Original Post :
Supports for Children with ASD
Environmental supports are extremely important for children with ASD. Visual supports are often used to help structure and modify the environment.
Please respond to the following:
- Discuss how environmental and visual supports may be needed in the home, school, and community.
- Give an example of a support that may be utilized in each setting.
Peer Post min 50 word replies
1. Environments that too colorful, not organized, too loud, and provide different smells are often very overwhelming to individuals with ASD. “Too many objects, noises, and color can result in students experiencing unnecessary stress that can impact learning” (Dillon, 2018, p.43, para 6) This can occur for individuals that do not have ASD. One would want the environment to welcoming, but not overdoing it and having it too busy. Dillon stated it was like a bag of skittles.
Visuals allow individuals to understand (TEACCH Autism Program, n.d.). Too many visuals cause confusion.
Visual schedule: provide things that are going to happen so they can be preplanned and anticipated. Visuals can be pictures and words. These can be used in work environments, homes, and schools)
Labels can be used to tell us what something is it can be words with pictures. Helps identify items/objects (Work, home, school, and stores).
Visual cue cards can be used as a first then the situation prompts of expectations, can implement stop, go, and ask sign for any time use, ask permission, and important things that the individual can not have access to. All of these can be used in Home settings, schools, daycares. Some visuals are limited in community centers and stores and tend to be written making it harder for those who do not have the ability to read. Individuals may recognize the difference between open and closed if they are different and the store is a regular on that is used. It is like having the visual for the bathrooms. Another thing is Construction sites use caution tape and cones as a visual to stand out.
References:
A Autism Society. (n.d.). Safety in the home. Retrieved from http://www.autism-society.org/living-with-autism/h…
DDillon, R. (2018). Room for improvement. Educational Leadership, 76(1), 40–45. Retrieved from http://search.ebscohost.com.libauth.purdueglobal.edu/login.aspx?direct=true&db=eric&AN=EJ1190816&site=eds-live
S Shelton, T. (2016). Practical strategies for supporting young learners with autism spectrum disorder. Lewisville, NC: Gryphon House. Retrieved from http://search.ebscohost.com.libauth.purdueglobal.e…
T TEACCH Autism Program. (n.d.). Structured teaching by TEACCH staff. Retrieved from https://teacch.com/structured-teaching-teacch-staf…
2. Hello Everyone, Byu
With a visual schedule you are able to provide events that will happen so they can have a picture to go with the events that are being planned out. Visuals can be both pictures and words. These can be used in ABA therapy, home, or school settings. We use one at home and in ABA session with my son to help keep him focused and so that he knows what will be next. For a while we used labels on everything so he would learn what each thing was. But this worked because I would put them in english for him and in spanish for my other children so everyone was learning at the same time. In ABA therapy he uses visual que cards. But these pictures and cards help him because when we are at the store he starts recognizing and stating certain objects. Having visuals help everyone understand but are especially important for the child. Because even as adults we have visuals to tell us not to enter certain areas, or its a one way, etc. But environments that are too colorful or are messy or even too loud are overwhelming for children with Autism. This causes stress and can impact learning. (Dillon, 2018)
Reference:
Dillon, R. (2018) Room for improvement Educational leadership 76(1) 40-45 Retrieved from:
