What+are+Visual+Supports?



Visual supports can be used in a number of ways. First visual supports can be used to support a student's receptive language (i.e. what the student understands). "Visual supports are visual cues that may prompt or remind children to engage in a behaviour or prepare them for another activity" (Odom,Brown, Frey, Karasu, Smith-Canter & Starin, 2003). The use of visual supports is a simple, focused stimuli that is used to promote the understanding of instructions, transitions, expectations and communicative inputs (Cafiero, 2012).

Some Types of Visual Supports:

 * Visual schedules** are one type of visual supports that might help students understand the expectations of an environment better. "A visual schedule is a visual support system that combines photographs, images, or drawings in a sequential format to represent a targeted sequence of the student's day" (Banda, Grimmett & Hart, 2009, p.17).




 * Social Stories** are "short narratives that follow a specific formula and describe one specific circumstance at a time" (Jaime & Knowlton, 2007, p. 261). "Social stories have many uses in the classroom: to decrease inapproprite behaviours, increase desired behaviours, teach new skills, prepare students for upcoming changes and reduce improper behaviours that may come with changes" (Jaime & Knowlton, 2007, p. 262).


 * Choice Boards** "give students a visual representation of their options at any given time" (Jaime & Knowlton, 2007, p. 264).


 * Token Boards** "serves as a visual display for students who can earn a specified number of tokens contingent on their behaviour or performance. The students subsequently "cash in" their tokens for a predetermined back-up reinforcer" (Jaime & Knowlton, 2007, p. 264).

Visuals can also be used by individuals to support their expressive communication (i.e. Alternative and Augmentative Communication (AAC)). AAC is "about helping individuals who cannot speak to interact with others" (Beukelman & Mirenda, 2000). AAC systems are designed to augment the existing communication a person has (Dell, Newton, & Petroff, 2012).

*Note: The information on AAC is very simplistic. AAC systems are very complex and individualized. The information is for general knowledge and it is not expected that an inclusive classroom teacher would implement an AAC system for a student without consultation from other service providers*