Transcript Visual Supports Long - PY-SLP

Visual Supports Are For All
Learners
Dwain Stone
Speech Language Pathologist
February 2010
"We can't teach the students we used to have, or those we wish we had.
We must teach the students we do have."
~ Linda Albert ~
Outline
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Definition
What are visual supports?
Why do we use them?
When do we use them?
Where will they be of use?
How do we use them?
ASD
PECS
Social Stories
Behavior Management
Case Studies
Definition
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Visuals
Visual tools, strategies, and supports
are things we see that enhance our
organization, comprehension, and
communication.
Visual tools are signs, objects,
printed words, post-it notes, symbols,
drawings, or colors. Anything that
gives a message and often simplifies it
for easier access is a visual tool.
What visual supports have
you seen or used with
children?
Common Materials
PECS book
 Big Mac
 Sentence Strip
 GOTALK
 Social Stories
 Visual Schedules
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What type of learner are
you?
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Auditory
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Visual
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Kinesthetic/Tactile
Learning Styles
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Five styles:
Rote
 Gestalt
 Visual
 Hands On
 Auditory
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**Keep these styles in mind during
programming or classroom activities
What is the problem?
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Language disorders/delays are often
the root problem in social interaction,
educational performance, and behavior
Communication
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What is communication?
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Typical communication
Ability to receive information, attach
meaning to what is heard and express an
appropriate response.
 Communication is comprised of speech,
language and pragmatics
e.g. ASL
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Common Communication
Breakdowns
Facts
Research about communication
shows communication is:
55% visual (gestures, body movement
and posture, handouts, calendars,
or environmental cues).
37% vocal (intensity and tone of your
voice, or rate and volume of your
speech).
7% the actual message.
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Chinese Proverb
I hear and I forget.
I see and I remember.
I do and I understand.
Why use visual supports?
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Quiz:
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Because they work!!
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Demonstration
Why we use visuals…..
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Visual strategies help individuals in many ways.
We use visual strategies to help us communicate
information TO individuals.
Visual tools help students organize their thinking.
Visual supports are used to give choices or communicate
rules.
One of the most important uses for visual strategies is to
give information such as what is happening, what is not
happening, what is changing, etc.
A day without
visual supports…
Somehow, somewhere, your day spun out
of control. You missed a dentist appointment,
got lost going to a new area of town,
and could not remember the
name and phone number of
the person you were supposed
to meet after school. At
the grocery store, you forgot
what you had to buy for dinner
and took 10 minutes
looking for the car in the
parking garage because you
forgot to look and see what
level you were parked on. It
was an awful day. It all
started when you left your
day planner at home!!
Children who may benefit….
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Autism
Asperger's Syndrome
PDD
Fragile X syndrome
Attention Deficit Disorders
Nonverbal Learning
Disabilities
Learning Disability
Down Syndrome
Hearing Impairment
EAL
FASD
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Emotional Impairment
Communication Disorder
Behavior Disorder
Language Delay or Disorder
Comprehension Problems
Auditory Processing Disorder
Aphasia Speech Disorder
Cognitive Impairment
Developmental Delay
Multi-handicapped
And many
more...
What if the students already
talk?
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Sometimes people question using visual
strategies for students who already talk.
Traditionally, communication boards and
other AAC supports have been used to help
non-verbal students or those with limited
verbal ability to express themselves better.
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The current use of visual strategies for
supporting understanding has shifted that
focus. The important thing is to remember
why we are using visual tools.
Multi-modality
Presentation
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Visual and tactile stimuli
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Capitalize on routines
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Demonstrate rather than
explain
"A picture is worth a
thousand words"
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The adage "A picture
is worth a thousand
words" refers to the
idea that complex
stories can be described
with just a single still
image, or that an image
may be more influential
than a substantial
amount of text. It also
aptly characterizes the
goals of visualization
where large amounts of
data must be absorbed
quickly.
WHY?
Count the ways your
students receive
visual support…
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Establish attention
Give information
Explain social situations
Give choices
Give structure to the day
Teach routines
Organize materials in the environment
Assist students in handling change
 Guide self-management
 Aid memory
 Speed up slow thinking
 Support language retrieval
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Organize the space in the environment
Teach new skills
Support transitions
Stay on task
Ignore distractions
Manage time
Communicate rules
Provide structure
 Learn vocabulary
 Communicate emotions
 Clarify verbal information
 Organize life information
 Review & remember
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Top Ten Reasons To Use A
Visual Schedule!!
Top ten reasons…
1.
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6.
Visual schedules increase on-task behaviour and therefore increase
Academic Learning Time.
Teaches Delayed Gratification
Visual schedules teach the importance of organization in a day. In
other words, the schedule becomes a way for the child to learn to
be proactive in managing his own behaviour.
Visual schedules teach patience and persistence
Once the student knows how the visual schedule works, he or she
will be less dependent upon consistency of staffing in order to
function.
As the child gains independence in using his visual schedule, his
instructional assistant also gains independence. This “found time”
can be used to prepare instructional and support materials and to
make careful observations and notes regarding student successes
and difficulties (particularly in the important area of social
functioning) which will later assist in determining new instructional
goals and learning outcomes.
Top ten reasons…
7.
8.
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Visual schedules minimize the need to write as the daily
agenda is being established
Once the child has a visual schedule, his or her behaviour
will settle. Thus, a schedule does not make the child appear
to be different; it helps him appear to be more the same.
Visual schedules provide independence by removing the need
for the student to ask others (particularly adults) about what
schoolwork has to be done. The fact that the student
functions more independently (“normally”) can increase his
or her acceptance by other students.
Because they provide a means for the child to anticipate
upcoming events, visual schedules help to ease the student
through transitions. Thus, they are a means of reducing rigid
behaviour. In fact, they promote flexible behaviour.
Purpose
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Think of the purpose of a visual tool.
What does the student need to
understand? What would help him
participate better? Defining the need
guides the decision about what kind of
tool to use. Identifying the purpose of a
visual tool helps us know how to use it.
Keys for Successful
Implementation of Visual Tools
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Student participation.
Involve the student in the design of
the tool. Have him choose colors,
pictures (especially to describe
emotions), the style, size, and so
on. The more involved he is in the
design, the more apt he is to enjoy
using it.
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Imbedding choices in the tool.
Take into account the student’s
interests and preferences such as
what things he wants to do when
he’s angry or what order he would
like to get things ready for a class
or activity. Ask yourself, “how am I
empowering him to use the tool?”
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Format selection.
There is no standard template for
visual tools. Some students want
only words or pictures that don’t
look too young and some students
need photos or concrete items
instead of drawings. It’s important
to consider the size and how easy it
is to use in all settings (ie. recess,
PE, lunch room, chemistry lab).
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The routine for using the tool.
Consider where the tool will be
kept, when the tool will be used (in
the hallway or at a desk), and what
other activities the student will be
doing at the time.
Do’s and Don’ts
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Start Small: Start with one or
two rather than trying to use
tools in every part of the
day.
Set the situation up to be
successful with easy-toreach first steps.!
Make it easy to use, fun to
look at, and meaningful to
the student.
Introducing it in a positive,
fun way can also make a big
difference.
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Make sure adults and peers
are supportive and
enthusiastic.
Involve peers in developing,
using and supporting the
student in using the tool.
Make sure it is easy to
locate, and easy for the
student to use.
**Keeping visual tools in difficult to access places (in a pocket if he has trouble with fine motor skills) or difficult for the
student to use (making check marks when using a pencil or pen is an emerging skill) is the quickest way for a visual tool
to fail.
Positive Outcomes
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Increased independence.
Empowerment.
Increased self-esteem and selfconfidence.
Increased access to the rest of the
world: friends, school activities,
the
general education curriculum.
Increased knowledge and method
of expressing what they know.
Increased understanding of
information and directions.
Meaningful class participation and
contribution.
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Decreased separation from peers and
classroom activities.
Meaningful class membership. When
students have a way to participate
meaningfully, their classmates see
them as a member rather than a
visitor.
Increased success throughout the day.
Increased understanding of peer
expectations resulting in increased
interactions.
Assistance to adults to provide
consistent, organized, non-intrusive
support.
Demonstrations of meaningful
outcome in educational, social, and
skill-related activities.
Why do visuals work with
children with ASD?
 Difficulty
shifting and reestablishing
attention (modulate sensory info.)
 Difficulty
attending to foreground
sounds and blocking out background
noises
 Gestalt
learners
Characteristics of ASD
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Hypersensitive (Over sensitive)
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Hyposensitive (Under sensitive)
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All six sensory systems may be affected
Sight, sound, smell, movement, touch,
taste
**Emotional regulation is a core
underlying process essential for
“availability” for social interaction and
engagement
ASD Challenges in Social
Communication
Monitoring social environment through
social gaze precedes developmental
milestone of intentional
communication.
 Depending on ability levels of children
they may have restricted range of
communicative functions, difficulty with
discourse skills, sharing feelings
emotions, gaining attention, repairing
communication breakdowns
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Specific to ASD
Some children with autism very obviously have difficulty with
receptive and expressive language. Even the apparently capable
child with autism can have difficulties understanding language for
the following reasons:
Breakdowns In Receiving
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Often delays in processing
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Sensory interference
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High anxiety/Rigidity
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Auditory information is abstract
Breakdowns In Sending
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Communication Characteristics of ASD
 Echolalia
 Intonation
 Jargon
 Speech-apraxia
**40% of Individuals with Autism are nonverbal
PECS
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Picture Exchange Communication System
Developed as an augmentative or alternative
communication system
 First priority is to provide a meaningful way of
communicating for an individual
 Initiation is the principal to always keep in
mind
 Does not replace speech unless necessary
 Requires 2 adults to implement initially
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PECS Implementation
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Phase I: Exchange picture for item
Phase II: Distance and Persistence
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Exchange picture for item when communication
partner is in a remote location
Exchange picture for item when picture is in a
remote location
Phase
Phase
Phase
Phase
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III: Discriminate between pictures
IV: Expand use of sentence structure
V: What do you want?
VI: Commenting
Expand use of picture communication book
PECS Demonstration
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Volunteers??
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Demonstration
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Questions
Pragmatics
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Basic Level
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Eye contact, turn taking, social greetings,
initiating interactions, reciprocal play
Higher Level
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Topic maintenance, initiation and
termination of interactions, figurative
language, jokes, nonverbal cues
(recognition) facial expression, tone of
voice, proximity (videos and role playing)
Pragmatic Strategies
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Initiating interactions
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Eye contact- don’t ask for eye contact
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Greetings
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Reciprocal play & turn taking
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Body language
Social Stories
Short stories written in a specific style
and format
 Developed in 1994 by Carol Gray
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Purpose
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Answers the following questions in
problematic social situations
What is happening?
Who is doing what?
Why is it happening?
Reasons governing what people are doing?
What are the typical socially acceptable
responses?
Purposes of using Social
Stories
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Positive feedback so child can learn to
recognize their own appropriate skills and
behavior
Prepare for new experience
Help a child accustom themselves to a
situation
Proactive/Preventative approach to avoid
extreme reactions based on a lack of social
understanding
Used as a prompt for socially appropriate
behavior
Features of Social Stories
The goal is to describe and teach social
understanding.
 In turn this will help develop
appropriate behavior
 Written in the first person and present
or future tense… some exceptions
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Why social stories work…
Social stories are….
 Visual
 Adaptable
 Created at an appropriate language
level
 Promote Theory of mind
Social Story Structure
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Three kinds of sentences:
Descriptive
Perspective
Directive
Ratio:
Descriptive/Perspective 2-5;
Directive 1
Descriptive Sentences
Give accurate information about the
setting.
 Provide the basic facts about what can
be seen.
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Perspective Sentences
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Simple information about why things
happen, providing information about
what others are thinking and feeling
Directive Sentences
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Prompts the child’s appropriate
behavior
Advanced Social Stories
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Control
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Co-operative
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Child suggested strategies
Identify what others will do to assist child
Partial
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Predictions of others response to the
child’s actions
Social Stories Activity
Behavior MGMT
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Proactive vs. Reactive programs
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Proactive
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Reactive
Setting up Behavior
Programs
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Why is the student producing the undesired behavior?
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Escape (Does behavior stop when removed from an
activity?)
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Attention ( Does behavior occur to get a reaction?)
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Power/Control ( Does behavior stop when the
desired object is received?)
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Sensory Stimulation ( Are the child’s sensory
needs being addressed?)
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Communication (Does the behavior seem to be a
way to ask for help?)
Behavior Programs Cont’d
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Motivations
 Edibles, Tangibles, Social Praise,
Activities
*Avoid Bribery
*Ensure child is aware of
expectations
Case Study 1
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Maurice is 7 years old and is in a first grade
inclusion program
Frequently wandered around the classroom
Poor eye contact
Self stimulatory behaviors-mouthing materials,
head patting, rocking, rubbing materials
Unresponsive to peer interactions
Did not complete tasks independently or focus
without adult attention
Accomplished most tasks through rote repetition
rather than with meaningful understanding
No intelligible speech
Did not initiate signs but imitated some
Case Study 2
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Peter is a 12 year old boy with a diagnosis of
Aspergers attending a regular grade 6 classroom.
He is above average academically and highly verbal
He is obsessed with dinosaurs
He is observed during recess to play by himself or
with much younger children
He is often observed drawing or fidgeting during
class time
He is observed to make inappropriate comments in
class when his peers answer questions incorrectly
References
Bareket, Rachael. 2006. Playing It Right!: social skills activities for parents and teachers of young children with autism
spectrum disorders, including Asperger syndrome and autism-1st ed. Shawnee Mission, Kan.: Autism Asperger
Publishing
Ernsperger, Lori. Ph.D, 2002. Keys to Success for Teaching Students with Autism. Arlington, Texas. Future Horizons,
Inc.
Hodgdon, Linda A. 2005. Visual Strategies For Improving Communication; Practical Supports for School and Home.
QuirkRoberts Publishing. Troy, Michigan
Prizant, B.M., Wetherby, A.M., Rubin, E., &Laurent, A.C. (2003). The SCERTS Model: A transactional, Family-Centered
Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder.
Infants and Young Children, 16 (4), 296-316
Quill, Kathleen Ann. 2000. Do Watch Listen Say: Social and Communication Intervention for Children with Autism.
Maryland: Paul H. Brookes Publishing Co. Inc.
Richard, Gail J. 1997. The Source for Autism. Illinois: Lingui Systems, Inc.
Smith, Caroline. 2003. Writing & Developing Social Stories: Practical Interventions in Autism. Speechmark Publishing
LTD, Telford Road, Bicester, Oxon OX26 4LQ, UK
Sussman, Fern. 2004. More Than Words. Toronto, Ontario: Hanen Early Language Program.
The Inclusion Notebook: Problem Solving in the classroom and community. Inclusive Education and Autism; Spring
2007 (Volume VI, No.1)
www.scerts.com/the-scerts-model
www.visualaidsforlearning.com
www.vanderbilt.edu
www.dotolearn.com
www.setbc.org
www.usevisualstrategies.com
www.room5ideas.com
www.angelfire.com