How To Develop and Implement Visual Supports
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c2006. By Theresa L. Earles-Vollrath, Katherine Tapscott Cook, and Jennifer B. Ganz. This guide provides a concise overview of visual strategies and supports for students with autism spectrum disorder (ASD). Part one outlines the steps used in the creation of visual supports, including: assessing the type of visual support required to meet the individual needs of a student; determining the design of the visual support system (i.e. symbol representation, size, location, and color); gathering symbols (i.e. objects or pictures.); and constructing the visual support. Part two of the guide describes the types of visual supports that can be used to teach children with ASD, including: visual schedules; mini-schedules; task organizers; calendars; and memory aids. Part three highlights visual strategies that support student behavior, including: turn-taking cards; waiting symbols; choice-making visuals; visual rules and alternate behaviors; consequence maps; calming supports; "no" symbols; transition supports; activity-completion signals; change symbols; and first-then cards. The rest of the guide reviews visual supports that structure the learning environment, enhance communication, aid social skill development, and support classroom activities. Numerous illustrations and examples of visual strategies are provided throughout the book. (Booklet; 61 pages.) This book is a title in the series PRO-ED Series On Autism Spectrum Disorders. ©2007-2008. Autism Society of North Carolina.

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