Transcript Visuals supports for Behavior

Shanna Shipe
Summer Institute
2013
Introductions
Call out - All of the visual supports in your
room you use consistently (multiple times a
day)
 understanding of
expectations
 understanding of
consequences
 the ability to
communicate
 overall learning
 overall language
skills
Always keep in
mind that
independence
is the ultimate
goal!
are not an absolute cure all for a
behavior
can help PREVENT a behavior
from occurring
It is only by
 Sometimes you will see immediate
results.
 Sometimes it takes days, weeks, or
even months, STICK WITH IT! (250
practice opportunities)
 Sometimes one little change can
make a big difference.
 Sometimes it you may need to go
back to the drawing board
using the visual
supports that
individuals will
attach meaning
to them.
 Keep in mind that the more
stressful the situation, or the
higher the anxiety level, the need
for more visual supports
 Supporting an individual with
visual supports is especially
important in times of stress and
anxiety
When under
stress and
anxiety, we all
go down one
level in
communication.
Not in understandable form
Don’t contain the right information
People make them and don’t use
them
 Behavior is everything a person does.
 “Behavior” refers to all behaviors, not just problem behaviors.
 Behaviors that can be observed and measured
A Behavior is something you want to
change. There can be increase and
decrease in behavior.
Call out
Used to prompt an
individual/student about:
Rules
Schedule for the day
Routine
Task
Social response
11
More than a
picture…a visual
cue can be a
picture, graphic
representation,
object or word
Structure
Establish expectations
Consistency
Follow through
Review/reflection
 Must be understood by the
person using it!
 Remember the purpose is
INDEPENDENCE (does not
need to be challenging)
 Top to bottom or left to right
 Build reliance on following the sequence of
the schedule
 The events on the schedule should not
always occur in the same order
 Use the schedule to teach flexibility
 Help the child learn to use the schedule
in the order that has been set up
 Help families develop schedules at home as
needed
•
Needs to be
actively used.
Whole class
schedules are
not just
decorations.
•
When activity is
finished take it
down.
“What is Next?”
16
 Seems to be most common
 Pair with word so child can prepare
to move to word schedule and all
staff call the activity by the same
name
 Consider size of the pictures for
clarity
 Consider black and white vs. color
(depends on the child)
6/2011
17
 Can be
removable or
not
 In this case, it
was just for
reference by
student
19
20
 Can be made in many
variations
 In this one the student
carries the book, then
removes each activity as it is
to be done – that way he/she
knows what is finished and
what is not
 Might be very useful for an
included student to help
then keep on track
21
 In this case, the staff
member carried the ring
schedule and showed it
to the student at each
transition
 But it could be managed
by the student as a
portable schedule
 This one has photos with
icons as a way to bridge
the meaning of the icon.
22
 Check off or cross out item
when it is finished
 Clip board makes it portable
 Child must remember where
to go
23
 Words that are removed and
taken to the location of the
activity
 In this case, used just like the
picture icon schedule
24
 Schedule is on the
front of student’s
notebook
 Could also be just
inside
25
 Pictures
 Words
 Combination (account for cognitive level, visual impairment)
 Short (unless need explanation)
 Specific
 “No” vs. “To do” statements –controversy
 Teach vocabulary
 Review regularly (attention ideas)
 Visibility (portability)
 Point out on chart when behaving
 Can also use when neg. behavior occurs
• Rules posted with pictures visual
support
• Reminders for different activities
Rules for Meeting
27
 Clearly states expectations
for student.
 States rules in positive
rather than negative.
30
6/2011
31
Defining the
Boundary
Use tape on the floor
and wall to designate
an area of work
32
 Lining up, bathroom, washing hands
and more
 Where to sit.
 reinforces desired behavior to occur
(reward)
 Typically used to prevent negative
behavior
 SAMPLE REINFORCERS:
 Social – playing with others, peer/adult attention
 Food/Beverages – raisins, nuts, cookies
 Toys/Games – favorite toy, activity
 Visual – shiny, glittery, moving objects
 Tactile/Kinesthetic – dough, water, swing
 Sports / Physical Activity –scooter, bounce
 Music Arts/Crafts – bell, drawing, dancing
 Excursions – walk, trips to favorite place
 Helping – errand, class chores…
Timer
 turn taking
 timing task to complete
 timing length of reinforce
 Prepare for the end of activity
timetimer.com
 First/then…
38
 Teaches cause and effect
 Uses simplified language
 Philosophy is prevalent in our society
39
 The reinforcement
student is working
for is identified
before student
begins his/her
work.
44
 Helps gain and maintain student attention
 Makes teaching of a task more routine or consistent
 Increases student reliability and consistency
 Gives students a greater sense of independence
 Helps students work through behavior problems
 Seek help- identify resources
available
 Educate yourself/others
regarding disorder and working
behavior interventions
 Consistency / Follow-through
 Collaboration
 If physical aggression seek help
immediately, do not endanger
individual/others/yourself
Visuals and
your new
CEL-5D
evaluation?