So, if you are new to my site, welcome! And if you've been here for a while, I'm thrilled that you are reading my blog as a regular!
I hope that you signed up for my Getting Started with Autism Free Guide. If you lost the link, just click here.
Once you've signed up with your email, you will have immediate access. I promise to keep your email private!
As a special bonus, I've added a free download of a choice board to add to your set of visuals! It will come in my next newsletter for all of you who have joined me.
Since I truly believe in visuals, I wanted to provide you with a blog post that summarizes the main tips I have for how to use them. See, we all need visuals!
Tip: If you haven't read my post on questions to ask yourself to start problem solving behaviors, you might want to start here.
* Visuals are a great asset, but they need to be taught. They are not an automatic cure. Start with basics and expand from there.
Tips for Determining Symbol Level
* When teaching a visual system, that is the new skill. Whatever you are having the child do during this instruction should be something that is easy and already learned.
* You need to be sure that you are using the level of symbols that your student understands: objects, photos, icons or words.
* Doing a trial of matching the symbol to the object is one way to start assessing the student's comprehension of the symbol level.
* For students who use pointing boards, AAC or PECs exchanges, you can try having alternative symbol levels available and see which type they use to request. It is usually safe to assume that children will choose what they understand and are comfortable with.
* Another way is to let them request and tell them "Take it." Did the symbol they used to request match the item they took? You know that they took what wanted!
Where to Start
One idea is to use work tasks, like puzzles, sorting or placing clips on cards. Students see what to do and know the job is done when all the pieces are used up. The task disappears and some type of reinforcement is given.
But how to add language based skills into this?
I used a variety of play tasks with a shoebox to help my students develop realistic play using common objects, with symbols to support the language. You can see more about this one in this post.
If your students have limited attending skills, only use the number of tokens that they can handle successfully. Really! Even if it only one token. (Just place all but one of them in the picture, leaving the last token in the lower right hand bottom corner for them to finish before getting their request.) And don't forget to make the activity a simple one, even an enjoyable one! Keep it positive and work on increasing the amount of work they can complete at one time.
3. A First-Then board is useful when students can do a complete activity. First, they do the work you are requesting of them, then they get their choice. Again, when first using a new visual, keep the requested work short and easy so that they can experience what the new visual means in a positive way.
Even when students are capable of using longer schedules, a First-Then board can be useful to help a student get through some hard work. We are all willing to put in more effort on a difficult task if we know that it is for a short time, followed by a rewarding break. Coffee, anyone?
4. Visual Schedules help students see what is coming next, reducing anxiety and showing them what they need to do to get their break. When students can use first/then boards with two activities in the 'First' section, you can start with a visual schedule.
There are generic symbol cards in the free download, but you may do better introducing a visual schedule with photos of familiar activities that you student knows how to do. For example, the schedule might show: puzzle, bubbles, students' request, book, play dough, student's request. To learn the schedule, the activities are easy and the breaks are frequent.
I love having the all done pocket on a schedule so that students can check their schedule and place the completed activity in the pocket. Done= out of sight! Read more in this post.
If you just place a schedule on the wall and don't teach its meaning, it is just a bunch of paper on the wall! The same goes for all of the visual supports that can be so helpful, so be sure to take the time to make them meaningful for your students!
I hoped this helped you to be able to start effectively using your free Getting Started with Autism Guide! Any questions? Comment here, or email me at firstname.lastname@example.org, and I will do my best to help you out!