Transcript Modyifing Behavior Through Visual Supports updated

Modifying Behavior
Through Visual Supports
Amy Motsinger
Beacon Day School
La Palma, California
My Inspiration . . .
People First Language
 Always name the person first, and the disability second
(i.e. “The boy with autism” instead of “The autistic boy”)
 Goal: “To avoid perceived and subconscious
dehumanization when discussing people with
disabilities” (http://en.wikipedia.org/wiki/Peoplefirst_language)
People First
 Remember, all persons have unique personalities,
likes, interests, etc.
 It is important when using any intervention strategy
that you customize it for the individual.
Autism and
Communication
 A defining feature of ASD is having a qualitative
impairment in communication (DSM-IV-TR).
 The foremost reason parents seek help with for their
child diagnosed with ASD is because of a language
delay (DeGiacomo & Fombonne, 1998).
 Therefore, language based
instructions can be difficult for
children with autism.
Auditory Processing
 Children with autism scored significantly lower on
auditory filtering than their peers without disabilities
(Tomcheck & Dunn, 2007).
Visual Learners
 Children with ASD have strong visual processing skills
and usually have a heightened interest in visual
materials (Furth, 1981).
 Embedded Figures Task (EFT) has the subject find the
simple shape embedded in the complex form.
 Children with autism scored
significantly higher than the
controls on the EFT
(Shah and Frith, 1983).
“Thinking in Pictures”
“I THINK IN PICTURES. Words are like a
second language to me. I translate both
spoken and written words into full-color
movies, complete with sound, which run like
a VCR tape in my head. When somebody
speaks to me, his words are instantly
translated into pictures. Language-based
thinkers often find this phenomenon difficult
to understand, but in my job as an
equipment designer for the livestock
industry, visual thinking is a tremendous
advantage.” (Grandin, 1996)
Behavior and
Communication
 Behavior is a form of
communication.
 When a child has a behavior,
they are trying to communicate
something to you that they
cannot express through words.
Non-Verbal
Communication
• Since children with autism
have a deficit in auditory
processing, you may be
increasing their behaviors
when you give verbal
instructions.
• Wait it out and give visual
supports!
Slow Down!!!!
What are Visual
Supports?
 Simply put, visual supports are a way of making
auditory information visual.
Why Use Visual
Supports?
 For a child with disabilities
even the simplest directions
can come and go too quickly
for them to process and
understand. A visual support
can really help them
understand the message.
Why Use Visual
Supports?
 When we present information
verbally, the words are
available for a brief moment.
 When we present information
visually it can be there for as
long as the student needs it.
Effective Instructional
Tools
 “Visual supports organize a sequence of events,
enhancing the student’s ability to understand, anticipate
and participate in those events.
 Visual supports supplement verbal instruction, clarifying
the information for the student and increasing
comprehension.
 Visual supports can be used to cue communication,
providing reminders of what to do and say in a
situation.”
Quill, 1995
Evidenced-Based
Practice
 The National Professional Development Center for
Autism Spectrum Disorders (NPDC on ASD) considers
the use of Visual Supports as an evidenced-based
practice.
 Criteria:
a) Based on research studies
b) Studies are selected based on specific
criteria
Who Uses Visual
Supports?
 Everyone!
 Think about the visual supports
that we use everyday:
cookbooks, maps, traffic signs,
grocery lists, etc.
Types of Visual Supports
 Behavior: Token boards, First/Then boards, Schedules,
Wait cards, Break cards, Reminders of rules
 Communication: PEC’s, I need boards, Snack Boards
 Social: Social Stories
 ALL supports aide in modifying
behavior!
First/Then Boards
 First-Then Boards give children clear expectations and
help motivate and assist with task completion.
 Place a picture of the activity or activities the child
needs to complete under “first”. Place a picture of the
rewarding or preferred activity under “then.”
 The First-Then format allows the child to focus on the
current activity and rewarding activity without
distraction.
Token Economy Systems
 Token economy systems are great for building the
ability to delay gratification, extending a child's
attention span, and increasing the amount of work
that a child is able to produce in a given period of
time.
Token Board with iPad
Schedules
 A visual schedule is a set of pictures that
communicates a series of activities or the steps of a
specific activity.
 Visual schedules are meant to help
children understand and manage
the daily events in their lives .
Wait Cards
 Wait cards help students the meaning of wait.
 Hand a student a “wait” card when asking them to wait
for an activity or place the “wait” card on top of an
assignment that you want
them to finish at a different
time.
Visual Timers
 Time Timer: Gives a visual image
for how much time is left.
 Especially good to use when
ending a reinforcing activity such
as a video game or the computer.
Rule Cards
 Rule cards are used to show children what behavior is
expected of them (hands down, sit, quiet mouth, etc.).
 Remember, it is important to show children what you
want them to do, instead of telling them “no” (i.e. “No
yelling”).
I Need Boards
 I need boards are used to have students request for
supplies.
 Can be used with students who are non-verbal or with
students who require prompting to use sentences.
Snack Boards
 Use during classroom snack/meal times to teach
communication skills.
 Like the “I need” boards, can be used for students who
are both verbal or non-verbal.
Social Stories
• Social Stories are a tool for teaching social skills to
children with autism and related disabilities.
• Social stories provide an individual with accurate
information about those
situations that he may find
difficult or confusing.
• Not successful for all students.
• Best when used in combination
of other techniques.
Classroom Board With
Visual Supports
Types of Assistive
Technology Devices
 Communicative: Voice output devices (Go-Talk, i-Pad).
 Educational: Switch buttons for access to a computer.
Go-Talk
 GoTalk One: Single switch voice output device.
 Allows you to add a picture and record a sentence.
 Can be placed throughout the classroom or home
environment to have children request for
items or activities.
iPad Communication
 Proloquo2Go allows you to add picture symbols or real
photos to voice output words or sentences.
 Look2Learn uses pictures with voice output. Also
allows you to record your own
audio. Limited to 140 pictures.
 Speak it! Text to speech
application for children that
can type sentences.
iPad Behavior Support
Applications
 Time Timer
 Choiceworks
 You can create a schedule with timing. Also has a
“waiting” program with a timer.
 My Choice Board
 Presents a visual display of choices. You can
customize your choices and even display “not
available” choices.
 Answers: Yes/No
Questions?
References
DeGiacomo, A., & Fombonne, E. (1998). Parental recognition of developmental abnormalities in
autism. European Child & Adolescent Psychiatry, 7(3), 131–136.
Furth, H. G. (1981). Piaget and knowledge—Theoretical foundations. Chicago: University of
Chicago Press.
Grandin, T. (1995). Thinking in Pictures: My Life With Autism. New York: Doubleday.
People First Language (n.d.). In Wikipedia online. Retrieved from
http://en.wikipedia.org/wiki/People-first_language.
Quill, K.A. (1995). Visually cued instruction for children with autism and pervasive
developmental disorders. Focus on Autistic Behavior, 10(3), 10-20.
Shah, A., & Frith, U. (1983). An islet of ability in autism: a research note. Journal of Child
Psychology and Psychiatry, 24, 613-620.
Tomchek, S., & Dunn, W. (2007). Sensory processing in children with and without autism: A
comparative study using the short sensory profile. American Journal of Occupational Therapy,
61, 190-200.