Getting Started: Using Visual Systems to Promote Communication

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24 4. Storage– You can store the additional visual supports in a number of ways. By storing them in an organised manner you can access them as you need to. Here are some suggestions: Picture card holder with transparent pockets Boxes Folders for example, A4/A3/A5 Snack items You can organise the pictures into categories and place them on category specific pages. Examples of categories include breakfast items, lunch items, dinner items, snack items, inside activities, outside activities, DVD choices, feelings etc. The pages can be colour coded so that you can easily find the right category. For example, breakfast – blue; green – lunch, pink – snack. This is arbitrary so you can decide on the colours and categories. banana apple yogurt crackers toast pasta You can use a combination of visual supports depending on your child’s understanding for example, photos and computer line drawings.
25 Topic 11 – Visual System a) First/Then A ‘First-Then’ visual system informs the child about the sequence of events they are expected to participate in i.e. first you …and then you... It assists the child transition from one activity to another as they know what they will be doing next. It can also motivate the child to complete a non-preferred task especially if it is followed by a preferred activity. The items in the first/then system can be represented as object symbols /photos/computer line drawings as appropriate. Example of a First/Then Visual System Stephanie is a 5 year old girl with a Global Developmental Delay and a Hearing Impairment. She uses hearing aids. She relies a lot on signs, visual cues such as objects, computer line drawings and photos, body language, and facial expressions to understand her environment. At home her parents use the first/then system to help her understand her routine. Movable green arrow that highlights what activity the child is engaging in FIRST Play outside THEN Dinner The use of different colours further highlights the difference between ‘first’ and ‘then’ Example of a First/Then Visual System Stephanie was reluctant to try any activity which was not of her choosing. To encourage Stephanie to participate in an activity for example, making a puzzle - a gradual approach was utilized. In other words put one puzzle piece on the puzzle board and then get a break i.e. ‘first you put one puzzle piece on, then you get a break. Gradually, the expectations were built i.e. two…three…four…five puzzle pieces and then a break. Movable green arrow that highlights what activity the child is engaging in FIRST One puzzle piece THEN break The use of different colours further highlights the difference between ‘first’ and ‘then’
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 and 16: 15 RECEPTIVE EXPRESSIVE Topic 7 - W
Page 17 and 18: 17 Use a minimum font size of 18 po
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: 23 - Size of visual support Orange
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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