I’ve encountered people who master having a schedule or a snack choice board for students and they feel like they are done. They don’t see beyond those first visual tools that they have created. I wish they would realize that they have only just begun to tap the possibilities with visual strategies.
The “magic” of visual strategies is that they are the perfect tools to teach those concepts that can be so difficult for lots of students to understand. There are endless opportunities to teach concepts and solve problems with visual tools.
Here’s an example from Caity’s Mom
Caity wasn’t happy about getting her clothes washed. Changing clothes caused problems. So here is how Mom explained how she handled it.
This Washing Clothes card helped us through a lot of trying situations. Caity did not understand the concept of dirty clothes. But she knew SHE needed a bath. So I created a visual for Caity’s clothes to have THEIR bath in the washing machine. In the meantime, she could make a choice of other clothes that she could pick.
Pretty clever, isn’t it? And it’s so simple. It isn’t the fanciest chart and I don’t think it took a long time to create. But I have no doubt that this little gem saved Mom from dealing with lots of tantrums along the way.
Transitions can be “messy”
Transitions are some of the toughest times for lots of children, whether or not they have special needs. Kids don’t want to stop what they are doing to join our agenda, whatever it may be . . . especially if they are having fun. Here’s a visual transition tool that helped Caity succeed.
Caity’s Mom reports The Transition Tool was my lifesaver for transitioning Caity. First she would see me take it out to use. Just seeing it helped her to know that something was going to change. I would then give her a few moments to adjust to the "idea" of going. Then I would begin the countdown. I would always observe her to see how she was handling the idea of leaving.
Then I could either go slower or faster depending on how well she was doing. But (important to remember) when I got to the last number, I HAD to be ready to go immediately.
When she was younger I could do a countdown method from “5-4-3-2-1-time to go” flip chart. I put favorite cartoon characters on the top of the flip section to help motivate her to look at the transition tool. I was in control of the countdown, so when I got to three, I would observe her to see how well she was handling the idea of ending her activity. I could either slow down the remaining count or speed it up. It depended on the situation.
As soon as I got to the last flip of “time to go” or “all done” I needed to be ready to go because she could leave without me. I put a clear plastic pocket on the last flip section. Then I could change the wording with a little card to have it say whatever I would like. For example, “go home,” “stop TV,” or “all done”.
I used the transition countdown tool for several years and finally progressed to the five-finger countdown, and then eventually (years later) I was able to just tell her “time to go.”
What a simple solution
The flip chart worked! Just look at it. Duct tape and a few stickers. Not fancy, but Caity understood exactly what it meant. Mom counted down 5, 4, 3, 2, 1. Could she have made it count up like this . . . 1, 2, 3, 4, 5 ? I think so. It really doesn’t matter as long as Mom and child both have the same understanding.
Please note this
Mom describes how she used the cardboard & duct tape version. Later on, the system “morphed” to using her fingers. And later on, the system “morphed” to a verbal system.
Here’s a common question
“OK, I am using some visual strategies and the student is responding. When do I start to “wean them off” so they don’t become dependent on them?” The answer to this question is “maybe never.” Or the visuals may gradually be replaced, but that may take a really long time . . . like years.
The bottom line
Visual supports may change and morph as time goes on because the student’s needs change. But using visual tools to help them handle the events of life successfully can be lifelong . . . . and that’s a good thing.
Did you miss the webinar?
Eric Chessen and I did a webinar titled Finding the Missing Links: Physical Fitness, Socialization & the Autism Population. Eric really understands the fitness needs of individuals with autism and he presents simple, straight forward strategies to help them. I learned a lot from him and participants on the webinar told us that they did too.
Unfortunately, as soon as the webinar was over we started to hear from people who were disappointed because they missed it. They forgot to sign up etc., etc. We know how busy everyone is. Therefore, Eric has graciously extended his special offer for another week.
Webinar: Finding the Missing Links: Physical Fitness, Socialization & the Autism Population PLUS Eric’s NEW The AutFit E-Book (68 page book including 40 pages of activities for your students).
Check out the details
New Book Coming
We’ve been working on a project that is almost done. It’s a book called Practical Communication Tools for Autism: Using Visual Strategies for Lifelong Success. It’s packed with dozens of samples & examples of visual tools and the stories of how they were used to create success. I’ll let you know as soon as it is available.
Autism Family Online
Would you appreciate access to more articles like the one in this newsletter? How about downloadable pictures and visual samples and lots more? Check out AutismFamilyOnline.com. It’s an inexpensive way to have lots of useable tools at your fingertips, get your questions answered and lots more!
More information here: AutismFamilyOnline.com
Things of Interest
Positive Behavior Support experts, Drs. V. Mark Durand and Meme Hieneman, report on an innovative and promising approach to behavioral parent training!
ASQ’s spring 2010 issue features its Kids on the Cover contest winner and five fabulous finalists! Dr. Geraldine Dawson looks back on the scientific achievements of the decade, and Pat Crissey discusses how to increase and generalize communication. This issue also marks the beginning of our brand new series, Autism and Everyday Life, and leads off with environmental safety issues. You’ll also find articles on the “nuts and bolts” of romance; how to start a parents’ retreat; and the experience of grief in ASD. Our Cutting Edge column features the exciting research of Yale University’s Dr. Ami Klin and so much more!
The May 2010 issue welcomes Dr. Brenda Smith Myles writing about social skills intervention, and Dr. Nancy Perry discussing executive function support. Dr. Gena Barnhill weighs in on the controversial topic of whether Asperger syndrome should continue to be an official diagnosis, and Donna Richards discusses the IEP in part two of her series. And, as always, our regular columnists, Barry Prizant, Teresa Bolick, Liane Holliday Willey, Alyson Beytien, and Jennifer Twachtman-Reilly offer gems of wisdom from the trenches!
Click here for more information and to subscribe: www.ASQuarterly.com
About Linda
Linda Hodgdon, M.Ed., CCC-SLP is a Speech-Language Pathologist and a Consultant for Autism Spectrum Disorders. She is the author of the bestseller, Visual Strategies for Improving Communication, one of the most recommended books in the field of autism.
Internationally recognized as a powerful and informative speaker and consultant, Linda has presented her insightful and dynamic workshops to audiences of educators and parents worldwide.
Click here for more information about Linda's programs
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