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Autism

Autism. Putting the Pieces Together. Visual Structure. Definition: The process of incorporating concrete visual cues into a task or activity. Purpose: To capitalize on visual strengths, while minimizing reliance on weaker auditory processing skills. Proactive Strategies 101.

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Autism

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  1. Autism Putting the Pieces Together

  2. Visual Structure • Definition: The process of incorporating concrete visual cues into a task or activity. • Purpose: To capitalize on visual strengths, while minimizing reliance on weaker auditory processing skills.

  3. Proactive Strategies 101 • Prevention: In order for behavior problems to be minimized, there is the need for a repertoire of PREVENTION, INTERVENTION, and POST-VENTION strategies. If there is a piece missing, do some fine-tuning and tweaking to find out what is the missing puzzle piece.

  4. Visual Instructions Visual Organization Visual Clarity Three Key Elements

  5. Visually tells the student the sequence to complete the task Visual instruction helps the child to combine and organize a series of elements to obtain a desired outcome Visual Instructions

  6. Jig / Cutout / Inset Puzzle / Task Boxes • One to one correspondence / objects The student demonstrates one-to-one correspondence by placing one cotton ball in each spot in an ice cube tray. The student matches the same colored blocks in a predetermined pattern. Levels of Visual Instruction

  7. Pictures • Picture list – shows correct sequence to complete task The student sequences letters of the alphabet. Levels of Visual Instruction

  8. Picture Dictionary • Pictures paired with the written word • This helps introduce beginning reading skills Levels of Visual Instruction

  9. Written Instructions • Single words or multiple word sequences that tell the student what to do Levels of Visual Instruction

  10. Product Samples • A previously prepared example of the finished product Levels of Visual Instruction

  11. Use of physical boundaries, containers, folders Helps with sensory input by organizing materials and space in the work environment making it easier to understand the task Visual Organization

  12. Visual Instructions Visual Organization • Designated work areas • Seated at the front of the class or closest to where teacher stands or sits • Minimize the transitions • Watch out for halls • A place for cooling off

  13. Visual Organization • Containers & Folders • Separate containers helps reduce distraction • Visually coded • Green & Red for Go & Stop • Left to right • Top to bottom • First and then • Color designated for specific student or subject • Label classroom / areas to correspond to student or subject • Pictures

  14. Visual Clarity • Visually highlighting the important information • Use visual cues to reinforce any information you need to convey by using colors, pictures, symbols, drawings, grading rubrics, Venn diagrams, numbers, words, or any combination of the above • Visual clarity is achieved by limiting material • Keep it simple • Remove unnecessary or irrelevant materials

  15. Visual Schedules • The purpose of a visual schedule is: • Help address the child’s difficulty with sequential memory and organization of time • Assist children with language comprehension problems to understand what is expected of them • To prepare the student for upcoming activities • To assist the student in transitioning independently between activities and environments • Lessen the anxiety level of children with autism

  16. Visual Schedules

  17. Schedule of individual tasks Schedule of class time Schedule of the whole day Activities for a field trip or special event Visual calendar Visual Schedules May include:

  18. Choosing the Type of Visual Schedule ***Consider at what cognitive level your student is functioning.*** • Real Objects • Photographs (“Picture This”, digital photos) • Realistic drawings • Commercial picture system (Boardmaker) • Written words/lists (agendas)

  19. 30 Reasons to Use and to Keep Using a Visual Schedule See Handout

  20. Resources Kansas State Resources and Autism Information Websites Kansas State Resources: http://www.nichcy.org/stateshe/ks.htm NICHCY Connections…to Autism Resources: http://www.nichcy.org/resources/autism.asp NICHCY Connections…to Asperger Syndrome: http://www.nichcy.org/resources/asperger.asp NICHCY Connections…to Rett Syndrome: http://www.nichcy.org/resources/rett.asp NICHCY Connections…to Childhood Disintegrative Disorder: http://www.nichcy.org/resources/disintegrative.asp NICHCY Connections…to PDDNOS: http://www.nichcy.org/resources/pddnos.asp • Web Sites

  21. Resources Autism Information Websites Textol…inexpensive velcro by bulkhttp://www.textol.com Autism Papers…strategies for supporting students with autism http://www.specialed.us/autism/structure/str11.htm CESA7 Special Education Services http://www.cesa7.k12.wi.us/sped/autism/index1.htm Do 2 Learn http://www.do2learn.com/picturecards/forms/index.htm http://www.trainland.tripod.com/pecs.htm http://www.angelfire.com • Web Sites

  22. Resources Autism Information Websites Beyond Autism http://trainland.tripod.com/pecs.htm • Web Sites • Books How Do I Teach this Kid? Kimberly A. Henry Practical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism Kathy Morris

  23. Questions What do I need to explain better or is there a question related to your student?

  24. Make a Visual Schedule

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