Inno nnovation ons i in n Visua ual Supp uppor orts I Interventions ns Kathleen N. Zimmerman, PhD, BCBA-D Assistant Professor, Special Education KUCDD Early Childhood Institute Director The University of Kansas
● Identify 3 activities in which visual supports could be used to improve outcomes Ob Objec ectives es ● Explain how to select the format and content of a visual support ● Describe how to teach an individual to use a visual support
What we know about visual supports
Overview of Research ● Majority of the research is with individuals with ASD/ID Review of VAS to promote independent performance for individuals with ASD ○ (Koyama & Wang, 2011) Review of VAS as an EBP for ASD (Knight, Sartini, & Spriggs, 2015) ○ Visual Supports (including schedules) as an EBP for individuals with ASD (Wong ○ et al., 2015) Promising practice for individuals at-risk for disabilities (Zimmerman et al., ○ 2019)
Domain ASD ID HI At Risk Typically developing Independence x x Compliance x x Engagement x x x x Problem Behavior x x x x x Transition x x Recreation and x x Leisure Academic Tasks x x x Vocational Tasks x x Play x x Zimmerman et al., 201
What activities could target with visual supports?
How do you format and make the contents?
What we know about visual activity schedules Common formats: binders/books are most common format, followed by linear formats (horizontal or vertical); a small number of studies have started to investigate digital formats Total number icons: 2-27 icons (4-6 most common, if reported) Modifications: over half of the studies investigating visual schedules have required modifications to the schedule or procedures Prompting procedure: graduated guidance or constant time delay Zimmerman et al., 2019
Things to consider How much can your student understand at once? ● Real pictures v. line drawings v. objects ● Have back ups for when you lose one ○ Adding words to VAS to promote reading ● Durability/not a weapon ● Easy to change when the schedule changes ● A way to indicate when activities are complete ● Does it have to be moveable? ○ Allow for student involvement ● Think long-term: is this a viable intervention format? ●
Work SMART, not hard Cutting, laminating, velcro– all of this takes time (and money) Don’t get sucked into the Pinterest vortex Use the simplest, most natural schedule when possible How many people do you know who use Boardmaker schedules with velcro in their daily lives? Make a plan to transition to a natural-looking schedule What kind of to do lists and calendars do you use?
Format: Digital Visual Supports • Maximize technology available that can be used for other purposes • Move toward calendaring systems • Utilize push notifications Choiceworks Google calendar Laugh out Loud Aid (LOLA)
Content: What to place on icons Digital order form with visual Opportunities to respond Within-task steps supports Zimmerman et al. (2019) Fields & Demchak (2019)z Fields & Demchak (2019)
Content: What to place on icons • Opportunities to make choices • Phrase or greeting • Necessary materials to prepare or clean up task • Tasks to complete • Across-activity: locations for each task • within-activity: task steps at each location • Embed a video model in an icon Autism Society of NC
What content will you include in your visual support?
Teaching Visual Support Use
Systematic Prompting Procedures • Constant Time Delay • Graduated Guidance • Single prompt (gesture or physical) • Nonverbal gestures and physical prompting • Deliver prompt at 0s delay • Close proximity at all times • 2 sessions with 0 errors • Prevent errors • Deliver prompt at 5s delay • Prevent errors
Which prompting procedure is feasible in your context?
Resources • Fields, C. J., & Demchak, M. (2019). Integrated Visual Supports in a School-Based Microenterprise for Students With Intellectual Disabilities. Career Development and Transition for Exceptional Individuals , 42 (2), 128-134. • Zimmerman, K. N., Ledford, J. R., Gagnon, K. L., & Martin, J. L. (2019). Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders. Behavioral Disorders , doi: 0198742919874050. • http://ebip.vkcsites.org/ • https://transitioncoalition.org/
Questions? s? Dr. Katie Zimmerman: kathleen.zimmerman@ku.edu
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