Inno nnovation ons i in n Visua ual Supp uppor orts I - - PowerPoint PPT Presentation

Kathleen N. Zimmerman, PhD, BCBA-D Assistant Professor, Special Education KUCDD Early Childhood Institute Director The University of Kansas

Inno nnovation

• ns i

in n Visua ual Supp uppor

• rts I

Interventions ns

Ob Objec ectives es

• Identify 3 activities in

which visual supports could be used to improve

• utcomes
• Explain how to select the

format and content of a visual support

• Describe how to teach an

individual to use a visual support

What we know about visual supports

Overview of Research

• Majority of the research is with individuals with ASD/ID

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Review of VAS to promote independent performance for individuals with ASD (Koyama & Wang, 2011)

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Review of VAS as an EBP for ASD (Knight, Sartini, & Spriggs, 2015)

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Visual Supports (including schedules) as an EBP for individuals with ASD (Wong et al., 2015)

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Promising practice for individuals at-risk for disabilities (Zimmerman et al., 2019)

Domain ASD ID HI At Risk Typically developing Independence x x Compliance x x Engagement x x x x Problem Behavior x x x x x Transition x x Recreation and Leisure x x Academic Tasks x x x Vocational Tasks x x Play x x

Zimmerman et al., 201

What activities could target with visual supports?

How do you format and make the contents?

What we know about visual activity schedules

Common formats: binders/books are most common format, followed by linear formats (horizontal or vertical); a small number of studies have started to investigate digital formats Total number icons: 2-27 icons (4-6 most common, if reported) Modifications: over half of the studies investigating visual schedules have required modifications to the schedule or procedures Prompting procedure: graduated guidance or constant time delay

Zimmerman et al., 2019

Things to consider

• How much can your student understand at once?
• Real pictures v. line drawings v. objects

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Have back ups for when you lose one

• Adding words to VAS to promote reading
• Durability/not a weapon
• Easy to change when the schedule changes
• A way to indicate when activities are complete

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Does it have to be moveable?

• Allow for student involvement
• Think long-term: is this a viable intervention format?

Work SMART, not hard

Cutting, laminating, velcro– all of this takes time (and money) Don’t get sucked into the Pinterest vortex Use the simplest, most natural schedule when possible How many people do you know who use Boardmaker schedules with velcro in their daily lives? Make a plan to transition to a natural-looking schedule What kind of to do lists and calendars do you use?

Format: Digital Visual Supports

Laugh out Loud Aid (LOLA) Choiceworks Google calendar

• Maximize technology available that can

be used for other purposes

• Move toward calendaring systems
• Utilize push notifications

Content: What to place on icons

Opportunities to respond Zimmerman et al. (2019) Within-task steps Fields & Demchak (2019)z Digital order form with visual supports Fields & Demchak (2019)

Content: What to place on icons

• Opportunities to make choices
• Phrase or greeting
• Necessary materials to prepare or clean

up task

• Tasks to complete
• Across-activity: locations for each task
• within-activity: task steps at each location
• Embed a video model in an icon

Autism Society of NC

What content will you include in your visual support?

Teaching Visual Support Use

Systematic Prompting Procedures

• Graduated Guidance
• Nonverbal gestures and physical

prompting

• Close proximity at all times
• Prevent errors
• Constant Time Delay
• Single prompt (gesture or physical)
• Deliver prompt at 0s delay
• 2 sessions with 0 errors
• Deliver prompt at 5s delay
• Prevent errors

Which prompting procedure is feasible in your context?

Resources

• Fields, C. J., & Demchak, M. (2019). Integrated Visual Supports in a

School-Based Microenterprise for Students With Intellectual

• Disabilities. Career Development and Transition for Exceptional

Individuals, 42(2), 128-134.

• Zimmerman, K. N., Ledford, J. R., Gagnon, K. L., & Martin, J. L. (2019).

Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, doi: 0198742919874050.

• http://ebip.vkcsites.org/
• https://transitioncoalition.org/

Questions? s?

• Dr. Katie Zimmerman: kathleen.zimmerman@ku.edu