Visual Aids at Work

Here are my pet peeves about visuals...they need to be used consistently,  they are not just for behavior, and they need to be constantly evolving to their independent level.  My kids use a visual schedule system that is adapted to their individual needs.  I currently have a kid that uses an object schedule, one that uses a wall schedule and 5 kids on binder schedules with icons. Visual schedules need to evolve over time. They can eventually turn into a paper check system or just a printed schedule of their day. Just make sure that you have taught how to use it and that the level you are using is a match to their independent level. Side note: a great way to track their independent level is by taking data on this functional skill...I love taking data!

Visuals make work easy and can be the best tool in your tool belt. Visual aids are any system you use that aid in communication and/or information processing.

My kids rotate "stations" every 15 minutes. When the timer beeps we give them a 'check schedule' card and they move to their binder schedules. They open their binders and grab the next icon. Then, they take the icon to the matching table and 'check in'.  Whatever  schedule system you use just make sure it moves either top to bottom or left to right. I use 2 different types of color coding systems.  The one that is really just to keep me organized is that I color code all of my kids personal visuals (schedule pages, social stories, personal icons, communication book, penny boards, etc).  My student with the wall schedule is purple and all of his visuals are outlined in purple or printed on purple paper.  It makes reloading schedules quick and easy at the end of the day.  I also color code my tables.  This is the system that my kids use.  Each table is a different color and they match the icon to the sticker.  Also, for quick reloading, I write the color or letter (B for blue) in each square on their schedule. 

Wall schedule that is currently empty but you can see the icons on the other strips hanging from the bookshelf

One of my binder schedules with icons that moves top to bottom.

The sticker on the table with where they "check in."  We also keep a basket on every table to store the icons throughout the day.



I also have these hanging in our DT area.  They are outlined in the kids "color" and just a reminder for the teacher working at the table.  It's a nice visual reminder/tool for us to stay organized when you have a lot of kids with a lot of goals and a lot of data to keep.  I also like that it doesn't have their name plastered on the top of it.  No one coming in my room knows who the paper belongs to and you can easily flip over the page to the next kid that rotates into that station.  I use the same system in PRT and other areas.



After the kids have 'checked in' they will then need visuals to help them work through the activities. When my students are at their desks they have 2 icons that tell them what bucket stations they need to complete. I also have procedure cards posted around the room for other stations or activities These help with independence and help clarify expectations. They also carry their penny boards for reinforcement and a visual reminder of expectations.

Procedure cards and step by step visuals are huge for ASD kids.  These will help to give a clear start and end to a task. Some students can pick up on these quickly and others it takes a ton of time to practice. For students that struggle with procedures try backwards chaining. Backwards chaining is where you work backwards. If you're working on washing hands , you physically do everything for them except the last possible step (eg: throw the paper towel away). Once that is independent add a step (eg: they dry hands and then throw it away). Continue to add a step until you are at the start if the task. It sounds funny to have them work backwards but it actually gives a clearer picture of when a task starts and stops.

Color coded procedure cards :)

Don't reinvent the wheel.  I found these on TPT from The Autism Helper.  They are perfect because they can be EDITED to meet your kids needs!

Be consistent.  These are posted in every bathroom my kids use.

Behavior visuals also need to be at the ready and tailored to each student. Building a social story library can be a time saver but make sure the specifics are directed to each students' needs. For example, using 'nice hands' means 3 different things in my class (not hitting, not pinching, and not scratching). I keep the story basically the same and just change the wording and pictures to match their need or targeted behavior.

I have a student that practices walking with a teacher.  These visuals are hanging by the door for when we leave the classroom.  We have taped stop signs about every 15 feet around the school.  We carry the visual and when we reach a stop sign we stop and count to 5 before walking again. 

Penny board.  I put behavior reminders on the board.  It is just quicker than finding my visuals key chain and flipping through it to find the right card.

Last thought on visuals, if there is an academic need there is a visual that can help, and, if the is a behavior need there is a visual that can help. They are not just for kids with autism! I am a big fan of the less words the better (even though this was a rambling post).  The less words the less confusion, frustration, and less escalation. It's really hard to argue with a piece of laminated paper!

How do you use visuals in your classroom?