SPED 5490 Week 8 Part 1 Lecture

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Information about SPED 5490 Week 8 Part 1 Lecture
Education

Published on March 9, 2014

Author: Enosh13

Source: authorstream.com

Week 8 Visual Supports, Self-Management, Individual Strategies & Story-based Intervention: Week 8 Visual Supports, Self-Management, Individual Strategies & Story-based Intervention Heather Enos, Ed.S , BCBA University of Colorado at Denver Today : Today Visual Support Self – management Story based Intervention Visual Supports: Visual Supports What Are We Talking About?: What Are We Talking About? Visual supports used to assist children’s understanding of: Rules and expectations Routines Visual systems used to support children’s: Use of language and communication Positive behavior What can Visual Supports be Used for?: What can Visual Supports be Used for? Visual supports are commonly used to communicate choices, organize daily schedules, give directions, explain rules or expectations, aide in transition, or provide appropriate actions to individuals with ASD. Types of Visual Supports and Strategies: Types of Visual Supports and Strategies Visual Organization of Environment Routines / Schedules and Transitions Schedules / Sub-schedules (pervasive / mobile) Transition Cards Communicating Expectations First / Then Cards Visual Prompts of Expectations/Behavior Cues Social Stories/Social Scripts Choice Cards Detailing Tasks Increase Independence Work Systems Cues for academic success – accommodations and modifications Self-Monitoring Break Card Visual Supports: Visual Supports First – Then Card Daily Schedule Visual Supports: Visual Supports WH ? Cue Cards Who What When Where Work Systems Visual Support Continuum: Visual Support Continuum Real objects Object symbols Colored photos Black & white photos Line drawings Sign Language Written words Examples: Examples Schedules Photographs Food labels Written words Calendars Objects Schedules Picture symbols Schedules : Schedules Use of VISUAL SUPPORTS Pictures can serve the function of visual schedules in which children are “ shown ” what to do, or what comes next in their day Visual learners (many children with ASD) benefit from the use of simple pictures in their environment Schedules, Cont.: Schedules, Cont. Transitions Schedules can help a child to feel safe when their environment changes as many children with ASD find transitions difficult. Picture schedules may help children with ASD transition smoothly from one activity or routine to another. Implementation: Implementation Visual systems should be embedded throughout your day, across all routines and activities. Visual systems should help children answer the following questions: what am I supposed to be doing? how do I know I’m making progress? how do I know I’m finished? what do I do next? Schedules: Schedules Objects Pictures Words Fading Strategies Individual Strategies: Individual Strategies Individual schedules Object schedules Picture schedules How do you use them? Vertical vs. horizontal As a transition tool, removed to “All Done” When do you fade them? Strategies: Strategies Individual schedules defining routine within routine Break down steps Clear beginning and ending First/then Work system Grandma’s rule Individual Strategies: Individual Strategies Visual Communication Systems PECS, Communication boards, Augmentative communication systems (Big Mac, Dinovox) Timers and timer system First _____ / Then _____ boards Token system Visual expectation chart red, yellow, green, blue, purple Using Timers : Using Timers Staying on task Easing transitions A timer can help focus a students attention to compete a task, reduce stress (how LONG do I have to do this?) and signify the end of an activity, providing for easier transitions. . A timer can frequently be a necessary addition to a schedule system and can facilitate success.                                                                    Intervention Goals: Intervention Goals Visual supports target a number of adaptive behavior skills, including task engagement, independent performance, transitions across activities, and increasing response chain length. Choice Making: Choice Making Incorporating choices reduces behavior problems ONCE you teach students to do it Make available whenever possible Don’t assume she/he understands “or” and “if ____, then ____” Making choices is empowering. It results in increased positive behavior, increased understanding of language and increased motivation Intervention Goals: Intervention Goals Visual supports have also proven effective in increasing skills across curriculum areas, including the demonstration of play skills, social interaction skills, and social initiation. In addition, visual supports have been beneficial in reducing self-injurious behavior. Summary : Summary When individuals with ASD are given the opportunity to learn with visual supports or cues they: Complete more tasks by themselves therefore increasing their independence Learn more rapidly Demonstrate decreased levels of frustration, anxiety, and aggression related to task completion Adjust more readily to changes in their environments ( Savner & Myles, 2000). Resources: Resources

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