Creating Visual Support Systems

Transcription

1 Creating Visual Support Systems LASARD Effective Practices Workshop October 11 th and 25 th, 2011 Donna Hammons 1

2 LAB OBJECTIVES Review basics of visual supports Describe common uses of visual supports with students with Autism Spectrum Disorders (ASD) and related disabilities Learn the process of creating effective visual supports Engage in small group collaboration to discuss visual strategies to support a learner during transition or instructional routine. 2

3 We all use Visual Supports 3

4 4 Visual Supports CAN teach and support the learner to: PREPARE ORGANIZE CLARIFY DEFINE LOCATE TRANSITION COMPREHEND DEVELOPING A VISUAL SUPPORT SYSTEM FOR STUDENTS WITH ASD

5 Visual Supports and Students with ASD Children with ASD typically respond to visual input as their primary source of information. The use of visual support systems can Supplement verbal directions when students have deficits in auditory processing. Decrease dependence and overreliance on adults and human resources. 5 (Quill,1995 in Banda, Grimmett, & Hart, 2009)

6 Research on Visual Supports Transition within an activity (Dauphin, Kinney, & Stromer, 2004: Morrison, Sainato, Benchaaban, & Endo, 2002) Transition between activities (Bryan & Gast, 2000; Dooley, Wilczenski, & Torem, 2001; Hall, McClannahan, & Krantz, 1995; MacDuff, Krantz, & McClannahan, 1993; Massey & Wheeler, 2000) Social interactions (Krantz & McClannahan, 1998) Choice making (Watanabe & Sturmey, 2003) Self management in daily living skills (Pierce & Schriebman, 1994) On-task behavior (Bryan & Gast, 2000; Massey & Wheeler, 2000; Morrison et al., 2002) Reducing tantrums (Dooley et al., 2001; MacDuff et al., 1993; Krantz & McClannahan, 1993) Increasing compliance (Dettmer, Simpson, Myles, & Ganz, 2000) 6

7 Visual supports: Targeted skill development 7 Task engagement, Independent performance, Transitions Increasing response chain length. Demonstration of play skills, Social interaction skills Social initiation Reducing self-injurious behavior. Hume, K. (2008).

8 EARLY CHILDHOOD: Task engagement Visual scripts to encourage social interaction Picture cues to support play skill development (Krantz & McClannahan, 1998; Massey & Wheeler, 2000; Morrison, Sainato, BenChaaban, & Endo, 2002). EVIDENCE BASED PRACTICE Visual supports can be implemented with individuals across the age range. ELEMENTARY into MIDDLE : Schedules and picture cues facilitate transition time Increasing on-task behavior Completing selfhelp in the home (Bryan & Gast, 2000; Dettmer, Simpson, Myles, & Ganz, 2000; MacDuff, Krantz, & McClannahan, 1993). Hume, K. (2008) 8

9 Systematic Design of Visual Support 9 Identify a need Assess Design Organize

10 Visual Supports: When, What, Where & How Class wide/ School wide Individualized 10

11 VISUAL SUPPORTS Visual supports are any tool presented visually that supports an individual. Visual Supports can be used as he or she moves through the day. Pictures Written words Objects within the environment Design of the environment Visual Rules/Boundaries

12 Visual Supports: A Variety of Forms, Used in a Variety of Settings Photographs Video/Animated Written words Timelines Labels Picture Symbols Drawings Objects Organization Systems Timers/Clocks Others?? (National Research Council, 2001) 12

13 Systematic Design of Visual Supports: Identify a Need Step 1: Developing Visual Supports for all learners: Determine what information should be presented to the learner (e.g., upcoming events, expectations, location of materials). Consider the following questions: Does the activity, event, or concept cause frustration or anxiety for the student? Does the student currently require significant adult support with this activity/event/concept? Is this activity/event/concept difficult for the student to understand given only verbal directions? 13 Adapted from Hume, K., & Smith, S (2009)

14 If YES Then student could probably benefit from the use of visual supports: Once the activities, events, and concepts are determined, the team should assess the student s skills and match with a best fit visual format WORDS 14 SYMBOLS OBJECTS

15 Systematic Design of Visual Supports: Assess and Design Strategies for Assessment: Present a known, preferred item to a student and have them request the item or execute the task in a probe using a hierarchy of presentation formats: Concrete object Photograph Symbol Word Phrase Move through the hierarchy in a series of probes to determine the student s skill level in understanding a representation of the item. 15 The highest level form that the student can currently understand/use, or a combination of forms, should be utilized in the creation of the visual support

16 DESIGN THE VISUAL SUPPORTS Visual Boundaries Visual Schedules Visual Labels Visual Locator 16

17 Systematic Design of Visual Supports: Organize Organize the Visual Support for the Student: The team organizes the visual support and related elements (e.g., communication devices, reinforcements) Ensure that the visual supports are arranged prior to the activity or event. Calendars are available on the desk Visual schedule is in proximity to the student Timer is situated in the student s view 17 Adapted from Hume, K., & Smith, S (2009)

18 CREATE: Visual Boundaries Helps individual understand a) Where things begin and end b) Provides knowledge of areas that are accessible without supervision. c) Makes it easier to identify the meaningful parts or aspects of the environment. For individuals with ASD, teaching them the intent of the area will provide organization and structure within various areas in the classroom, home, or work environment Boundaries can be created through a variety of means including furniture arrangement, labels, and color coding. 18

19 VISUAL WORK SYSTEMS Work systems visually specify: WHAT work is to be completed, HOW much work is to be done, and WHEN the task and session are complete. (Schopler et al., 1995). 19

20 STRUCTURED WORK SYSTEM TEACCH(Treatment and Education of Autistic and related Communication handicapped CHildren Provides visual support Aims to increase the students independence Decreases need for teacher correction/reprimand.

21 DEFINE THE STUDENT NEED CREATE: Visual Schedules 21 For Individuals with ASD a visual schedule can Clarify expectations during a specific time period or activity Help the individual move from one activity to the next with less frustration 1. Who is the schedule being used for? 2. How will the visual schedule show a sequence of events or time? 3. How will the visual schedule be presented? 4. Where will it be used? (Hodgdon, 1995)

22 Visual Supports: Activity Schedules 22 Student Use Of Visual Schedules: Make sense of environment Predict scheduled events Comprehend expectations Anticipate changes Heflin & Simpson,

23 ACTIVITY SCHEDULES: Where Do I Start? Identify/Define Transition Target Collect Baseline Data Choose Schedule Type (Activity-Activity/within Activity) Choose Mode of Presentation Choose Medium Choose Location Train to Student to Use

24 24 Visual Supports: Set Expectations

25 CREATE: Visual Labels 25 Does the individual understand the labeling system being used? Most of us use labels in our day-to-day lives with ease. Our world is full of visual supports - like signs and labels - to help make the right choices and to interact appropriately in the world around us. Can the individual match objects or be taught to match objects so he can find what he needs? Is the system consistent and appropriate for the individual's functioning level? Does everyone easily understand the system? Is the system "user friendly" for the individual? Do you periodically review the system to determine its effectiveness for the individual? Hume (2008).

26 Visual Labels Provide Organization for Students 26

27 Example: Visually Label a Routine

28 28

29 CREATE: Visual Locators DAD is at work DAD is at home. 29 A visual locator can help individuals with ASD process where a favorite person is more readily than if just told. It makes the information more concrete and memorable. DAD and mom went shopping The visual format of a locator also allows the individual with ASD to refer back to the visual support as often as needed to reassure themselves and reduce anxiety. By having this visual tool at their disposal there will be less need for verbal reassurances on the part of another person.

30 Visual locators may help: Prepare students for transitions Assist student to "locate" classmates/teachers that are present or absent. Calendars are another way the student can locate where they need to be each day of the week. 30

31 Some children are very aware of other family member's schedules and routines. If your child repeatedly asks where his brother is when he isn't at home according to his normal schedule, this type of visual support might be useful

32 and DON T FORGET! CHOICE BOARDS/MENUS: Provides opportunities to offer options and incorporate preferences for the student Consider menus or choices for things such as: Leisure activities What to eat for a snack or a meal Which restaurant to go to Which job to do next Which game or activity to do Choice selections can be in printed form, pictures/icons, or actual objects 32

33 Video Modeling Other Strategies for Visual Support 33 Social Stories Assistive Technology Picture Exchange Communication System (PECS) 12/2/2011

34 Next Steps for Implementation 35 Systematically teach the student to use the visual support Increase student independence in using the support by fading prompts Use the visual supports consistently throughout the day Prepare the student for changes in the activity using a visual strategy Ensure that the visual support is available to the student in all settings throughout the day Collect on-going progress monitoring data on the independent use of the visual support and the student s performance during the activity/event or with a concept. Data can also be collected on the student s progress through the various levels/forms of visual supports Adapted from Hume, K., & Smith, S (2009)

35 THE EFFECTIVE SYSTEM Arrangement of the visual support SYSTEM should support the student throughout routines and across environments. (EX. classroom, at work sites, community.) 36 The goal is not to ELIMINATE visual supports, but to continually MODIFY the visual support system SO rather the visual system evolves as an effective resource that is a constant support to meet the individuals need.

36 ACTIVITY Using the planning template provided, work with your partner to create a visual support design for an individual student. 37

37 CHECK -UP From a baseline of, the student will... perform a specific skill a specified number of times under specified conditions (including EBPs) at a specified level of achievement For a specific length of time. Determine the type of data Frequency? Latency? Duration? Other? How will you record the data? How often will you revisit the data as a team? McDougal, Clark, & Wilson (n.d.)

38 CLOSING THOUGHTS.. QUESTIONS???? Resources and References CHECK THESE OUT! 39

39 Some Educational Tools to support Visual Learners MindMeister - This mind mapping tool is great for people who want to be able to visualize what they're learning. MindMeister allows users to create, share and manage mind maps online and offline. Bubbl.us - Bubbl.us is a flash-based brainstorming tool that allows users to chart out thoughts, story ideas and homework. The images that can be created though this free web app will help visual learners learn productively and efficiently. Thinkature - Visual learners will love this free online tool, which allows users to chat in a visual workplace. Other special features include unlimited workspace and the ability to draw, color code, diagram and edit ideas. Visuwords - This online graphically-based dictionary is great for visual learners who want to look up the meanings of various words and concepts. Visuwords connects concepts and words to encourage retention. TeacherTube - TeacherTube works like YouTube, but is dedicated to hosting instructional videos. This free site hosts videos for visual learners on nearly every topic imaginable. MyLearningTube - MyLearningTube is a free website that host educational videos for teachers, students and educators. Videos tackle a broad range of subjects. Pics4Learning - This free image library was designed specifically for teachers and students. It hosts thousands of images on a wide variety of topics. Scooch - Scooch offers free slide show software that is perfect for visual learners who want to transform text into easier to recall slides. Picture History - This site displays 200 years of history in photographs. Great for visual learners who want to learn more about American history. KartOO - KartOO is a unique search engine suited to visual learners. KartOO displays visual images of search results. 40

40 UDL Resources

41 VISUAL SUPPORTS REFERENCES Banda, Grimmett, & Hart. (2004). Activity Schedules: Helping Children with Autism Spectrum Disorders in General Education Classrooms Manage Transition Issues. Teaching Exceptional Children, Volume 41(4) pp Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Shawnee Mission, KS: Autism Asperger Publishing Company. Bradford, William C., Reaching the Visual Learner: Teaching Property Through Art (September 01, 2011). The Law Teacher Vol. 11, Available at SSRN: Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with asperger syndrome and autism. Shawnee Mission, KS: Autism Asperger Publishing Company. Hodgdon, L. A. (1996). Visual strategies for improving communication: Volume 1: Practical supports for school and home. Troy, MI: Quirk Roberts Publishing. Hume, K. (2008). Overview of Visual Supports. Chapel Hill, NC: National Professional Development on Autism Spectrum Disorders, Franklin Porter Graham Child Development Institute, The University of North Carolina. Hume, K. and Smith, S. (2009). Steps for Implementation. Chapel Hill, NC: National Professional Development on Autism Spectrum Disorders, Franklin Porter Graham Child Development Institute, The University of North Carolina. Klin, A., Volkmar, F. R., & Sparrow, S. S. (Eds.) (2000). Asperger syndrome. New York, NY: The Guilford Press. Kluth, P. (2003). You're going to love this kid: Teaching students with autism in the inclusive classroom. Baltimore, MD: Paul H. Brookes Publishing Company

42 VISUAL SUPPORTS REFERENCES McDougal, J., Clark, K., & Wilson (n.d.). Graphing made easy: Practical tools for school psychologists. Retrieved from: Myles, B. S., & Simpson, R. L. (2003). Asperger syndrome: A guide for educators and parents (2nd ed.). Austin, TX: ProED. National Research Council (2001). Educating children with autism. Washington, DC: National Academy Press. Web Resources: National Professional Development Center on Autism Spectrum Disorders WEB REFERENCES: TEACCH Autism Program-University of North Carolina. AIM-Visual Supports Module. 43