What does the research say about visual aids and strategies? There is an increasing amount of research validating the use of visual aids and strategies.
The Use of Visual Supports to Facilitate Transitions of Students With Autism
Visual supports were used to aid transitions from one activity to another for two elementary boys. Data revealed a significant decrease in the latency between the time the students were given instructions and the time they began the next activity when the visual supports were used. Visual supports also resulted in a significant decrease in teacher-delivered verbal prompts and physical prompts during a transition. – Dettmer, S., Simpson, R.L., Myles, B.S., & Ganz, J.B. (2000). Focus on Autism and Other Developmental Disabilities, 15, 163-169.
Using an Activity Schedule to Smooth School Transitions
Functional assessment of a preschool child’s aggressive and disruptive behaviors identified antecedent conditions associated with difficulties during transitions from one activity to another. A schedule board produced a dramatic decrease in aggression and increase in cooperative behavior in the classroom. – Journal of Positive Behavior Interventions, Vol. 3, No. 1, 57-61 (2001)
Teaching Daily Living Skills to Children with Autism in Unsupervised Settings Through Pictorial Self-Management
Study of 3 low-functioning children (ages 6-9) with autism found children could successfully use pictures to manage their self-care behavior in the absence of a treatment provider, generalize their behavior across settings and tasks, and maintain behaviors at follow-up. When picture order was manipulated, subjects followed the new picture sequence. – Pierce, K.L. & Schreibman, L. (1994). Journal of Applied Behavior Analysis, Vol. 27, No. 3, pp. 471-481
Effects of Using Photographic Cueing Package During Routine School Transitions with a Child Who Has Autism
Photo cues were used for teaching a 6-year-old with autism to make successful transitions in daily routines. Providing advance notice of an activity change using combined verbal and photo cues helped reduce child’s tantrums while increasing number of appropriate transitions.- Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Mental Retardation, 38, 131-137.
Using an Instructional Package Including Video Technology to Teach Self-Help Skills to Elementary
Video modeling and video prompting were used to successfully teach 3 self-help skills (cleaning sunglasses, putting on a wristwatch, and zipping a jacket) to 3 elementary students with mental disabilities. – J.M. Norman, BC Collins, J.W. Schuster – Journal of Special Education Technology, 2001
Vizually Speaking understands that finding time in today’s high demanding world to create visual aids and strategies can be a great challenge. Vizually Speaking is committed to collaboratively work together providing a step by step support, assisting in the development and implementation of individualized visual aids and strategies. For a FREE consultation contact us today.
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Workshop Presentation - Visual Aids and Strategies
Contact Vizually Speaking today to learn how Visual Aids and Strategies for Caregivers/Parents can decrease the undesired behaviour(s), improve communication, promote independence and increase self-confidence. Through our dynamic presentation you will:
✓ Uncover the importance of using Visual Aids and Strategies.
✓ Discover the benefits of Visual Aids and Strategies.
✓ Learn how to overcome communication barriers.
✓ Promote independence and decrease undesired behaviours.
✓ Be introduced to NEW resources.