VISUALS SUPPORTS FOR BEHAVIORShanna ShipeSummer Institute 2013

WELCOME!IntroductionsCall out - All of the visual supports in your room you use consistently (multiple times a day)

VISUAL STRATEGIES HELP BY IMPROVING…understanding of expectations

understanding of consequences

the ability to communicate

overall learningoverall language skills

Always keep in mind that independence is the ultimate goal!

VISUAL STRATEGIES…are not an absolute cure all for a behavior can help PREVENT a behavior from occurring

VISUALS Sometimes you will see

immediate results. Sometimes it takes days, weeks,

or even months, STICK WITH IT! (250 practice opportunities)

Sometimes one little change can make a big difference.

Sometimes it you may need to go back to the drawing board

It is only by using the visual supports that individuals will attach meaning to them.

VISUALS

Keep in mind that the more stressful the situation, or the higher the anxiety level, the need for more visual supports

Supporting an individual with visual supports is especially important in times of stress and anxiety

When under stress and anxiety, we all go down one level in communication.

3 REASONS VISUAL TOOLS FAIL…

Not in understandable form

Don’t contain the right information

People make them and don’t use them

WHAT IS BEHAVIOR? Behavior is everything a person does. “Behavior” refers to all behaviors, not just problem behaviors. Behaviors that can be observed and measured

A Behavior is something you want to change. There can be increase and decrease in behavior.

PICK ONE BEHAVIOR YOU WANT TO FOCUS ON AND CHANGE. Call out

VISUALS

Used to prompt an individual/student about:RulesSchedule for the dayRoutineTaskSocial response

More than a picture…a visual cue can be a picture, graphic representation, object or word

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EVERY CLASSROOM NEEDSStructureEstablish expectationsConsistencyFollow through Review/reflection

GUIDELINES FOR USING SCHEDULES

Must be understood by the person using it!

Remember the purpose is INDEPENDENCE (does not need to be challenging)

Top to bottom or left to right

GUIDELINES FOR USING SCHEDULES (CONT’D)Build reliance on following the sequence of the schedule

The events on the schedule should not always occur in the same order

Use the schedule to teach flexibility Help the child learn to use the schedule in the order that has been set upHelp families develop schedules at home as needed

SCHEDULES – WHOLE CLASS

• Needs to be actively used. Whole class schedules are not just decorations.

• When activity is finished take it down.

“What is Next?”

EXAMPLES

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DRAWING OR ICON SCHEDULE (SUCH AS BOARDMAKER PCS)

Seems to be most commonPair with word so child can prepare to move to word schedule and all staff call the activity by the same name

Consider size of the pictures for clarity

Consider black and white vs. color (depends on the child)

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ON THE STUDENT’S DESKCan be removable or not

In this case, it was just for reference by student

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SCHEDULES NEAR STUDENTS’ DESKS

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SCHEDULE IN A BOOK Can be made in many variations

In this one the student carries the book, then removes each activity as it is to be done – that way he/she knows what is finished and what is not

Might be very useful for an included student to help then keep on track

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SCHEDULE ON A RING In this case, the staff member carried the ring schedule and showed it to the student at each transition

But it could be managed by the student as a portable schedule

This one has photos with icons as a way to bridge the meaning of the icon.

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COMBINATION OF PICTURES AND WORDS IN A CHECK-OFF FORMAT

Check off or cross out item when it is finished

Clip board makes it portable

Child must remember where to go

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WRITTEN SCHEDULES Words that are removed

and taken to the location of the activity

In this case, used just like the picture icon schedule

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SCHEDULE ON STUDENT’S NOTEBOOK Schedule is on the

front of student’s notebook

Could also be just inside

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MAKE EXPECTATIONS KNOWN Pictures Words Combination (account for cognitive level, visual impairment) Short (unless need explanation) Specific “No” vs. “To do” statements –controversy Teach vocabulary Review regularly (attention ideas) Visibility (portability) Point out on chart when behaving Can also use when neg. behavior occurs

POST CLASSROOM RULES• Rules posted with pictures

visual support• Reminders for different

activities

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Rules for Meeting

CLASS RULES

SPECIFIC SITUATION RULES

RULES TAILORED TO AN INDIVIDUAL

Clearly states expectations for student.

States rules in positive rather than negative.

6/201130

SPECIFIC SITUATION RULES

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VISUAL BOUNDARIES Defining the Boundary

Use tape on the floor and wall to designate an area of work

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BOUNDARIES Lining up, bathroom, washing

hands and more Where to sit.

REINFORCER/REWARD reinforces desired behavior to occur (reward)

Typically used to prevent negative behavior

REINFORCERS/REWARDS SAMPLE REINFORCERS: Social – playing with others, peer/adult attention Food/Beverages – raisins, nuts, cookies Toys/Games – favorite toy, activity Visual – shiny, glittery, moving objects Tactile/Kinesthetic – dough, water, swing Sports / Physical Activity –scooter, bounce Music Arts/Crafts – bell, drawing, dancing Excursions – walk, trips to favorite place Helping – errand, class chores…

REINFORCER/REWARDTimer turn taking timing task to complete timing length of reinforce Prepare for the end of activity

VISUAL TIMER

timetimer.com

CONTINGENCY PLANS/REWARD SYSTEMS First/then…

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FIRST WORK, THEN BREAKOR FIRST WORK, THEN PLAY

Teaches cause and effect Uses simplified language Philosophy is prevalent in our society

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The reinforcement student is working for is identified before student begins his/her work.

REINFORCER/REWARDS

FOR THE INDIVIDUAL

REWARD SYSTEM

VISUAL CHOICE BOARDS

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THE POINT IS… USING VISUAL TOOLS: Helps gain and maintain student attention Makes teaching of a task more routine or consistent Increases student reliability and consistency Gives students a greater sense of independence Helps students work through behavior problems

FINAL THOUGHTS

Seek help- identify resources available

Educate yourself/others regarding disorder and working behavior interventions

Consistency / Follow-throughCollaborationIf physical aggression seek help immediately, do not endanger individual/others/yourself

Visuals and your new CEL-5D evaluation?