Filling Your Toolbox with Visual Strategies. Shelley Green
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1 Filling Your Toolbox with Visual Strategies Shelley Green
2 Most Children With ASD Are VISUAL Learners! Single pictures If - then pictures Schedules/routines Social stories New experiences Rules Roadblocks
3 Why Visuals? Many children with autism have a deficit in auditory processing, but they have a relative strength in visual processing. Therefore, using visuals in the learning process leverages the strong visual processing of children with autism to enhance learning. This use of visual prompts has been applied to social, communication, and other functional life skills with amazing success.
4 Generalization/rote memory/problemsolving The person with ASD has difficulty utilizing these skills when they are under STRESS! Good memory Need to use that memory to problem-solve breakdown
5
6 Circle Vs Square
7 Compartmentalizing
8 Theory of Mind COGNITIVE CHALLENGES
9 Theory of Mind In recent years, the phrase "theory of mind" has more commonly been used to refer to a specific cognitive capacity: the ability to understand that others have beliefs, desires and intentions that are different from one's own.
10 The Hall Monitor
11 Fact vs Opinion
12 Conflict
13 Conflict Resolved Resolution happens when your thinking bubble is shared!
14
15 What Tim saw..
16 New Perspective
17 COGNITIVE CHALLENGE Difficulty Anticipating/Predicting
18 Anticipation/Prediction Anticipation is an emotion involving pleasure (and sometimes anxiety) in considering some expected or longed-for good event, or irritation at having to wait. A prediction or forecast is a statement or claim that a particular event will occur in the future.
19 Organizers Daily schedules for home and school
20 Blood Work Coping Strategies Feeling Nervous Strategy Distraction: look at magazine Discomfort Pain Implants out: keep your thinking bubble filled with favorite topics Deep breaths, hold mom s hand, count out loud Calm No strategy needed
21 Blood Work Timeline Band On Band Off, Blood Flow Home, Computer, Dinner Waiting Stick Leave Building, Out For Lunch Band-aid On, Needle Out
22
23 Contingency Map Mirenda,2005
24
25 The Processing
26 The Practice
27 The Visual
28 Literal Interpretation
29 COGNITIVE CHALLENGE Inflexibility of thought
30 Lack of Tolerance for Change
31 Inflexibility Little Janey, aged 7, was proud she had learned to walk to and from school all by herself! The family's home was actually very close to the school, so her Mom could see Janey walk across the school playground from the living room. One sunny morning, a large backhoe drove up to the school, lumbered slowly onto the grassy area of the playground, and then stopped right in the middle of Janey's usual route home. Soon they would be installing new playground equipment! As always, right at noon, Janey's Mom went to the window to watch Janey come home for lunch. She saw her running out, bright blue scarf trailing, and then she saw Janey stop, on the other side of the backhoe. Janey's Mom expected her to walk around the backhoe, but she simply stopped, looking paralyzed. She started crying. Janey's Mom ran. By the time she reached her, Janey was sobbing uncontrollably, still standing in front of the backhoe. For Janey, with Autism Spectrum Disorder (ASD), there was no way for her to get home because a big backhoe blocked her way. Stymied because the straight-line path she always took to get home was impassable, she could see no alternative route. Gutstein,R. 2006
32
33
34 How Was Your Day? Count your happy vs sad faces Think of one thing you liked about the activity
35 Shades of Gray
36 Changing Your Thoughts
37 Black and White Rainbow I m afraid of girls so I should NEVER enter a homeroom class room. C J C J When I go to Mrs. Noke s class, if I am put in a group with girls I can ask my CASE teacher if I can move.
38 Concrete thinkers - difficulty abstracting information They need concrete ways to make sense of the world--to understand what happens where and when.
39 Concretizing Social Vocabulary
40 Concretizing Solutions
41 Disappointment
42 Mixed Feelings I m not going to let my missing feeling take OVER my happy feeling.
43 Holding a Grudge
44 Worry/Coping When the sun sets early I hate late sunrise. I don t like dark outside. Hair dryer too loud Too hot Going to Kimball Farm. Too much waiting for ice cream. Going to the beach. Hate the sand Too hot Going to NY to grandparents house. Food is bad House is too small Picnic There are bugs The weather is hot
45 Coping Beach and Sand 1. Out of 10 times I m asked to go to the beach, I will go once. 2. I will wear water shoes. 3. I will bring a water fan. 4. I will stay 2 hours. Worry Trash
46 Template for Attacking a Problem Name: Date: Request / Expectation (+/-) Feeling Coping Strategies Outcome
47 Mission Accomplished! Name: Date: Request / Expectation (+/-) Feeling Coping Strategies Outcome Get 1 piece of red paper from the Art room (+) Shy Ask one short question -> no long conversations No eye contact Ask the Art teacher I am comfortable talking to I got the red paper. I feel proud.
48 Gradations
49 Temporal concepts
50 Knowing the Why
51 Tokens To remove or not to remove That is the Question
52 Difficulty Applying Previously Learned Information
53 The Binder All About Me All About My Classmates and Teachers Visual Supports Academics Home
54 ALL ABOUT ME My strengths and weaknesses My likes and dislikes How I think. My feelings.
55 The Facts
56 All about my Classmates and Teachers What makes them happy, sad, angry What are they interested in What do they look like What are my teachers expectations.
57 Visual Supports Meters Social stories Scales Almost everything else
58 Repair Order
59 Academics/School Stuff How to inference How to attack word problems How to teach a game Recess Information
60 Kids Can Draw, Too
61 A Picture Speaks 1,000 Words
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