Visual Support for Children With Autism Spectrum Disorders: Materials for Visual Learners

by Vera Bernard-Opitz, Anne Häußler

Overview

Combining their years of experience working with individuals on the autism spectrum, both here and around the world, authors Vera Bernard-Opitz and Anne Häußler bring teachers and other professionals practical ideas and teaching methods for offering visual supports to students with autism spectrum disorders and other visual learners.

With hundreds of colorful illustrations and step-by-step directions, this book lays the foundation for how to structure teaching environments, as well as offers countless examples of activities for students, ranging from basic skills, to reading and math, to social behavior.

Product Details

ISBN-13:	9781957984629
Publisher:	Future Horizons, Inc.
Publication date:	04/01/2011
Sold by:	Barnes & Noble
Format:	eBook
File size:	156 MB
Note:	This product may take a few minutes to download.

About the Author

Vera Bernard-Opitz, PhD, has worked as a clinical psychologist, associate professor, and behavior therapist (BCBA-D) in rehabilitation centers, schools, universities, and autism centers in the United States, Singapore, and Germany. She combines her background in applied research with a passion to find individual treatment solutions based on best practice methods. For more than 15 years, she has coordinated the STEP Program in Singapore, which formed the basis for the STeP curriculum (Structured and Experience-Based Program). This program matches the main intervention methods (ABA, precision teaching, experience-based learning, and visual support) to the characteristics of children with ASD. The STeP curriculum is available in three languages. Vera also is the long-time editor of the Autism News of Singapore and the Autism News of Orange County & the Rest of the World. She currently works as an international consultant helping families, home teams, and autism centers through tele-consultation and workshops. In addition, she is supervisor for ABA teams in Southern California, reviewer for the main autism journals, and – last but not least – mother of two.  

Anne Häußler, PhD, holds a graduate degree in special education from the German Philipps-Universität Marburg. She received her master’s and Ph.D. in developmental psychology from the University of North Carolina at Chapel Hill, in collaboration with the TEACCH program.  As a professional, she spent two years at a regional TEACCH Center in North Carolina receiving extensive training in the TEACCH approach. After returning to Germany, she worked as a therapist in an autism treatment center.  Through lectures, workshops, and numerous publications, Anne has played a key role in disseminating knowledge about TEACCH in Germany.  She has developed a social skills program based on the TEACCH approach and published a book on her social skills program as well as a fundamental book on the TEACCH approach in general.  In addition to working nationally and internationally as a consultant, lecturer, and trainer, Anne is co-founder and acting director of a TEACCH-based autism treatment center in Mainz, Germany. 

Read an Excerpt

Visual support strategies are being used extensively with individuals with autism spectrum disorder (ASD) and are considered an integral part of best-practice intervention methods. While children with ASD often have difficulties understanding and learning effectively from verbal instructions, they tend to show adequate skills with visual tasks and visual instructions (Grandin, 2006; Häußler, 2005; Mesibov, Shea, & Schopler, 2004). Systematic use of visual support and structure has been shown to reduce behavior problems and enhance  learning.

Traditional educational settings and the demands of everyday life provide challenges for most children with ASD. It takes a lot of effort for them to cope, and quite often they are simply overwhelmed by the vast amount of stimuli. They tend to be easily distracted, often fail to understand instructions and routines, and in many cases are not able to adequately express their needs. Even simple tasks, such as packing their school bags, following group routines, or playing appropriately with another child, have to be taught step by step. Adolescents and adults with ASD continue to face challenges with regard to social behavior, self-help skills, and organizational skills in general.

Fortunately, individuals with ASD can compensate for these challenges to a certain degree when provided with visual support systems. A wide variety of visual materials have been successfully used to provide orientation and to promote independent and appropriate behavior,

including objects, pictures, pictograms, word cards, writing, graphic displays, computer programs and videos (Bernard-Opitz, 2009; Bondy & Frost, 2001; Quill, 2000).

Visual strategies have also been shown to facilitate language comprehension and expressive communication. A number of augmentative communication systems have been developed over the years, allowing individuals with ASD to communicate by using objects, pictures, or written language. The Picture Exchange Communication System (PECS; Frost & Bondy, 2002) is a well-known example of these systems.

Table of Contents

Preface and Acknowledgments 1

Introduction 3

Chapter 1: Levels of Structure 5

Physical Structure 5

Time Structure 6

Structure for Independent Work/Study Sessions 7

Structured Tasks and Activities 8

Chapter 2: Establishing the Basic Structure of Teaching Settings 11

Structuring Space 11

Structuring Time 16

Structuring Situations to Foster Independent Activity 23

Chapter 3: Prototypes of Tasks 29

Task Formats and Task Types 29

Prototypes for Developing Basic Skills 30

Put-In Tasks 30

Put-On Tasks 32

Pegboards 33

Stringing Tasks 34

Matching Tasks 35

Sorting Container 35

Tasks With Table Format 36

Form Boards and Puzzles 37

Sorting Tray 38

Lotto 39

Dominoes 39

Threading Tasks 40

Stamp and Clip Tasks 41

Envelope and Packaging Tasks 41

Individual Activities 43

Basic Skills 45

Put-In Tasks 46

Disassembling 50

Assembling 54

Fine-Motor Skills and Visual-Motor Coordination 58

Matching and Sorting 75

Matching and Sorting of Objects 76

Matching Objects and Pictures 82

Matching and Sorting of Pictures 84

Matching and Sorting of Colors 88

Matching and Sorting of Shapes 96

Matching and Sorting by Size and Length 104

Matching and Sorting of Categories 108

Reading, Writing, and Numerical Skills 113

Number, Amount, and Simple Calculation 114

Letters and Reading 136

Self-Help Skills 149

Shopping and Hygiene 150

Household Tasks and Chores 154

Packaging and Assembly Tasks 162

Play 169

Communication 181

Social Behavior 201

Enhancing Motivation and Managing Behavior 212

Enhancing Motivation 212

Managing Behavior 215

Group Rules 220

Chapter 5: Resources 223

References 225

Practical Resources 227

Editorial Reviews

"Most children with autism are visual learners. That’s why Visual Support for Children with Autism Spectrum Disorders is the perfect resource. This book provides an abundance of visual teaching activities and materials that will be an inspiration for educators as they develop successful learning opportunities for their students with ASD."
-Linda Hodgdon, M.Ed., CCC-SLP; author, Visual Strategies for Improving Communication

"This must-have book is beyond ‘comprehensive’; it’s a veritable soup-to-nuts approach to intervention! It also combines the best of both worlds – the structured teaching approach of the TEACCH model and an analytical approach to skill development. The illustrations and step-by-step instructions make setting up the environment and replicating intervention techniques an absolute cinch!"
-Diane Twachtman-Cullen, Ph.D., CCC-SLP; editor-in-chief, Autism Spectrum Quarterly

"Structure, visual support, empathy, and teamwork – the cornerstones of teaching in the field of ASD! Vera Bernard-Opitz and Anne Häußler have pooled their vast experience and practical know-how to present a well-organized, easy-to-use book. Clear instructions and explanations throughout, with examples as well as tips and ideas for how to design and structure tasks and activities, make this an indispensable resource for parents or professionals involved in the support of persons of all ages with ASD or other disabilities."
–Petra Dillmann, parent of an adult with autism; founder of Autism & Asperger's, Namibia

From the Publisher