In some of my earlier posts, I have recommended some ideas for visual strategies. The strategies I have suggested can be implemented at school, at home, at church, etc. This week, I would like to talk about a couple more visual strategies that have proven to be successful with some of the kids with whom I have worked in the past (and with one of the kids I am working with presently).

For those of you who are familiar with my blog, you know that I am a strong proponent of visual cues, and strongly recommend visuals cues over verbal prompts. Prompting a child verbally often attracts negative/unwanted attention from those around him (peers and adults alike), and are often difficult to fade out. Not only that, but I believe children are quicker to learn correct, appropriate behavior (in addition to daily rules and routines) when consistently prompted using visual cues to teach them.

One of the kids I am presently working with has difficulty following the morning routine. For example, when the kids first come in each morning, they are expected to hang up their schoolbags, get out their red folders (from their bags), sit at their desks, and start working in their journals. The child I am working with tends to skip step 1 (hang up bag) and step 2 (get out red folder) and goes straight to her desk (step 3) and takes out her journal (step 4).

While most of the kids in the class have mastered the morning routine (through repetition) early in the year, this particular child needed some additional assistance with learning it herself (and that’s OK!). For children who have difficulty learning consistent, daily routines, visual strategies often work very well, as many children on the autism spectrum ( and some who are not) learn better when provided with consistent visuals (especially in the beginning until they learn the routine). There is nothing wrong with being a visual learner – I am one, myself!

As you will see from the example below, there are a total of 4 steps to this particular morning routine (I apologize for the glare.): 1. Hang up bag, 2. Get out folder, 3. Sit at table, 4. Start journal. For younger kids, it’s best to keep the number of steps to a minimum, as too many steps (more than 5, in my opinion) might seem overwhelming. Typically, I like to review the steps of the morning routine with the child before she walks in the classroom each day. In other words, when the kids are lined up along the wall outside the classroom door in the morning (before they are instructed to go in), I would review the 4 steps with the child. If she still needs some assistance with the routine once she walks in the door, I would, again, show her each of the steps in the “Morning Schedule” strip, and maybe even couple the steps with a subtle verbal cue (only if absolutely necessary). However, with that said, the ultimate goal would be for the child to be independent in following the morning routine, so we would want to fade out the prompts (visual and auditory) over time.

You will also see in the example below that I included some visuals for circle time rules. As you will see here, I included a total of 3 rules: 1. Sit criss-cross (like a pretzel), 2. Look at teacher, and 3. Hands down (for children who suck their thumbs). You can either have the rules on a strip or on a ring – whichever is easier for you!

Many of the pictures that you will need can be found online, but they may also be found on the following website: www.do2learn.com. Certainly, you can find almost any picture imaginable by using the program Boardmaker (www.mayer-johnson.com/Boardmaker), though keep in mind that this program is a little on the expensive end – around $400.00 or more. So, my recommendation to you is to try to locate the pictures you’ll need on the internet first. If you have artistic ability (I don’t have any whatsoever), you can even try drawing the pictures yourself!

When it comes to reinforcing the morning classroom/household routine (and rules of the classroom, home, etc.), visual cues – when implemented consistently – can be very effective. Also, keep in mind that it is important use the same or similar pictures across all settings and environments, so that the child is familiar with the process and knows what to expect.

-Craig

Craig Gibson is the Editor of SensorySpot.com, sister site of the internationally acclaimed AutismSpot.com. He is also a Feature Writer for AutismSpot.com. Craig was diagnosed with a learning disability at the age of six, and spent the next twelve years in special education. He has since earned two degrees and has published on the local and national levels. Craig can be reached at craig.gibson6@verizon.net.

Many thanks to Daisy Isler, M.Ed., B.C.B.A. for assisting me with this strategy!