Visuals are important for EVERYONE. They help us navigate our day, engage in the world around us, and create more independence. Most educators already know using visual supports for students with autism is important. We have heard it again and again. But why are they so important and how do we actually use these visuals in a functional way that makes an impact with our students? Over the next few weeks we will address the importance of providing visuals, how to use visuals in the classroom and how to teach the visuals so students know what they mean and can use them independently.

The importance of teaching how to use or access visual supports can be compared to traveling on an airplane. Before the plane takes off, the flight attendant models safety procedures. As passengers, we can watch the flight attendant model and follow along using the safety card in the seat pocket. Can you imagine what would happen if the cabin lost pressure and gas masks came down and we were never taught what to do? It would be mass chaos! No one is going to study that safety card without being prompted by the flight attendant, and if they try to pull it out during the pandemonium, they will struggle to understand it. Instead, they will all scream, "Help me!" and the flight attendants will be running everywhere! Just thinking about it makes me anxious! Unfortunately, this might feel a bit familiar. Maybe not to this extent but the chaos and the feeling of running around putting out fires might be a reality for you and your team members.

Just like a flight attendant, we need to take the time to teach visuals so when they are needed our students know how to use them.

There are two steps to teaching visual supports: Model and then fade.

Model

When introducing the visual, show it to the student, talk through it while pointing to each step, and physically demonstrate the steps. Model the visual each time you use it with the student until they can imitate you. Once they can imitate, you can start fading the support. Check out the prompting hierarchy below to see how you can fade support when teaching visuals.

Fade

After modeling, you can move to an indirect verbal prompt such as, "What's next?" or "Check your mini schedule." Once students can listen to the indirect prompt and follow through, you can move to the next step - a gestural prompt - which is simply pointing to the visual or holding it up so the student can see it. Once they are independent with that prompt, move to a positional prompt. A positional prompt is considered independent because the visual is simply placed near the student so they can reference it when needed. We use positional prompts or cues all the time! Like when we come home and see the bowl for our car keys, then put the keys in the bowl -- that is a positional prompt or a natural cue. Now we don't have to spend 5 minutes searching for our keys before leaving the house!

To ensure we are systematic in the process of modeling and fading we can do two things:

1. Train team members on how to teach visuals
2. Systematically fade prompts through data collection

Train Team Members

All of the team members in your classroom should be trained on how to teach visual supports. In the

All of the team members in your classroom should be trained on how to teach visual supports. The Resource section contains a PDF of the "Visual Prompting Hierarchy." During your next staff training, go through each prompting step and model how to provide each prompt level. Grab a visual you plan to teach a student so you can model exactly how to teach it. Later, they can practice with the student and you can watch and give feedback.

Post the hierarchy in the areas it will be used. There are also lanyard hierarchy visuals in the PDF below, so you can reference them on the go. Remember, visuals are not just for students; adults need them, too! When you notice team members using the hierarchy to prompt, tell them how awesome they are doing!

Take Data

To systematically teach visuals, take data on the prompting level and how many prompts are given. This will let us know when it's time to fade support. When creating your data collection sheet, develop criteria that indicate when to move on to the next step and what the next step will be. This requires some work on the front end, but the payoff for your student will be worth it!

Below is an example of how to collect data and systematically fade prompts. There is a template of this data collection sheet in the Resource section. In this example, the prompting process and criteria for mastery are clearly defined, along with what the prompts should sound like and look like. There is a rating scale to rate the number of prompts given and it can be scored in a way that creates a graph (a great visual for teachers!). You'll notice there is no step for gestural prompting. Not all prompting sequences will include each prompt level. We need to tailor the hierarchy to the student and the skill being taught.

Prompting Data Collection Sheet for Teaching a Break Visual

A quick note: Not only is it important to be aware of the type of prompt you are giving, you also need to be aware of how MUCH you are prompting. It is so easy to over prompt because we want to help. One way to self-monitor prompting is by pressing a clicker each time you give a prompt. It is eye-opening! This would make a fun team project - everyone can carry a clicker and see who has the lesser count at the end of the day.

The next Tuesday Tips + Tricks will be a tutorial on how to create your own visuals using free resources!

1. Creating a classroom layout that is visually and physically defined ✔️
2. Providing, teaching and using schedules for EVERYONE✔️
3. Providing, teaching and using visual supports
4. Explicitly teaching routines and expectations

Check out Fall in the Forest in Theme's First! Theme units include original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

Date/Time: October 25th, 2023 from 4:00-5:00 PM

Where: Virtual

Description: Take your classroom set up a step further by setting up structured centers in your classroom. Topics include different types of centers, setting up each center, teaching students to rotate through centers, and teaching paras to run centers.1CEU will be provided.

Feel free to contact me for any questions or concerns via email or phone. I'm also available to chat via Zoom Mondays from 7:30-8:00 AM and 3:00-3:30 PM. If these times do not work for your schedule, please email me and we will find a time that will work for both of us.

Use the link below to ask questions about this week's Tuesday Tips 'N' Tricks and/or give suggestions on future topics.

Tuesday Tips 'N' Tricks is made possible by Minnesota Low Incidence Projects