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The 5 W's
of Visual Support
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1.
WHO
Who
can benefit from visual support?
In general, any young child with an intact visual system
and some auditory or attentional processing difficulties may benefit. In
addition, most individuals on the autism spectrum, those with Down Syndrome,
with language processing impairments, and with traumatic brain injuries
that affect short-term memory or language comprehension are likely to benefit.
The easiest way to find out if a particular person will do better with visual
support is to try it, then ask yourself these questions: Did he or she attend
longer? Respond more quickly? Spend less time off-task? Accomplish more
during the session? Seem to enjoy the lesson more? A "yes" to any of these
questions (and the use of visuals will sometimes result in a "yes" to all
of them) is a good indication that visual support is an important ingredient
in that person's therapy. |
2.
WHAT
What
are visual supports?
A visual support is an image (or sequence of images) that
acts as a cue for the next activity to be performed. The choice of format
(laminated cards versus stickers versus large signs etc.) depends on the
teaching situation. Some equestrian programs prefer to use small laminated
cards because they are durable and will not be ruined if stepped on by
horse or rider. Other programs prefer large signs for group teaching.
Still others mix formats. Regardless of what format you use, remember
that it is important to have a distinct image for each activity (in other
words, don't use a single image to cue two different activities). If our
current vocabulary list doesn't have an image you want, check magazines
and professional catalogs for an appropriate image…or call us and we'll
design it for you!
What
do you do with the visuals once you have them? Show
the image to the rider immediately before the activity. If the rider is
not deaf or hearing impaired, pair the image with a word or short phrase
spoken at the same time. We strongly urge you to print the word or phrase
on the image regardless of whether you believe your client can read: the
words are there to prompt you and any other therapists to use consistent
language in naming the activity. In general, you will want to start with
single images, but as a client becomes more familiar with the images and
with the regular routines in his or her lesson, you may want to start
to show sequences. When you move to sequences, start with activities that
are stationary (for example, grooming) so that the entire sequence is
available at each individual step along the way.
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3.
WHEN
When
should I use visual supports? In
addition to showing an image before beginning an activity, visual cueing
is important for many clients (for example, clients with autism) when
transitioning between types of activity or locations. So, you will want
to cue a change from the arena to the barn, or from riding time to grooming
time. By choosing a particular image to stand for the client's equestrian
program, a parent or support person can help prepare the client for the
transition to therapy prior to arrival. Similarly, by choosing an image
to represent the place or event that typically follows riding, you can
help prepare the client for a smooth transition at the end of the lesson.
When
should I eliminate the visual supports?
This is a matter of some debate among professionals who work with cognitively
impaired children. Our opinion: when the child no longer looks at them
in order to organize him or herself for the task, relying instead on the
verbal prompt or memorized routine. This may not ever happen for some
children. It might help to think of the issue as being like the difference
between a child with a broken leg in a cast and a child with cerebral
palsy in a wheelchair. The child with the cast will eventually walk without
it, in his or her own time and at his or her own rate of recovery. The
child in the wheelchair, however, needs the wheelchair, and always will.
Some of your children need visual supports in the same way; it makes no
more sense to ask them to get along without them than it does to ask the
child in the wheelchair to get up and walk. And keep in mind that the
first child will need another cast if the other leg is broken - in the
same way, a child who no longer needs visual cues for a familiar routine
may still need them when working on a less familiar activity.
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4. WHERE
Where
do I keep all this stuff?!
This is probably the hardest question to answer. It depends on you, your
program and your client. Some therapists put all the images for a lesson
in order on a single key ring or in a binder and flip through them one
by one. Others keep a few related images together on a key ring and then
carry a number of key rings at the same time. Still others have told us
that carpenter aprons are useful for keeping different activity cards
in different pockets. You will probably have to devise your own system;
what is important, however, is that you are able to get to the image you
want quickly and easily, with minimal interruption to the flow of the
lesson.
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5. WHY
Why
do visual supports work?
All people with intact visual systems use visual information as one way
of organizing and remembering ideas and events. In childhood, neurotypically-developing
individuals begin to use language information to organize and remember as
well. As they grow, neurotypical individuals come to rely more and more
on their language system for learning and remembering. We say they become
"language dominant." Visual thinkers, on the other hand, continue to rely
on visual information. They remain "vision dominant." When you give a visual
thinker visual information you are teaching to his or her strengths. Visual
supports alone will not make your client a better rider, they will simply
make your riding instruction more accessible and more interesting - leaving
it up to you to do the rest! |
Copyright (c) 2000 KidAccess, Inc. All
rights reserved.
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