Visual strategies are instructional techniques or tools that provide a visual representation of information being delivered to the child with autism. These tools are designed to enhance the child’s understanding and increase his/her participation in the learning and communication process. Visual strategies may include daily schedules, work systems, communication systems, furniture and material arrangement, signs and labels, written messages, choice boards, and written directions. They may also include body language, natural environmental cues, traditional tools for organization and giving information, and specially designed tools to meet specific needs.
Body Language: Communication is affected by the use of body movement and expression. The ability to interpret and use body language influences the effectiveness of the communicative message. Body language may include facial expressions, body orientation/proximity, body stance, movement of body, reaching, touching, pointing, eye contact, eye gaze, and gaze shift.
Natural Environmental Cues: It is important to be able to interpret the meaning of the visual information in the environment in order to function effectively and independently. Natural environmental cues may include furniture arrangement, location and movement of people and objects, printed material (e.g., signs, logos, labels), written messages (e.g., menus, instructions), directions on packages, machines, or in business locations.
Traditional Tools for Organization and Giving Information: In order to organize their lives people may use one or more of the following strategies: calendars, planners, schedules, TV guides, lists, notes, signs, maps, checkbooks, telephone/address books. In many cases, children with autism lack the ability or knowledge to recognize the value and methodology of organizational skills.
Specially Designed Tools to Meet Specific Needs: Many of the tools are individualized for each child in order to give the structure and information necessary to handle specific problems or situations. Some tools may also be variations of natural environmental cues or traditional tools.
Hodgdon, L. A. (1995). Visual strategies for improving communication: Practical supports for school and home. Troy, Michigan: Quirk Roberts Publishing.
