Visual Supports: Cues from the Schmit, Object Cues Photo Cues Schedule Cues student’s schedule Alper, that he/she can Raschke, & carry during the Ryndak, 2000 Icon Cues Written Cues transition to the Hume, K. next activity (2009) May be objects, photos, icons, words Reminds student where they are going Visual Supports: Provides the Koyama & Lining up Visual student with a Wang, 2011; AIM, Visual Supports Boundaries concrete cue of Kabot, S., and Reeve, C. (2010) where they should 1995) go National Addresses safety Research and compliance Council, 2001 issues Other Visual Any tool Hume, K. Walk to locker Hall Pass School Arrival/ Supports represented (2008) Karine Gleason, Jenny Rooney, Departure visually that National TASN, ATBS TASN, ATBS Mini-Schedule supports an Research Karine Gleason individual as TASN, ATBS Council, 2001 he/she moves through the day (National Research Council, 2001) Used to decrease confusion and anxiety Increases independence Increases understanding AFTER TRANSITION Visual Supports: Lets student know Dettmer, Object receptacles Photo pocket “Finished” he/she has arrived Simpson, Receptacles to the correct Myles, & Finished boxes for work List with check boxes destination Ganz, 2000 Provides a concrete cue that transition is finished Auditory Cues Student rings a bell Sainato, Bell Ringing a bell after he/she Strain, Autism Internet Modules arrives at Lefebvre, destination and Rapp Using a bell as an (1987) endpoint provides salient cue to help
Visual Supports: Schedule Cues Cues from the student’s schedule that he/she can carry during the transition to the next activity May be objects, photos, icons, words Reminds student where they are going Object Cues Photo Cues Icon Cues Written Cues Schmit, Alper, Raschke, & Ryndak, 2000 Hume, K. (2009) Visual Supports: Visual Boundaries Provides the student with a concrete cue of where they should go Addresses safety and compliance issues Lining up AIM, Visual Supports Kabot, S., and Reeve, C. (2010) Koyama & Wang, 2011; 1995) National Research Council, 2001 Other Visual Supports Any tool represented visually that supports an individual as he/she moves through the day (National Research Council, 2001) Used to decrease confusion and anxiety Increases independence Increases understanding Walk to locker Hall Pass School Arrival/ Karine Gleason, Jenny Rooney, Departure TASN, ATBS TASN, ATBS Mini-Schedule Karine Gleason TASN, ATBS Hume, K. (2008) National Research Council, 2001 AFTER TRANSITION Visual Supports: “Finished” Receptacles Lets student know he/she has arrived to the correct destination Provides a concrete cue that transition is finished Object receptacles Photo pocket Finished boxes for work List with check boxes Dettmer, Simpson, Myles, & Ganz, 2000 Auditory Cues Ringing a bell Student rings a bell after he/she arrives at destination Using a bell as an endpoint provides salient cue to help Bell Autism Internet Modules Sainato, Strain, Lefebvre, and Rapp (1987)
1_Monthly_Resource_Feb15.docx