There is a story I hear over and over. It has to do with using visual supports with older students and adults.

The script goes something like this: He doesn't need them anymore. He understands just fine. We don't need to use them. Visuals are not appropriate for teenagers (or adults). They look too babyish for them. Using those pictures makes this person appear "different" from everyone else.

In the next sentence I begin to hear details about the individual. He won't cooperate. He has melt-downs or tempter tantrums or won't do what we want him to do. Or maybe he asks the same questions over and over. Or perseverates on certain topics. Or gets upset when the routine changes. He is nervous & anxious. And on . . . . and on . . .

The bottom line is that people don't seem to be reporting a happy, contented individual who masters life with confidence.

And the other bottom line is that the person reporting doesn't see any connection between their attitude about visual supports and the individual's behavior.

Here's an example
I received some correspondence from a Mom recently. She shared a frustration that I have heard from many others. Here's the story.

My son is now in an adult day program. I have been really struggling with them as I insist that Tom needs visuals to give him information, not only for his day or week (so he knows what the heck is going on!) but a monthly calendar as well. He needs that because he worries about when he will get to do things that are coming months from now.

The staff and directors of the adult program do not understand the importance of these visuals and use them inconsistently.

For example, one of the things that makes my son frantic is not knowing where they will be going out to eat. They go out to eat twice monthly and they typically decide where to go the day before, or the day of.

My son LOVES to go out to eat and of course he has favorite foods (McDonalds & pizza). Unfortunately, he never knows when they might be going to either of those places.

This is what happens. On the day they finally go out for pizza, he comes home and loudly, and repeatedly "asks," "I want to go have pizza with Tony!!" (his staff person). Of course I have no idea when he will get to go again. I can only show him that they will be going out to eat in two more weeks.

Because it may be a month or more before they get to go out for pizza again it causes him untold amounts of anxiety and he will obsess about going out for pizza.

The solution is so simple
Mom has described the situation so well. And the solution would be so simple. A calendar that gives the information would be an easy fix for this problem. And it would be a great activity to do WITH Tom. I think he would enjoy creating that calendar.

And the question is WHY?
Why do the adults in charge resist something so simple? Is it because they are uninformed about the value of those visual supports?

Mom gave part of the answer in her letter. She said they use visual supports inconsistently. That is sad. It's sad for Tom. But it's also sad for the staff. Inconsistent use means they place no real value on those visual tools.


If Tom is obsessing about pizza at home, I have a strong hunch he is obsessing about it at his day program too. And it is driving someone there crazy. Do they understand how those visual tools can help change Tom's behavior?


Not by age but by need
We need to determine the use of visual supports by NEED, not by age. In this situation, the purpose for using the visual tools (calendar or schedule) is to give information.

Individuals don't outgrow their need for information. Other "values" that come from using the visual tools are reassurance, confirmation, aiding memory, peace of mind, reducing anxiety . . . and the list goes on.

When we give people information in a form that they can understand (and go back to for reassurance) it changes their behavior.


Even if you don't know the answer
Someone may say they don't know what is happening in two weeks so they can't give the information. Well, even then, it's possible to give information.

For example, put something on the calendar to indicate going out to lunch. Then put a question mark on the calendar to show that we are not sure where we are going. Even that is better than nothing.

(Note: People who like to make last minute decisions may not realize how much anxiety they create for individuals who have a desire and need to know more information. Perhaps a change in the "system" would make life less stressful for everyone.)

And a few more points

1. Many of these adults came from programs where visual strategies were used for communication. If they did, continuing their use in a "no brainer."
2. If these individuals never used visual strategies before, it's not a problem. Start now. It is never too late to introduce visual supports. You just have to remember that you are teaching something new. That means you have to TEACH what the visual tools mean.
3. Using visual tools for adults is not different from using them for young children. You need to think about the PURPOSE of the visual supports: giving information, giving choices, teaching the steps of a task, scheduling the day, etc.
4. Visual tools for adults should not look babyish. That does not mean they need to be complicated or hard to understand. For example, photos can work for any age. (Think about the photo albums and day planners and calendars that adults use. They accomplish the purpose without looking "babyish.")
5. Inconsistent is almost worse than never. The VALUE of the visual supports does not become established in the environment for staff or clients.

Here is a great opportunity to attend one of my programs. I will be speaking as a part of the Heartspring Conference Series. The date is April 3, 2009.

If you are in or near Wichita, Kansas you can arrange to attend this program live. If you can't travel to Kansas, you have another great opportunity.

This program will be webcast. That means you can watch the live program from home. Institutions can arrange to host the webcast in your own location for a group.

Contact Heartspring directly to register for this opportunity,

P.S. They have a special registration rate for parents & caregivers.

"Would you like to do your homework now or after dinner?"

"You can have an apple or a banana as a snack. Which would you like?"

Moms everywhere know the power of offering choices: the self-esteem it builds, the way it manages behavior, the important life skills we teach children through the choices we give them.

That's why choosy moms choose wisely. They know every choice affects us in so many ways.


The choosy moms at Mom's Choice Awards® (www.momschoiceawards.com) recently honored the Autism Asperger's Digest with their prestigious Gold award for its positive nature and informative content. Perhaps they're on to something?

Experience for yourself why parents everywhere say,
"I can't imagine my life without this magazine."

Gold Winner, Two consecutive years
NAPPA Parenting Resources Award

Linda Hodgdon, M.Ed., CCC-SLP is a Speech-Language Pathologist and a Consultant for Autism Spectrum Disorders. She is the author of the bestseller, Visual Strategies for Improving Communication, one of the most recommended books in the field of autism.

Internationally recognized as a powerful and informative speaker and consultant, Linda has presented her insightful and dynamic workshops to audiences of educators and parents worldwide.

This E-newsletter is sent to people in more than 74 countries around the world! Do you know someone who would like to receive a copy? See below. . .