Getting Started: Using Visual Systems to Promote Communication

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16 Topic 8 - What are some of the considerations for choosing appropriate visual supports and visual systems? Each visual system should be individualized to meet the needs of the child. In order to create systems that will be effective tools for each child, consideration must be given to a variety of factors related to the visual support such as: 1. Choice of Visual Support – Deciding on the way a message should be represented – i.e. objects, photos, computer line drawings or written word will depend on what the child understands. The ability to understand different levels of abstraction will vary from child to child. Begin by using visual support that your child understands. For example, if you child responds best to photos then photos should be used. Remember to always use speech when using visual support. If you are unsure, researchers suggest that it is best to start with objects and then gradually move to photographs before moving to computer line drawings. The aim is to start simple and then gradually work towards the more abstract. For example, consider how a child might learn to request a drink: Starting with a photo to make a request for a real object can be too abstract. Initially, the child might need a real cup to request juice. You can teach that a photo of a cup and a real cup represent the same thing by first using the real cup with the photo, and then transitioning to just using the photo. Some children may always prefer the real object. The goal is simply to provide whatever makes the connection for a child. If you see confusion or frustration in the child's attempts to communicate, decrease the level of abstraction. If you are unsure how to begin to use visual systems with your child at home, contact a speech pathologist. It is important to combine the visual support with a written word. Labelling the visual support will promote an interest in letters and words, and some children may even become early readers. By labelling the visual support it also ensures that everyone using the visual support with the child will use the same language when interacting with them.
17 Use a minimum font size of 18 point and in a standard non cursive font (for example, Comic Sans MS, Arial, Century Gothic). 2. Number of visual supports – You will need to consider the number of objects /photos /computer line drawings your child can use at a time. Researchers suggest that you should gradually build the number of visual supports you have on your child’s visual system. You may begin with one or two and as your child’s understanding develops you can keep adding more. 3. Size of visual support - Depending on your child’s visual skills the way you present the visual support may need to be modified. It is important to make sure your child can see the visual support so you may need to change the size of the visual support for optimum viewing. If the child needs the visuals to be distinctive, highlighting and darkening the outline of the picture may help. In some types of visual impairments by presenting the visual support on a contrasting background is beneficial. For example, a dark object /photo /computer line drawing on a white background or a light object/photo/computer line drawing on a dark background. 4. Time - Most importantly be sure to give your child enough time to focus on the visual support. 5. Presentation of visual support – Depending on your child’s visual scanning abilities (horizontal scanning – looking from left to right; vertical scanning – looking from top to bottom) present the visual support from left to right. This is to encourage horizontal scanning which is what we use when reading. 6. Location of the visual system – The visual system should be easily accessible for the child. It should be stored in the location where the child will be engaging in the activity. For example, a food and drink choices page could be kept in the kitchen. You could put it on the fridge or a wall or a dining table so that it’s in view.
Page 1 and 2: 1 GETTING STARTED!!! Using VISUAL S
Page 3 and 4: 3 TABLE OF CONTENTS 1. Introduction
Page 5 and 6: 5 Topic 2 - What is communication?
Page 7 and 8: 7 Topic 3 - What are the different
Page 9 and 10: 9 It is important to embed visual s
Page 11 and 12: 11 Topic 5 - Why use visual systems
Page 13 and 14: 13 By using visual systems the chil
Page 15: 15 RECEPTIVE EXPRESSIVE Topic 7 - W
Page 19 and 20: 19 9. Additional cues - In conjunct
Page 21 and 22: 21 Topic 10 - How do you make the v
Page 23 and 24: 23 - Size of visual support Orange
Page 25 and 26: 25 Topic 11 - Visual System a) Firs
Page 27 and 28: 27 The daily schedule shows the big
Page 29 and 30: 29 Example of making a sandwich min
Page 31 and 32: 31 Example of Lucas using his PECS
Page 33 and 34: 33 2. Learning how to carefully loo
Page 35 and 36: 35 Topic 11 - Visual System g) Cale
Page 37 and 38: 37 Topic 11 - Visual System ‘Let
Page 39 and 40: 39 EXAMPLE OF A ‘LET’S CHAT PAG
Page 41 and 42: 41 TOPIC 12 - TIPS FOR ENCOURAGING
Page 43 and 44: 43 Self-talk involves talking aloud
Page 45 and 46: 45 o A SPECIAL NOTE Children gain t
Page 47 and 48: 47 TOPIC 14 - APPENDIX - Useful int

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