Visual Support for Children With Autism Spectrum Disorders: Materials for Visual Learners
242
Visual Support for Children With Autism Spectrum Disorders: Materials for Visual Learners
242Paperback
-
PICK UP IN STORECheck Availability at Nearby Stores
Available within 2 business hours
Related collections and offers
Overview
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: | 9781934575826 |
|---|---|
| Publisher: | Future Horizons, Inc. |
| Publication date: | 04/01/2011 |
| Pages: | 242 |
| Sales rank: | 439,074 |
| Product dimensions: | 8.40(w) x 10.90(h) x 0.50(d) |
| Age Range: | 4 Years |
About the Author
Anne Häußler, PhD, holds a graduate degree in special education from the German Philipps-Universityät Marburg. She received her master’s and Ph.D. in developmental psychology from the Universityof 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 1Introduction 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