Visual Strategies

 

Some examples of visual strategies that work well for children with autism in both home and educational settings. 

Visual Timetables

Can be in the form of:

  • Objects of reference
  • Photographs
  • Symbols

The developmental level of the child will determine which type of visual prompt you use.

  • The first stage is to show the child one visual at a time for the activity you would like them to do this is to start encouraging them to follow an adult agenda.

An example video can be found at: https://www.youtube.com/watch?v=6DnIjzhQVb4 

Schools may choose to source visual supports from platforms such as Widgit or Twinkl. Settings should ensure a consistent approach is used to support children’s understanding and engagement.

 

Choice Boards

  • This can be used to let children make a choice from a selection of objects, photographs or symbols.
  • Start with a choice of 2 items and build this up gradually over time when the child is ready.
  • Introduce a one minute symbol and timer to prepare the child for change.

Now and Next

  • This shows the child which activities they are going to do and what is coming next.
  • Gradually building up to a more detailed timetable of the day.
  • Remember to use a timer to prepare the child for change.

An example video can be found at: https://www.youtube.com/watch?v=y6AyPNhRh9Y&t=50s 

Communication Boards

  • Here are some great examples of how to use communication boards effectively

https://www.youtube.com/shorts/if6swerADEs?feature=share 

Visual Prompt boards

  • These can be used to show the child which equipment they must bring to school each day or after school activities.
  • You can use the chart for the whole week or just show one day at a time.

Symbol Keyring

  • These can be clipped on to your clothing and carried around with you at all times

Routine Symbol strip/ Getting Dressed book

  • You can use the lift and flap strip to show the child different routines, e.g. morning/night time routine or getting dressed for PE
  • Each flap has a different symbol underneath which displays the order of the routine. 

Reward Charts

  • If preferred by the child, whole class or personalised reward charts may be used to acknowledge effort, alongside approaches that support the development of intrinsic motivation, such as offering interest activities and providing opportunities for choice and autonomy within tasks.

Transition Booklet

  • Photographs of the school would be placed into a file or booklet so the child could have this at home to look at regularly.

  •  All areas of the school would be included, rooms they would access, toilets, outdoor area and staff that will be working with the child.

  •  Remember, if they are just changing class to include both the things that will be different and what will stay the same e.g. lunch hall and toilets.

Emotions

  • Using the symbols can help the child to recognise emotions in themselves and others.

Helping hand

  • It can also be used by the child to give to an adult when they need help.

No Entry Sign

  • This can be stuck on doors and cupboards that the child can not enter.

Wait Symbol

  • This can be used to show the child that they have to wait. When you first introduce it, encourage the child to wait for a short amount of time and then gradually build up this time. A timer can be used to support with this.

Visual Prompt Spots

  • This can be used as a visual cue to show the child where they need to sit during carpet time sessions.
  • This can be portable so it can be used in other areas of the school or taken out on school trips.
  • It is useful to allow the child to have their own personal space, especially if they do not like people getting too close to them.

Turn Taking Wheel

  • This can be used as a visual cue to help a child recognise turn taking rules.
  • Increase the number of players gradually. 

Here are an example of some symbols that can be used at home. They are available from Widgit. 

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