20 words for the class to learn to spell. Test was 1 week later.
Action: I made flashcards and practiced them every night for 10 minutes.
Outcome: I got an A. Mom let me rent a video Friday.
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“What If” Prediction Situation:
Teacher assigned list of 20 words Test was Scheduled for 1 week later.
Action: I made flashcards and practiced them every night for 10 minutes.
I play Nintendo and watch my favorite TV show
Outcome:
I earned an “A”
Bad grade, no video or TV for week 115
The Basic “Thinking Tool” Developing Goal Setting Skills I want to accomplish the following outcome…
My Goal:
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The Basic “Thinking Tool”
Teaches “Action Planning” To achieve my desired outcome or goal, I must… My Action Plan: 1. 2. 3. 4. 5.
My Goal:
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References Accessing the Curriculum for Pupils with Autistic Spectrum Disorders (2003). Mesibov and Howley. David Fulton Publishers. Learning the ROPES for Improved Executive Function (2004). Patricia Schetter. Autism and Behavior Training Associates (www.autismandbehavior.com) The TEACCH Appraoch to Autism Spectrum Disorders(2005). Mesibov, Shea and Schopler.Kluwer Academic/Plenum Publishers. Visual Strategies for Improving Communication (1996). Linda Hodgdon. Quirk Roberts Publishing ABTA 2011
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