KISN Newsletter - Visual Supports in the Classroom
ONLINE NEWSLETTER
NOVEMBER 2011
NOVEMBER 2011
Visual Supports in the Classroom by Katie Thomas, M.S. Ed Classroom teachers frequently get recommendations to “implement visual supports” with their students on the autism spectrum. Many teachers question what exactly defines a visual support. According to Earles-Vollrath, Cook, Ganz (2006) a visual support is defined as “materials that can be used to enhance communication between the adult and student and to facilitate the student’s understanding of rules and expectations.” In order to implement visual supports, the following should be considered: 1. WHO can benefit from Visual Supports? a.Autism Spectrum Disorders, Aphasia, Attention Deficit Disorder, Behavior Disorder, Bilingual, Central Processing Disorder, Cognitive lorem ipsum dolor met set Impairment, Dyslexia, Emotional quam nuncFragile parum Impairment, X, Learning Disability, Language Delay, Language Disorder, Mental Impairment, Pervasive Developmental Disorder, Traumatic Brain Injury, and more! b.Do not assume visual supports are useful only for non-verbal students (Hodgdon, 1995).
2009
2.WHAT are visual supports? & WHAT do you do with them once you have them? a.Visual supports can be: objects, photos, computer generated icons/images, symbols, schedules, calendars, etc. b.Use the visuals to SHOW the expectations. When something is shown visually, the information tends to stay, in comparison to verbal language. 3.WHEN should I use visual supports? WHEN should I eliminate them? a.Visual supports can be used to help
transition within and between activities. b.Visual supports can be helpful for understanding expectations. c.Visual supports can be extremely helpful when faced with something out of routine or new, by preparing the student of what is to come. d.Never take away the visual support always have it to refer back to, especially in anxiety situations. 4.WHERE do I keep all of this stuff? a.You will have to devise your own system, one that works for you. Some ideas are: create a “Me Binder” (Garcia-Winner, 2007), help the student organize him/herself, use labels. b.Take a picture of everything you make and add to the student’s file and a file of your own! 5.WHY should I use visual supports? a.To clarify expectations. b.To help students comprehend verbal behavior. c.To help students understand their environment. d.To teach predication skills e.To reduce frustration so that the student can anticipate what will happen during the day. f.To promote organization. g.To reduce behaviors. h.To improve social interaction/ communication. i.To focus more on independence. j.To learn flexibility. k.Visual thinkers rely on visual information. l.Visuals are not transient like verbal – they stick! m.When you give a visual thinker visual information, you are teaching to his or her strengths.
task organizers, calendars, memory aids, etc. Visual strategies that support behavior include first/then concept, reinforcement systems, consequence maps, calming supports, introducing change, choicemaking, etc. Some examples of these visual supports and visual strategies are found on the following page of this newsletter. More examples of visual supports can be found on our website www.KansasASD.com, located under:
We are working hard at constructing this section of our website - so please check back frequently! If you have a visual support to submit, please email it to [email protected]
CALENDAR NOV 1, 3:30-4:15PM Webinar Series - Modifying Life Skills - Presented by Karine Gleason - Online NOV 28, 3:30-4:15PM Webinar Series - Boardmaker Basics- Presented by Katie Thomas - Online
Visuals supports that provide information include visual schedules, mini-schedules,
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
ONLINE NEWSLETTER NOVEMBER 2011
Ferhoncus de plub Omare foremne Lemacord Promwn
Examples of Visual Supports
NOVEMBER 2011 Trenz Pruca Aliquam de Mantis
Urna Semper Chauncey de Billuptus
Cras Maecenas Curabitur Leo
Leo Praesen Mauris Vitaequam
Orci Aliquam Vivamus Nunc
Tortor Rasellus Quisque Porta
Diam Nobis Senmaris Calla Ipsum
Nobis Eget Sed accumsan Libero
Urna Sodales Aliquam Mattis Felis
Eget Toque Aliquam de Manti
Fermen Pede Vestibulum Bibendum
Veli Ligula Morbi congue Magna
Fringilla Viverr Seargente de Fermentum
Uam Scelerisque Maecenas Interdum
Odio Pede Eget Purus
If you would like this collection of visual supports, please email your request to [email protected]. Thanks The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
NOVEMBER 2011
NOVEMBER 2011
Visual Supports in the Classroom by Katie Thomas, M.S. Ed Classroom teachers frequently get recommendations to “implement visual supports” with their students on the autism spectrum. Many teachers question what exactly defines a visual support. According to Earles-Vollrath, Cook, Ganz (2006) a visual support is defined as “materials that can be used to enhance communication between the adult and student and to facilitate the student’s understanding of rules and expectations.” In order to implement visual supports, the following should be considered: 1. WHO can benefit from Visual Supports? a.Autism Spectrum Disorders, Aphasia, Attention Deficit Disorder, Behavior Disorder, Bilingual, Central Processing Disorder, Cognitive lorem ipsum dolor met set Impairment, Dyslexia, Emotional quam nuncFragile parum Impairment, X, Learning Disability, Language Delay, Language Disorder, Mental Impairment, Pervasive Developmental Disorder, Traumatic Brain Injury, and more! b.Do not assume visual supports are useful only for non-verbal students (Hodgdon, 1995).
2009
2.WHAT are visual supports? & WHAT do you do with them once you have them? a.Visual supports can be: objects, photos, computer generated icons/images, symbols, schedules, calendars, etc. b.Use the visuals to SHOW the expectations. When something is shown visually, the information tends to stay, in comparison to verbal language. 3.WHEN should I use visual supports? WHEN should I eliminate them? a.Visual supports can be used to help
transition within and between activities. b.Visual supports can be helpful for understanding expectations. c.Visual supports can be extremely helpful when faced with something out of routine or new, by preparing the student of what is to come. d.Never take away the visual support always have it to refer back to, especially in anxiety situations. 4.WHERE do I keep all of this stuff? a.You will have to devise your own system, one that works for you. Some ideas are: create a “Me Binder” (Garcia-Winner, 2007), help the student organize him/herself, use labels. b.Take a picture of everything you make and add to the student’s file and a file of your own! 5.WHY should I use visual supports? a.To clarify expectations. b.To help students comprehend verbal behavior. c.To help students understand their environment. d.To teach predication skills e.To reduce frustration so that the student can anticipate what will happen during the day. f.To promote organization. g.To reduce behaviors. h.To improve social interaction/ communication. i.To focus more on independence. j.To learn flexibility. k.Visual thinkers rely on visual information. l.Visuals are not transient like verbal – they stick! m.When you give a visual thinker visual information, you are teaching to his or her strengths.
task organizers, calendars, memory aids, etc. Visual strategies that support behavior include first/then concept, reinforcement systems, consequence maps, calming supports, introducing change, choicemaking, etc. Some examples of these visual supports and visual strategies are found on the following page of this newsletter. More examples of visual supports can be found on our website www.KansasASD.com, located under:
We are working hard at constructing this section of our website - so please check back frequently! If you have a visual support to submit, please email it to [email protected]
CALENDAR NOV 1, 3:30-4:15PM Webinar Series - Modifying Life Skills - Presented by Karine Gleason - Online NOV 28, 3:30-4:15PM Webinar Series - Boardmaker Basics- Presented by Katie Thomas - Online
Visuals supports that provide information include visual schedules, mini-schedules,
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
ONLINE NEWSLETTER NOVEMBER 2011
Ferhoncus de plub Omare foremne Lemacord Promwn
Examples of Visual Supports
NOVEMBER 2011 Trenz Pruca Aliquam de Mantis
Urna Semper Chauncey de Billuptus
Cras Maecenas Curabitur Leo
Leo Praesen Mauris Vitaequam
Orci Aliquam Vivamus Nunc
Tortor Rasellus Quisque Porta
Diam Nobis Senmaris Calla Ipsum
Nobis Eget Sed accumsan Libero
Urna Sodales Aliquam Mattis Felis
Eget Toque Aliquam de Manti
Fermen Pede Vestibulum Bibendum
Veli Ligula Morbi congue Magna
Fringilla Viverr Seargente de Fermentum
Uam Scelerisque Maecenas Interdum
Odio Pede Eget Purus
If you would like this collection of visual supports, please email your request to [email protected]. Thanks The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
