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How to Use Visual Strategies to Improve Communication
Individuals with Autism Spectrum Disorders tend to be visual learners. They frequently respond better to visual information than they do to auditory information. In this department you will learn ways to use visual strategies to organize the day, give information, manage behavior, teach skills and more.
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Using Visual Strategies in 'Special' Classroom Settings
QUESTION: I am an adaptive PE Specialist. I want to do better with my children with Autism. I want to improve my communication in PE settings. What can I do? ANSWER: PE teachers, Librarians, music teachers and others who teach what we call "specials" face several important challenges. The first challenge is that the students may go to a different classroom. Second, they are working with a different teacher. Third, the new location probably doesn't have the same supports, routines or rules. And fourth, the "specials" generally don't occur on a daily basis. . . . keep reading
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Using Visual Strategies with Verbal Behavior Programs
QUESTION: I work in a preschool which has a strong Verbal Behavior program in speech therapy. Can I use visuals to enhance their communication program and not be in opposition to their verbal behavior program? ANSWER: Great question. The answer is YES! Here's how to think about it. Verbal Behavior is linked to ABA. It's a structured teaching method or teaching style that guides instructors as they teach skills. . . . keep reading
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Using Visual Strategies with Students with Cognitive Impairments
QUESTION: I work with students with significant cognitive impairments. How do I know if I can use visuals successfully with them? ANSWER: Visual supports can be effective with students with cognitive impairments. Just keep in mind that there will be a relationship between the student's cognitive level and how much he or she understands. In general, the lower skilled the student is, the more concrete the visual supports need to be. . . . keep reading
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Using Visual Strategies to Aid Students with Transitions
QUESTION: I would like to learn how to use visual strategies with younger kids to improve transitioning between activities. ANSWER: This is a great question because everyone deals with transitions. The answer works for older students as well as younger ones. Here is the key. Think of these three W words: when, where, what. First, you need to let students know when a transition will occur. . . . keep reading
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Tips for Parents New to Using Visual Strategies
QUESTION: I would like some ideas for parents who are new to using visual strategies. I need ideas for embedding visual prompts into a family's everyday routines and activities. ANSWER: Here are two of my favorite ways to help parents who are just learning to use visual tools at home. One is for giving choices and the other is for giving information. Choices are easy. Use the refrigerator to create a menu of snack choices for children to request. Also, give the child a chance to make choices in life activities. For example: hold up two shirts and ask which one he wants to wear. Or hold up two videos so he can choose which one to watch. . . . keep reading
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Using Visual Strategies in a Group Home Setting -Audio - 1 minute 45 seconds
QUESTION: What is the easiest way to use visual strategies with people in a group home setting? With so many different staff working, the consistency tends to fluctuate. That is hard for the clients and the staff. ANSWER: First, group home settings are a perfect place to use visual strategies. One of the challenges in that type of environment is the constant changes in staff. The structure of the system creates inconsistency. But, if used correctly, a system of visual strategies can provide consistency for both the clients and the staff working with them. . . . keep reading
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How to get Families to 'Buy-In' to Visual Strategies for Children with ASD
QUESTION: I am a case manager working with families who have children with ASD. One frustrating thing I notice is that families often ignore using the pictures because they want to give their kids "a break" from studying. Most of the parents are stressed and exhausted. How can I communicate to them how GREAT is to use visual communication without making them think its just more work for them. ANSWER: I've worked with lots and lots of families over the years. Some of them are energetic and enthusiastic about using visual strategies. Once they get an idea about what to do, they take off and do a fabulous job of using visual tools for the benefit of their children. . . . keep reading
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Using Visual Strategies to Encourage Conversation Building
QUESTION: How can you use visual strategies to encourage a student to ask "conversation building" questions; ones that encourage back and forth conversation exchanges. ANSWER: One technique to try is to have your student or students think of some conversation starters. Write them down. You can make a list. Then when you analyze the conversation starters you can put them into two groups. Some questions like, "Did you watch TV last night?" invite a yes or no answer. That conversation won't go very far. . . . keep reading
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Making Effective Visual Strategies with a Limited Budget
QUESTION: How can I make effective visual strategies with limited resources? I don't have a budget for lots of materials. ANSWER: Limited budget? I guess you are in the exactly the same situation as lots of other people. There really are some fabulous resources available now. The web site www.AutismStuff.com and the website www.UseVisualStrategies.com have a lot of CDs and computer programs that are available. They take a lot of the work out of collecting pictures to use for communication. But. . . .don't be discouraged if you don't have those resources. I spent years making visual tools for students before those resources were developed. . . . keep reading
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Ten Simple Solutions with Visual Strategies
Linda Hodgdon, M.Ed., CCC-SLP
We know that most of our students with autism and related communication challenges demonstrate strength in understanding VISUAL information compared to their ability to understand auditory input. Visual supports help these students to participate successfully in their school activities. The visual tools do not need to be complicated to be effective. Even simple visual cues can dramatically change student behavior. . . . keep reading
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