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Visual Supports Are For All Learners
Dwain StoneSpeech Language Pathologist
February 2010
Visual Supports Are For All Learners
Dwain StoneSpeech Language Pathologist
February 2010
"We can't teach the students we used to have, or those we wish we had. We must teach the students we do have."
~ Linda Albert ~
OutlineOutline
Definition What are visual supports? Why do we use them? When do we use them? Where will they be of use? How do we use them? ASD PECS Social Stories Behavior Management Case Studies
Definition What are visual supports? Why do we use them? When do we use them? Where will they be of use? How do we use them? ASD PECS Social Stories Behavior Management Case Studies
DefinitionDefinition
VisualsVisual tools, strategies, and supports
are things we see that enhance ourorganization, comprehension, and communication.
Visual tools are signs, objects,printed words, post-it notes, symbols,drawings, or colors. Anything thatgives a message and often simplifies itfor easier access is a visual tool.
VisualsVisual tools, strategies, and supports
are things we see that enhance ourorganization, comprehension, and communication.
Visual tools are signs, objects,printed words, post-it notes, symbols,drawings, or colors. Anything thatgives a message and often simplifies itfor easier access is a visual tool.
What visual supports have you seen or used with
children?
What visual supports have you seen or used with
children?
Common MaterialsCommon Materials
PECS book Big MacSentence StripGOTALKSocial StoriesVisual Schedules
PECS book Big MacSentence StripGOTALKSocial StoriesVisual Schedules
What type of learner are you?
What type of learner are you?
Auditory
Visual
Kinesthetic/Tactile
Auditory
Visual
Kinesthetic/Tactile
Learning StylesLearning Styles
Five styles:Rote
GestaltVisual
Hands OnAuditory
**Keep these styles in mind during programming or classroom activities
Five styles:Rote
GestaltVisual
Hands OnAuditory
**Keep these styles in mind during programming or classroom activities
What is the problem?What is the problem?
Language disorders/delays are often the root problem in social interaction, educational performance, and behavior
Language disorders/delays are often the root problem in social interaction, educational performance, and behavior
CommunicationCommunication
What is communication?
Typical communicationAbility to receive information, attach
meaning to what is heard and express an appropriate response.
Communication is comprised of speech, language and pragmatics
e.g. ASL
What is communication?
Typical communicationAbility to receive information, attach
meaning to what is heard and express an appropriate response.
Communication is comprised of speech, language and pragmatics
e.g. ASL
Common Communication Breakdowns
Common Communication Breakdowns
FactsFacts
Research about communicationshows communication is: 55% visual (gestures, body
movementand posture, handouts, calendars,or environmental cues).37% vocal (intensity and tone of yourvoice, or rate and volume of yourspeech).7% the actual message.
Research about communicationshows communication is: 55% visual (gestures, body
movementand posture, handouts, calendars,or environmental cues).37% vocal (intensity and tone of yourvoice, or rate and volume of yourspeech).7% the actual message.
Chinese ProverbChinese Proverb
I hear and I forget.I see and I remember.I do and I understand.
I hear and I forget.I see and I remember.I do and I understand.
Why use visual supports?
Why use visual supports?
Quiz:
Because they work!!
Demonstration
Quiz:
Because they work!!
Demonstration
Why we use visuals…..Why we use visuals…..
Visual strategies help individuals in many ways. We use visual strategies to help us communicate
information TO individuals. Visual tools help students organize their thinking. Visual supports are used to give choices or
communicate rules. One of the most important uses for visual
strategies is to give information such as what is happening, what is not happening, what is changing, etc.
Visual strategies help individuals in many ways. We use visual strategies to help us communicate
information TO individuals. Visual tools help students organize their thinking. Visual supports are used to give choices or
communicate rules. One of the most important uses for visual
strategies is to give information such as what is happening, what is not happening, what is changing, etc.
A day without visual supports… A day without
visual supports…Somehow, somewhere, your day spun out
of control. You missed a dentist appointment,got lost going to a new area of town,
and could not remember thename and phone number of
the person you were supposedto meet after school. At
the grocery store, you forgotwhat you had to buy for dinner
and took 10 minuteslooking for the car in the
parking garage because youforgot to look and see whatlevel you were parked on. It
was an awful day. It allstarted when you left your
day planner at home!!
Somehow, somewhere, your day spun outof control. You missed a dentist appointment,
got lost going to a new area of town,and could not remember thename and phone number of
the person you were supposedto meet after school. At
the grocery store, you forgotwhat you had to buy for dinner
and took 10 minuteslooking for the car in the
parking garage because youforgot to look and see whatlevel you were parked on. It
was an awful day. It allstarted when you left your
day planner at home!!
Children who may benefit….
Children who may benefit….
Autism Asperger's Syndrome PDD Fragile X syndrome Attention Deficit
Disorders Nonverbal Learning
Disabilities Learning Disability Down Syndrome Hearing Impairment EAL FASD
Autism Asperger's Syndrome PDD Fragile X syndrome Attention Deficit
Disorders Nonverbal Learning
Disabilities Learning Disability Down Syndrome Hearing Impairment EAL FASD
Emotional Impairment Communication Disorder Behavior Disorder Language Delay or
Disorder Comprehension
Problems Auditory Processing
Disorder Aphasia Speech Disorder Cognitive Impairment Developmental Delay Multi-handicapped And many
more...
Emotional Impairment Communication Disorder Behavior Disorder Language Delay or
Disorder Comprehension
Problems Auditory Processing
Disorder Aphasia Speech Disorder Cognitive Impairment Developmental Delay Multi-handicapped And many
more...
What if the students already talk?
What if the students already talk?
Sometimes people question using visual strategies for students who already talk. Traditionally, communication boards and other AAC supports have been used to help non-verbal students or those with limited verbal ability to express themselves better.
The current use of visual strategies for supporting understanding has shifted that focus. The important thing is to remember why we are using visual tools.
Sometimes people question using visual strategies for students who already talk. Traditionally, communication boards and other AAC supports have been used to help non-verbal students or those with limited verbal ability to express themselves better.
The current use of visual strategies for supporting understanding has shifted that focus. The important thing is to remember why we are using visual tools.
Multi-modality Presentation
Multi-modality Presentation
Visual and tactile stimuli
Capitalize on routines
Demonstrate rather than explain
Visual and tactile stimuli
Capitalize on routines
Demonstrate rather than explain
"A picture is worth a thousand words"
"A picture is worth a thousand words"
The adage "A picture is worth a thousand words" refers to the idea that complex stories can be described with just a single still image, or that an image may be more influential than a substantial amount of text. It also aptly characterizes the goals of visualization where large amounts of data must be absorbed quickly.
The adage "A picture is worth a thousand words" refers to the idea that complex stories can be described with just a single still image, or that an image may be more influential than a substantial amount of text. It also aptly characterizes the goals of visualization where large amounts of data must be absorbed quickly.
WHY?WHY?
Count the ways your students receive visual support…
Count the ways your students receive visual support…
Establish attention Give information Explain social situations Give choices Give structure to the day Teach routines Organize materials in the environment
Establish attention Give information Explain social situations Give choices Give structure to the day Teach routines Organize materials in the environment
Assist students in handling change
Guide self-managementAid memorySpeed up slow thinkingSupport language retrieval
Assist students in handling change
Guide self-managementAid memorySpeed up slow thinkingSupport language retrieval
Organize the space in the environment
Teach new skills Support transitions Stay on task Ignore distractions Manage time Communicate rules
Organize the space in the environment
Teach new skills Support transitions Stay on task Ignore distractions Manage time Communicate rules
Provide structureLearn vocabularyCommunicate emotionsClarify verbal informationOrganize life informationReview & remember
Provide structureLearn vocabularyCommunicate emotionsClarify verbal informationOrganize life informationReview & remember
Top Ten Reasons To Use A Visual Schedule!!
Top Ten Reasons To Use A Visual Schedule!!
Top ten reasons…Top ten reasons…
1. Visual schedules increase on-task behaviour and therefore increase Academic Learning Time.
2. Teaches Delayed Gratification3. Visual schedules teach the importance of organization in a
day. In other words, the schedule becomes a way for the child to learn to be proactive in managing his own behaviour.
4. Visual schedules teach patience and persistence5. Once the student knows how the visual schedule works, he
or she will be less dependent upon consistency of staffing in order to function.
6. As the child gains independence in using his visual schedule, his instructional assistant also gains independence. This “found time” can be used to prepare instructional and support materials and to make careful observations and notes regarding student successes and difficulties (particularly in the important area of social functioning) which will later assist in determining new instructional goals and learning outcomes.
1. Visual schedules increase on-task behaviour and therefore increase Academic Learning Time.
2. Teaches Delayed Gratification3. Visual schedules teach the importance of organization in a
day. In other words, the schedule becomes a way for the child to learn to be proactive in managing his own behaviour.
4. Visual schedules teach patience and persistence5. Once the student knows how the visual schedule works, he
or she will be less dependent upon consistency of staffing in order to function.
6. As the child gains independence in using his visual schedule, his instructional assistant also gains independence. This “found time” can be used to prepare instructional and support materials and to make careful observations and notes regarding student successes and difficulties (particularly in the important area of social functioning) which will later assist in determining new instructional goals and learning outcomes.
Top ten reasons…Top ten reasons…
7. Visual schedules minimize the need to write as the daily agenda is being established
8. Once the child has a visual schedule, his or her behaviour will settle. Thus, a schedule does not make the child appear to be different; it helps him appear to be more the same.
9. Visual schedules provide independence by removing the need for the student to ask others (particularly adults) about what schoolwork has to be done. The fact that the student functions more independently (“normally”) can increase his or her acceptance by other students.
10. Because they provide a means for the child to anticipate upcoming events, visual schedules help to ease the student through transitions. Thus, they are a means of reducing rigid behaviour. In fact, they promote flexible behaviour.
7. Visual schedules minimize the need to write as the daily agenda is being established
8. Once the child has a visual schedule, his or her behaviour will settle. Thus, a schedule does not make the child appear to be different; it helps him appear to be more the same.
9. Visual schedules provide independence by removing the need for the student to ask others (particularly adults) about what schoolwork has to be done. The fact that the student functions more independently (“normally”) can increase his or her acceptance by other students.
10. Because they provide a means for the child to anticipate upcoming events, visual schedules help to ease the student through transitions. Thus, they are a means of reducing rigid behaviour. In fact, they promote flexible behaviour.
PurposePurpose
Think of the purpose of a visual tool. What does the student need to understand? What would help him participate better? Defining the need guides the decision about what kind of tool to use. Identifying the purpose of a visual tool helps us know how to use it.
Think of the purpose of a visual tool. What does the student need to understand? What would help him participate better? Defining the need guides the decision about what kind of tool to use. Identifying the purpose of a visual tool helps us know how to use it.
Keys for Successful Implementation of Visual Tools
Keys for Successful Implementation of Visual Tools
Student participation. Involve the student in the design of
the tool. Have him choose colors, pictures (especially to describe emotions), the style, size, and so on. The more involved he is in the design, the more apt he is to enjoy using it.
Format selection. There is no standard template for visual tools. Some students wantonly words or pictures that don’t look too young and some students need photos or concrete items instead of drawings. It’s important to consider the size and how easy it is to use in all settings (ie. recess, PE, lunch room, chemistry lab).
Student participation. Involve the student in the design of
the tool. Have him choose colors, pictures (especially to describe emotions), the style, size, and so on. The more involved he is in the design, the more apt he is to enjoy using it.
Format selection. There is no standard template for visual tools. Some students wantonly words or pictures that don’t look too young and some students need photos or concrete items instead of drawings. It’s important to consider the size and how easy it is to use in all settings (ie. recess, PE, lunch room, chemistry lab).
Imbedding choices in the tool. Take into account the student’s interests and preferences such as what things he wants to do when he’s angry or what order he would like to get things ready for a classor activity. Ask yourself, “how am I empowering him to use the tool?”
The routine for using the tool. Consider where the tool will be kept, when the tool will be used (in the hallway or at a desk), and what other activities the student will be doing at the time.
Imbedding choices in the tool. Take into account the student’s interests and preferences such as what things he wants to do when he’s angry or what order he would like to get things ready for a classor activity. Ask yourself, “how am I empowering him to use the tool?”
The routine for using the tool. Consider where the tool will be kept, when the tool will be used (in the hallway or at a desk), and what other activities the student will be doing at the time.
Do’s and Don’tsDo’s and Don’ts
Start Small: Start with one or two rather than trying to use tools in every part of theday.
Set the situation up to be successful with easy-to-reach first steps.!
Make it easy to use, fun to look at, and meaningful to the student.
Introducing it in a positive, fun way can also make a big difference.
Start Small: Start with one or two rather than trying to use tools in every part of theday.
Set the situation up to be successful with easy-to-reach first steps.!
Make it easy to use, fun to look at, and meaningful to the student.
Introducing it in a positive, fun way can also make a big difference.
Make sure adults and peers are supportive and enthusiastic.
Involve peers in developing, using and supporting the student in using the tool.
Make sure it is easy to locate, and easy for the student to use.
Make sure adults and peers are supportive and enthusiastic.
Involve peers in developing, using and supporting the student in using the tool.
Make sure it is easy to locate, and easy for the student to use.
**Keeping visual tools in difficult to access places (in a pocket if he has trouble with fine motor skills) or difficult for the student to use (making check marks when using a pencil or pen is an emerging skill) is the quickest way for a visual tool to fail.
Positive OutcomesPositive Outcomes
Increased independence. Empowerment. Increased self-esteem and self-
confidence. Increased access to the rest of the
world: friends, school activities, thegeneral education curriculum.
Increased knowledge and method of expressing what they know.
Increased understanding of information and directions.
Meaningful class participation and contribution.
Increased independence. Empowerment. Increased self-esteem and self-
confidence. Increased access to the rest of the
world: friends, school activities, thegeneral education curriculum.
Increased knowledge and method of expressing what they know.
Increased understanding of information and directions.
Meaningful class participation and contribution.
Decreased separation from peers andclassroom activities.
Meaningful class membership. Whenstudents have a way to participate meaningfully, their classmates see them as a member rather than a visitor.
Increased success throughout the day. Increased understanding of peer
expectations resulting in increasedinteractions.
Assistance to adults to provide consistent, organized, non-intrusive support.
Demonstrations of meaningful outcome in educational, social, and skill-related activities.
Decreased separation from peers andclassroom activities.
Meaningful class membership. Whenstudents have a way to participate meaningfully, their classmates see them as a member rather than a visitor.
Increased success throughout the day. Increased understanding of peer
expectations resulting in increasedinteractions.
Assistance to adults to provide consistent, organized, non-intrusive support.
Demonstrations of meaningful outcome in educational, social, and skill-related activities.
Why do visuals work with children with ASD?
Why do visuals work with children with ASD?
Difficulty shifting and reestablishing attention (modulate sensory info.)
Difficulty attending to foreground sounds and blocking out background noises
Gestalt learners
Difficulty shifting and reestablishing attention (modulate sensory info.)
Difficulty attending to foreground sounds and blocking out background noises
Gestalt learners
Characteristics of ASDCharacteristics of ASD
Hypersensitive (Over sensitive)
Hyposensitive (Under sensitive) All six sensory systems may be
affected Sight, sound, smell, movement, touch,
taste
**Emotional regulation is a core underlying process essential for “availability” for social interaction and engagement
Hypersensitive (Over sensitive)
Hyposensitive (Under sensitive) All six sensory systems may be
affected Sight, sound, smell, movement, touch,
taste
**Emotional regulation is a core underlying process essential for “availability” for social interaction and engagement
ASD Challenges in Social Communication
ASD Challenges in Social Communication
Monitoring social environment through social gaze precedes developmental milestone of intentional communication.
Depending on ability levels of children they may have restricted range of communicative functions, difficulty with discourse skills, sharing feelings emotions, gaining attention, repairing communication breakdowns
Monitoring social environment through social gaze precedes developmental milestone of intentional communication.
Depending on ability levels of children they may have restricted range of communicative functions, difficulty with discourse skills, sharing feelings emotions, gaining attention, repairing communication breakdowns
Specific to ASDSpecific to ASD
Some children with autism very obviously have difficulty with receptive and expressive language. Even the apparently capable child with autism can have difficulties understanding language for the following reasons:
Some children with autism very obviously have difficulty with receptive and expressive language. Even the apparently capable child with autism can have difficulties understanding language for the following reasons:
Breakdowns In Receiving Breakdowns In Receiving
Often delays in processing
Sensory interference
High anxiety/Rigidity
Auditory information is abstract
Often delays in processing
Sensory interference
High anxiety/Rigidity
Auditory information is abstract
Breakdowns In SendingBreakdowns In Sending
Communication Characteristics of ASDEcholaliaIntonationJargonSpeech-apraxia
**40% of Individuals with Autism are nonverbal
Communication Characteristics of ASDEcholaliaIntonationJargonSpeech-apraxia
**40% of Individuals with Autism are nonverbal
PECSPECS
Picture Exchange Communication SystemDeveloped as an augmentative or
alternative communication systemFirst priority is to provide a meaningful way
of communicating for an individualInitiation is the principal to always keep in
mindDoes not replace speech unless necessaryRequires 2 adults to implement initially
Picture Exchange Communication SystemDeveloped as an augmentative or
alternative communication systemFirst priority is to provide a meaningful way
of communicating for an individualInitiation is the principal to always keep in
mindDoes not replace speech unless necessaryRequires 2 adults to implement initially
PECS ImplementationPECS Implementation
Phase I: Exchange picture for item Phase II: Distance and Persistence
Exchange picture for item when communication partner is in a remote location
Exchange picture for item when picture is in a remote location
Phase III: Discriminate between pictures Phase IV: Expand use of sentence structure Phase V: What do you want? Phase VI: Commenting
Expand use of picture communication book
Phase I: Exchange picture for item Phase II: Distance and Persistence
Exchange picture for item when communication partner is in a remote location
Exchange picture for item when picture is in a remote location
Phase III: Discriminate between pictures Phase IV: Expand use of sentence structure Phase V: What do you want? Phase VI: Commenting
Expand use of picture communication book
PECS DemonstrationPECS Demonstration
Volunteers??
Demonstration
Questions
Volunteers??
Demonstration
Questions
PragmaticsPragmatics
Basic LevelEye contact, turn taking, social greetings,
initiating interactions, reciprocal play
Higher LevelTopic maintenance, initiation and
termination of interactions, figurative language, jokes, nonverbal cues (recognition) facial expression, tone of voice, proximity (videos and role playing)
Basic LevelEye contact, turn taking, social greetings,
initiating interactions, reciprocal play
Higher LevelTopic maintenance, initiation and
termination of interactions, figurative language, jokes, nonverbal cues (recognition) facial expression, tone of voice, proximity (videos and role playing)
Pragmatic StrategiesPragmatic Strategies
Initiating interactions
Eye contact- don’t ask for eye contact
Greetings
Reciprocal play & turn taking
Body language
Initiating interactions
Eye contact- don’t ask for eye contact
Greetings
Reciprocal play & turn taking
Body language
Social StoriesSocial Stories
Short stories written in a specific style and format
Developed in 1994 by Carol Gray
Short stories written in a specific style and format
Developed in 1994 by Carol Gray
PurposePurpose
Answers the following questions in problematic social situations
1. What is happening?2. Who is doing what?3. Why is it happening?4. Reasons governing what people are
doing?5. What are the typical socially
acceptable responses?
Answers the following questions in problematic social situations
1. What is happening?2. Who is doing what?3. Why is it happening?4. Reasons governing what people are
doing?5. What are the typical socially
acceptable responses?
Purposes of using Social Stories
Purposes of using Social Stories
Positive feedback so child can learn to recognize their own appropriate skills and behavior
Prepare for new experience Help a child accustom themselves to a
situation Proactive/Preventative approach to
avoid extreme reactions based on a lack of social understanding
Used as a prompt for socially appropriate behavior
Positive feedback so child can learn to recognize their own appropriate skills and behavior
Prepare for new experience Help a child accustom themselves to a
situation Proactive/Preventative approach to
avoid extreme reactions based on a lack of social understanding
Used as a prompt for socially appropriate behavior
Features of Social Stories Features of Social Stories
The goal is to describe and teach social understanding.
In turn this will help develop appropriate behavior
Written in the first person and present or future tense… some exceptions
The goal is to describe and teach social understanding.
In turn this will help develop appropriate behavior
Written in the first person and present or future tense… some exceptions
Why social stories work…
Why social stories work…
Social stories are….VisualAdaptableCreated at an appropriate
language levelPromote Theory of mind
Social stories are….VisualAdaptableCreated at an appropriate
language levelPromote Theory of mind
Social Story StructureSocial Story Structure
Three kinds of sentences:1. Descriptive2. Perspective3. Directive
Ratio: Descriptive/Perspective 2-5;Directive 1
Three kinds of sentences:1. Descriptive2. Perspective3. Directive
Ratio: Descriptive/Perspective 2-5;Directive 1
Descriptive SentencesDescriptive Sentences
Give accurate information about the setting.
Provide the basic facts about what can be seen.
Give accurate information about the setting.
Provide the basic facts about what can be seen.
Perspective SentencesPerspective Sentences
Simple information about why things happen, providing information about what others are thinking and feeling
Directive Sentences
Prompts the child’s appropriate behavior
Simple information about why things happen, providing information about what others are thinking and feeling
Directive Sentences
Prompts the child’s appropriate behavior
Advanced Social StoriesAdvanced Social Stories
ControlChild suggested strategies
Co-operativeIdentify what others will do to assist
childPartial
Predictions of others response to the child’s actions
ControlChild suggested strategies
Co-operativeIdentify what others will do to assist
childPartial
Predictions of others response to the child’s actions
Social Stories ActivitySocial Stories Activity
Behavior MGMTBehavior MGMT
Proactive vs. Reactive programs
Proactive
Reactive
Proactive vs. Reactive programs
Proactive
Reactive
Setting up Behavior Programs
Setting up Behavior Programs
Why is the student producing the undesired behavior?
Escape (Does behavior stop when removed from an activity?)
Attention ( Does behavior occur to get a reaction?)
Power/Control ( Does behavior stop when the desired object is received?)
Sensory Stimulation ( Are the child’s sensory needs being addressed?)
Communication (Does the behavior seem to be a way to ask for help?)
Why is the student producing the undesired behavior?
Escape (Does behavior stop when removed from an activity?)
Attention ( Does behavior occur to get a reaction?)
Power/Control ( Does behavior stop when the desired object is received?)
Sensory Stimulation ( Are the child’s sensory needs being addressed?)
Communication (Does the behavior seem to be a way to ask for help?)
Behavior Programs Cont’d
Behavior Programs Cont’d
MotivationsEdibles, Tangibles, Social Praise,
Activities
*Avoid Bribery*Ensure child is aware of
expectations
MotivationsEdibles, Tangibles, Social Praise,
Activities
*Avoid Bribery*Ensure child is aware of
expectations
Case Study 1Case Study 1
Maurice is 7 years old and is in a first grade inclusion program
Frequently wandered around the classroom Poor eye contact Self stimulatory behaviors-mouthing
materials, head patting, rocking, rubbing materials
Unresponsive to peer interactions Did not complete tasks independently or
focus without adult attention Accomplished most tasks through rote
repetition rather than with meaningful understanding
No intelligible speech Did not initiate signs but imitated some
Maurice is 7 years old and is in a first grade inclusion program
Frequently wandered around the classroom Poor eye contact Self stimulatory behaviors-mouthing
materials, head patting, rocking, rubbing materials
Unresponsive to peer interactions Did not complete tasks independently or
focus without adult attention Accomplished most tasks through rote
repetition rather than with meaningful understanding
No intelligible speech Did not initiate signs but imitated some
Case Study 2Case Study 2
Peter is a 12 year old boy with a diagnosis of Aspergers attending a regular grade 6 classroom.
He is above average academically and highly verbal
He is obsessed with dinosaurs He is observed during recess to play by
himself or with much younger children He is often observed drawing or fidgeting
during class time He is observed to make inappropriate
comments in class when his peers answer questions incorrectly
Peter is a 12 year old boy with a diagnosis of Aspergers attending a regular grade 6 classroom.
He is above average academically and highly verbal
He is obsessed with dinosaurs He is observed during recess to play by
himself or with much younger children He is often observed drawing or fidgeting
during class time He is observed to make inappropriate
comments in class when his peers answer questions incorrectly
ReferencesReferencesBareket, Rachael. 2006. Playing It Right!: social skills activities for parents and teachers of young
children with autism spectrum disorders, including Asperger syndrome and autism-1st ed. Shawnee Mission, Kan.: Autism Asperger Publishing
Ernsperger, Lori. Ph.D, 2002. Keys to Success for Teaching Students with Autism. Arlington, Texas. Future Horizons, Inc.
Hodgdon, Linda A. 2005. Visual Strategies For Improving Communication; Practical Supports for School and Home. QuirkRoberts Publishing. Troy, Michigan
Prizant, B.M., Wetherby, A.M., Rubin, E., &Laurent, A.C. (2003). The SCERTS Model: A transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder. Infants and Young Children, 16 (4), 296-316
Quill, Kathleen Ann. 2000. Do Watch Listen Say: Social and Communication Intervention for Children with Autism. Maryland: Paul H. Brookes Publishing Co. Inc.
Richard, Gail J. 1997. The Source for Autism. Illinois: Lingui Systems, Inc.
Smith, Caroline. 2003. Writing & Developing Social Stories: Practical Interventions in Autism. Speechmark Publishing LTD, Telford Road, Bicester, Oxon OX26 4LQ, UK
Sussman, Fern. 2004. More Than Words. Toronto, Ontario: Hanen Early Language Program.
The Inclusion Notebook: Problem Solving in the classroom and community. Inclusive Education and Autism; Spring 2007 (Volume VI, No.1)
www.scerts.com/the-scerts-model www.setbc.orgwww.visualaidsforlearning.com www.usevisualstrategies.comwww.vanderbilt.edu www.room5ideas.comwww.dotolearn.com www.angelfire.com
Bareket, Rachael. 2006. Playing It Right!: social skills activities for parents and teachers of young children with autism spectrum disorders, including Asperger syndrome and autism-1st ed. Shawnee Mission, Kan.: Autism Asperger Publishing
Ernsperger, Lori. Ph.D, 2002. Keys to Success for Teaching Students with Autism. Arlington, Texas. Future Horizons, Inc.
Hodgdon, Linda A. 2005. Visual Strategies For Improving Communication; Practical Supports for School and Home. QuirkRoberts Publishing. Troy, Michigan
Prizant, B.M., Wetherby, A.M., Rubin, E., &Laurent, A.C. (2003). The SCERTS Model: A transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder. Infants and Young Children, 16 (4), 296-316
Quill, Kathleen Ann. 2000. Do Watch Listen Say: Social and Communication Intervention for Children with Autism. Maryland: Paul H. Brookes Publishing Co. Inc.
Richard, Gail J. 1997. The Source for Autism. Illinois: Lingui Systems, Inc.
Smith, Caroline. 2003. Writing & Developing Social Stories: Practical Interventions in Autism. Speechmark Publishing LTD, Telford Road, Bicester, Oxon OX26 4LQ, UK
Sussman, Fern. 2004. More Than Words. Toronto, Ontario: Hanen Early Language Program.
The Inclusion Notebook: Problem Solving in the classroom and community. Inclusive Education and Autism; Spring 2007 (Volume VI, No.1)
www.scerts.com/the-scerts-model www.setbc.orgwww.visualaidsforlearning.com www.usevisualstrategies.comwww.vanderbilt.edu www.room5ideas.comwww.dotolearn.com www.angelfire.com
