1 / 17

Successful Transitions: Infusing Visual Structure

Successful Transitions: Infusing Visual Structure . Kari Adkins The Classroom Connection. Child Characteristics. Children with disabilities: specifically, language-related disorders typically exhibit:

MikeCarlo
Download Presentation

Successful Transitions: Infusing Visual Structure

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Successful Transitions:Infusing Visual Structure Kari Adkins The Classroom Connection

  2. Child Characteristics • Children with disabilities: specifically, language-related disorders typically exhibit: • Strengths in rule-based tasks, visuo-spatial organization, form discrimination, pattern analysis, overall visual processing • Weaknesses in auditory processing, shifting attention between visual and auditory stimuli, abstract conceptualization, impaired attention to meaningful features of a stimulus

  3. Successful Transitioning Begins With: • Visually-cued instruction • A structured learning environment • Consistency of expectations and consequences • Having a system in place at all times and making it a routine

  4. Visually Cued Instruction • Using pictographic and written language as instructional supports to aid and improve organizational and self-management skills • Compliments child’s strengths • Decreases the auditory processing required to successfully comply with directions • Creates a concrete system for understanding and structuring time • Allow child to anticipate on-going events • Become more independent of adult directives

  5. Types of Visual Aids • These aids help structure time across the day and throughout activities, consistently preparing the child for transitions • Activity Schedules • Mini-Schedules/Sequence Schedules • Timers • Visual count-down aids • First-then boards • Visual cue cards/rule cards • Choice boards • Transition Objects

  6. Daily/Activity Schedules • Used to communicate activities over a span of time • Can include real objects, real pictures, symbolic pictures or written words • Typically includes major portions of the day or activity • Allows the child to predict what is going to happen and what expectations are expected • Should be referred back to during each major transition • Important: It is best if the schedule has a clear and salient way of communicating when an activity has ended and when there is a change in routine

  7. First/Then Boards • Typically a pre-cursor to use of an activity schedule • Communicates expectations for short intervals at a time • Can be used effectively when a child is overwhelmed by environment to decrease frustration by creating clear expectations

  8. Mini-Schedules • Target certain events or tasks within the daily schedule • Breaks the task down into smaller steps • Makes the task more manageable • Child sees how much work is expected • Creates a system of direction communication through the ais of visuals • Schedule should always include a “what’s next?”

  9. Timers • Can use a variety of timers: “red all gone”, auditory alert, visual alert • Timers make the passing of time visual and more concrete • Timers create boundaries • Especially useful for transitions out of preferred activities

  10. Visual Count-Downs • Visual count down sequences do not give the specifics of the tasks the child is required to do within a designated period of time, but how much work needs to be accomplished • Child can be an active participate in the monitoring of the count-down • Can also be done with fingers or other objects taken away to signal transitioning out af a preferred activity

  11. Visual Cue Cards/Rule Cards • Typically used when a child exhibits behaviors that do not comply with adult directives or not not follow the rules • Redirection using a cue card (i.e., quiet hands, time to line up or all done) can refocus attention and provide adults with a concise and simple script to use

  12. Choice Boards • Choice time can be overwhelming • Visual choice boards decrease child frustration and anxiety during this time by providing visual choices that can be made and reinforced • In addition, infusing the day with choice opportunities for children with disabilities is an important instructional consideration

  13. Transition Objects • Real objects that symbolize the transition to a designated activity (i.e., a toothbrush to signal “time to brush teeth”, or a puzzle piece to signify choice time) • Generic transitions tools can also be used as a visual direction of where to go next within a larger activity schedule

  14. Reminder: None of these tools need to be expensive or fancy

  15. Structuring the Learning Environment • Creating a learning environment that has clear visual boundaries will decrease overall anxiety and visually communicate expectations for specific areas • Choice area • Work area • Snack area

  16. Other Simple Instructional Techniques • Transition songs • Lights out • Riddles • Verbal count down • Group contingencies/social motivation • Reinforcement

  17. Resources • Cole-Currens, Elizabeth. (1993). Smooth Transitions for a Smooth Day. Texas Child Care, 17:3. • Larson, Nola, Henthorne, Mary & Chvojicek, Ruth. (2001). Transition Magician for Families: Helping Parents and Children with Everyday Routines. • Quill, Kathleen. (1997). Instructional Considerations for Young Children with Autism: The Rationale for Visually Cued Instruction. Journal of Autism and Developmental Disabilities, 27:6.

More Related