Use of Visuals

Many with autism prefer to learn through interaction with visual cues and tend to learn best using visual supports rather than relying on auditory input. Seeing it, rather than saying it, may help the child or young person to retain and process information we are offering. This may mean altering the format of the instruction to best meet the child or young person’s individual needs and preferences. Rao and Gagie (2006, p.26) assert when appraising the use of visuals:

• They are part of everyone’s communication system.
• They can attract and hold a student’s attention.
• They enable the student to focus on the message and reduce anxiety.
• They help the student express his or her thoughts.

This simplification or amendment of instruction does not mean leaving out pieces of information, it means offering the information in a manner that the student can comprehend.  To listen to Brenda Myles discuss simple strategies that work, please click the links below:

Watch Brenda Myles Simple Strategies that Work here and here.

Verbal modification – it is important to reduce the level of instruction to the child i.e. Operating on Autism Time. Click here to find more.

Effective use of visuals and task analysis; watch Brenda Myles Simple Strategies that Work.

In many instances for visual, concrete learners such as those with autism, this must be conveyed visually.

Social interaction can be challenging for children and young people with autism and can limit or exclude their participation unless sensitive modifications are made to the social and communication environment.

Listen to Brenda Myles discuss the importance of Reinforcement.

For additional information on Reward and Reinforcement please click here.