Last month I visited a number of schools for parents, completing observations, writing a plan and meeting with staff. Most of these were for younger children, grades 4-6. What was bothersome is that one of the most important and successful supports we provide our children with ASD (autism spectrum disorder or Aspeger's Disorder), namely Visual Supports, were not used in any class. 5 of of 5 had "visual supports" in the IEP, but none of them used any visual supports while I was there doing my observations. Why? Most of the people I asked said they didn't think the child needed them anymore. Well, I wasn't asked to come in and provide behavioural consultation because the student was doing well!
Here is an excellent place to find a handout about using visual supports with children with autism or Asperger's Disorder: http://www.autismoutreach.ca/assets/30visual.pdf POPARD, the Provincial Outreach Program for Autism and Related Disorders has several great handouts about the usefulness of visual supports, and why NOT to stop using them. They also have a really useful handout: "Visual Schedules." You can download the one above and bring it to your next school based team meeting, and request a copy of the other. POPARD also has a number of useful training videos on line addressing this issue.
While I didn't see anyone using a visual schedule or other support, here is what I did see: Taking 100 data points -marking down every 15 seconds what is happening with the student - are they getting a corrective feedback, positive feedback, neutral statement, following an instruction - whatever they are doing- after 100 measures each and every one of these students was getting 90% or above negative feedback. "Corrections" to be polite. Nagging that gets no where to be frank. Over and over I say students waiting - watching what other students were doing - not doing that- but instead waiting- looking at their "aide" until they get a verbal command. That's what visual supports can avoid. Verbal instructions are almost always negative or corrective. That's not useful with out kids with autism or Aspergers Disorder. Often students see exactly what is expected of them and wait...and wait...until they get a verbal prompt. Almost always negative or "corrective" to be polite. When everyone else is putting their books away the student with autism - with a higher than average IQ and enough cognitive abilities to know what to do - has become accustomed to getting a verbal prompt from an adult.
If it's time for lunch and the student isn't getting ready, visually point to what other students are doing. Point to the schedule. Give a non-verbal signal and teach the student to obtain information from the environment by watching. It's a simple change, but one that is even less likely to happen when your child has a full time aide assigned to them who just can't wait to be helpful and talk to them, explain to them, and unknowingly teach them to ignore their environment and instead rely upon a verbal prompt. Even when they know what to do.
Don't let this happen to your child. Make sure the school is not just writing "use visual prompts" down on the IEP but also really using these visual methods in practice. This goes for students of all levels and abilities.
Dr. Jim Roche is a Registered and Licensed Psychologist providing behavioural consultant services, family counselling and individual therapy for children, adolescents and adults with autism spectrum disorder. For more information on the services he provides visit his web page at: http://www.relatedminds.com/autism/
Dr. Roche also provides testing and assessment for autism spectrum disorder, Asperger's Disorder and Non-Verbal Learning Disabilities for children, adolescents and adults.
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