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Visual Support for Home

Presented by: Humble ISD

Central Assistive Technology Services

February 21, 2012

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Overview

This training will address the following:– Visual supports and who uses them– When to use visual supports– Types of Visual Supports– Process of making visual supports– AT Overview

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What are visual supports?

Picture or other visual item that are used to:– Communicate with a child who has difficulty

understanding/using language Real objects Large colorful photographs Written word

– Help organize thinking– Give information

what’s happening/not happening/changing

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Visual Supports

Body Language– Facial expression– Body orientation– Body stance– Movement of body– Reaching, touching, pointing– Eye contact, eye gaze, gaze shift

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Visual Supports

Traditional Tools for Organization and Giving Information– Photographs– Drawings– Objects– Written words– Lists– Calendars– Daily planners– Cell phone

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Visual Supports

– Schedule, TV guides, theater guides– Shopping lists, notes, menus– Signs, labels– Maps – checkbooks, telephone books– Assembly or operation instruction

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Visual Supports

Natural Environmental Cues– Furniture arrangement– Location and movement of people and objects– Printed material such as sign, signals, logos,

labels, prices– Written messages, instructions, choice, menus– Directions on packages, machines, or in business

locations

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Visual Supports

Specially Designed Tools to Meet Specific Needs

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Who Uses Visual Supports?

Everyone!

Especially helpful for anyone who has communication, behavior, learning challenges, or other special needs

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When can visual supports be used?

Communication Behavior-set visual parameters Job completion Choice making New/unexpected events Schedule Organization

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Benefits of Visual Supports

Regulation of daily life-routines Increased awareness of the world Improved behavior Improved social interaction Reduction of anxiety Improved verbal ability

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Communication

Boards Cards Devices

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Visually set parameters

Use visuals to set clear boundaries around items or activities and to communicate basic expected behaviors

Physical boundaries Limited availability Wait

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Social Stories

Tool for teaching social skills to students with disabilities– Provides information about situations they may

find confusing– Describes the situation in detail and gives a few

key points Important social cues Events Expected behavior/ reactions

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Power Cards

Visual that incorporates a child’s interest in teaching appropriate social interactions– Routines– Behavior expectations– Meaning of language– Hidden curriculum

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First- Then Strip

A visual display of something your child prefers that will happen after completing a less preferred task (i.e.: first bathroom, then computer)

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Visual schedule

A visual representation of what will happen during the day or within a task or activity

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Simple Ideas for the Home

Use the refrigerator as a “communication center”– Materials: magnets, strip of self-stick, adhesive backed

magnet– Clear acrylic picture frames with magnet backs– Magnetic clips or hooks– Soap basket to store visual tools

Visual Strategies for Improving Communication, Linda A. Hodgdon

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Simple Ideas for the Home (con’t)

Invest in a little pocket size album– Places your are going– Choices to make– Rules to follow– Things to help changes or transitions

Visual Strategies for Improving Communication, Linda A.

Hodgdon

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Simple Ideas for the Home (con’t)

Create a family information center– Where people are going– When will they come home late– When they won’t come home– When regular events occur– When special events occur– When company is coming

Visual Strategies for Improving Communication, Linda A. Hodgdon

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Simple Ideas for the Home (con’t)

Start Now!– Begin a collection of valuable visuals– Invest in a camera– Use household tools that surround you– Help your child organize his/her space– Organize other family member’s space too

Visual Strategies for Improving Communication, Linda A. Hodgdon

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Simple Ideas for the Home (con’t)

Assign specific places to keep visuals Keep visuals where you need them Start one thing Use the tools Give your child opportunities for activity

– Hang things up– Cross things off the calendar– Cut out coupons

Visual Strategies for Improving Communication, Linda A. Hodgdon

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Simple Ideas for the Home (con’t)

Teach your child how to use the tools Keep the visuals where your child can get to

them Give your child responsibility

– Have your child participate in making the tools– Teach them to be responsible for taking out and

putting away– Listen and be responsive! It’s a family plan!

Visual Strategies for Improving Communication, Linda A.Hodgdon

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How to Develop Home Visual Supports

Think about times in the day that communication or routine is compromised

Decide what words and the associated visual support would communicate best

Select the representational system– Written words– Pictographs, line drawings– Photographs– Signs, logos, objects

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Select a format– First-then strip– Visual schedule– Communication Boards/ Cards/ Books/ Devices– Social Stories– Power Cards– Calendar– Objects

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What will the visual support look like?– Chart– Box– Book…

How big does it have to be? Where will it be located

– Hang on the fridge, cupboard– In the bathroom, bedroom, family room, car

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Process of Making Visual Supports

1. Decide what the visual strategy is for

2. Decide which visual strategy would be most appropriate

3. Decide whether to use objects, pictures or symbols

4. Look on-line for different examples or use ideas from tonight’s presentation to help you with your visual support

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Help in Making Visual Supports

At school we use Boardmaker, but here are some alternatives:– Google Images– Pictures from your camera– District parent website and the

internet

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Websites

www.humbleisd.net www.visualaidsforlearning.com www.card.ufl.edu/visual.htm www.practicalautismresources.com/printables