I had 2, one in my wallet and one at home. They have YES on one side and NO on the other.
I recently came across a very cool imaging tool - The Rasterbator. Whether you simply want to dote on your kids' "larger-than-life" images on the wall in the form of giant posters, make giant visual teaching tools, or engage in some visual art production for yourself, this on or off-line resource is easy to use. Best of all it's free (not counting paper or toner for your laser printer of course).
Recommends using visually-cued instruction to guide the social development of children with pervasive social impairments, related to PDD or other DD's. Involving typical peers as conversational partners contributed to the children's success.
Children and adults with EDF need more cues, organizing assistance, and reminders. Some cues can easily be incorporated into the environment. Other cues are strategies that the child or adult can learn. Visual cues to enhance organization; cognitive cues.
...an autistic adult on that board responded by explaining that he had learned to read without understanding the alphabet. He didn't understand sound/symbol relationships until he was into his 30s. As a child, he perceived letters as colors.
This paper argues the case for using symbols, graphics and icons in children's writing. People, especially educators and trainers, MUST become more conversant and appreciative of graphically based information.
Producer of EyeCons, a tool for organizing the world of non-readers and other visual learners. Concrete, visually engaging, and customizable, they can be used to develop and reinforce important cognitive and communication skills.
Makaton was developed in the 1970s to help people with learning disability to communicate. It is now widely used with a variety of children with communication difficulties.
We need to consider that often we ourselves may be inadequately equipped to teach language to a child who does not learn language the way everyone else does.
Communication Boards - Susan's Classroom; Guide for Review of ECT Intervention Activities; Resources For Creating Picture Symbol Boards; Creating Picture Symbol Boards For Reading Interactions; Picture Symbols In The Environment
Visual representations of time and place will help the child with autism place meaning on such abstract ideas. Visual features of structure that have been proven useful are: physical organization, scheduling and teaching strategies.
Demonstration of one family's picture communication system.
Provides images as learning aids for children with Autism.
People with autism tend to be visual learners, and visual means of communication can help them to understand and use the process of communication -- thus encouraging the development of spoken language and of appropriate social communication.
Because of my significant executive function difficulties, I have trouble organizing tasks, such as grooming or getting ready for bed. I also find myself needing to be reminded of certain things, such as going to work or remembering to eat. The format of these lists and reminders helps determine their success.
Thought-bubble training more easily extends to children's understanding of thoughts (not just behavior) and extends to enhanced performance on several transfer tasks.
Yes, we could possibly live without visual supports, but our diets would be restricted to recipes that we could memorize, or our travel limited only to the known and familiar. By using visual supports, we expand our ability to achieve and grow.
Visual materials can support the expressive and comprehension communicative needs of many individuals.
VSS's provide students with consistent cues about their daily activities, allow a student to anticipate what will happen next, reduce anxiety, and promote calmness between transitions.
A visual schedule presents the abstract concept of time in a concrete form. The schedule communicates to the person with ASD when events/activities will take place and what will come next in a clear, stable, concrete and uncluttered manner.
Well designed augmentative systems allow an individual to express a variety of messages. The messages may be requests, directives, refusals, comments, questions, social greetings, and so forth.
Visual scheduling presents the abstract concept of time in a concrete and manageable form. This ability to predict time brings order and security to a person, allowing him/her to spend time learning rather than frightened or worried.
Visual supports are helping children who do not have conventional communication systems to become more able communication partners.
Visual symbols such as objects, photos, drawings and text can support the expressive and receptive communicative needs of many individuals.
A unique flashcard system to ensure sound teaching results when teaching children with autism and language disorders.