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Using visual supports to help understanding and talking 

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Using visual supports to help understanding and talking 

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Follow this link to information from the National Autistic Society

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Visual supports can be used to communicate with people on the autism spectrum. They are adaptable, portable and can be used in most situations.

Visual supports can help to provide structure and routine, encourage independence, build confidence, improve understanding, avoid frustration and anxiety, and provide opportunities to interact with others. They can make communication physical and consistent, rather than fleeting and inconsistent like spoken words can be.

Find out about the different types and uses of visual supports and where to find resources. See some examples and read our top tips.

Types of visual support

A wide range of items can be used as visual supports. For example:

tactile symbols/objects of reference, eg swimming trunks, packaging, food labels

photographs

short videos

miniatures of real objects

coloured pictures

plain squares of coloured card

line drawings

symbols

written words.

These can be real objects, printed images, or on a smartphone, tablet or computer.

Uses of visual supports

Visual supports can be used in a range of ways, eg:

as a single message, eg the person takes a yellow card from their pocket when they need to go to the toilet, or a puts purple card on the board when they're feeling stressed

in combination to create a daily timetable, schedule, sequence or reward chart

to make a choice, eg the person can put the trampolining symbol in the 'afternoon' area of the board

to illustrate a social story or comic strip conversation.

Examples of visual supports

Top tips

Make visual supports portable, durable, easy to find, personalised and consistent.

Portable

Make the visual supports portable by:

using a visual supports app on the person's tablet

storing photos and pictures on the person's smartphone

putting symbols, pictures and schedules in a folder for the person to carry with them.

Durable

Laminate printed visual supports.

Back up any app, photos and pictures you use on a smartphone, tablet or computer.

Easy to find

Ensure that visual supports are easy to find, for example by:

placing them in prominent places at eye level

putting them on an actual object

putting a single symbol in the person's pocket

distributing them throughout particular environments, eg objects and areas in the classroom and at home could be labelled

putting a shortcut to them from a tablet home screen

attaching symbols to boards so that people know where to go to look at them - you could also use Velcro strips to attach symbols to a board, meaning schedules can be easily altered, eg activities removed once completed.

Personalised

Visual supports are very personal and what works for one person may not work for another. Use the person's special interest, eg a visual timetable could be made in the shape of a rocket.

Remember that some autistic people have difficulties generalising, eg they may not realise that a Hula Hoop packet symbolises all crisps.

It can sometimes be helpful to use more than one type of visual support, but always introduce visual supports gradually. Start off with one symbol and then build up a collection.

Consistent

If using pictures, once you choose a type or style (for example, line drawings), use it consistently. Ask family members, friends, teachers or support workers to use the same visual supports consistently.

Find resources

You can make, download or buy printed pictures, or you can use an app.

ASD Visual Aids

Autism app reviews

Books Beyond Words story app

Colour coding for learners with autism, Adele Devine

Colourful semantics
Tom Tag versatile picture schedules
Microsoft Word

PECS - Picture Exchange Communication System

Symbol world

The Internet Picture Dictionary

Therapy box

Tom Orr Accessibility by Design

Visual Autism Resources

Widget Health
The Play Doctors
More information
Communication tips
Research Autism's evaluation of PECS

Social stories and comic strip conversations

Using technology

Visual supports for people with autism: a guide for parents and professionals, Marlene Cohen and Peter Gerhardt, 2016

Last reviewed June 2019

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Visual supports can be used to communicate with people on the autism spectrum. They are adaptable, portable and can be used in most situations. Visual supports can help to provide structure and routine, encourage independence, build confidence, improve understanding, avoid frustration and anxiety, and provide opportunities to interact with others.

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Language Development in Children with ASC

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Language development in children with Autism Spectrum Condition

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Understanding ASC

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Click here to watch a video on how Sensory difficulties may impact on attention and listening

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Facts about ASC

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Click below to find local and national support for ASC

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Click on this video  from the National Autistic Society to find out more

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This video gives you information about autism along with some of the work we do. If you would like to know more about autism head to: http://bit.ly/AboutAutism . If you wish to use this video on your website please contact us at webmanager@nas.org.uk for permission.

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The Role of the Speech and Language Therapist in ASC

Speech and Language Therapists working with children with ASC may aim to address areas such as

Social understanding.

Motivation to communicate.

Understanding of language.

Use of expressive communication (spoken word, written word, symbols and signs)

Social skills and behavioural issues.

They work closely with parents and educational staff to ensure that the child is developing their communication and can generalise their skills in different environments such as school and home.

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Autistic Spectrum Condition (ASC) is a lifelong developmental condition. The word spectrum is used because although those with ASC share similar difficulties they may be affected in different ways.

The main areas of difficulty which all people with AS share to varying degrees  are:

Difficulties with Communication

A lack of desire to communicate.

Poor non-verbal communication such as eye contact.

Difficulty interpreting the non-verbal communication of others.

Superficially good spoken language but poor conversational skills and social awareness.

Lack of language and speech.

Excessive echoing of language used by another person.

Pedantic or very specific language.

Lack of tone in voice and interpreting meaning from others tone of voice.

Difficulties expressing feelings and emotions.

Difficulties with Social Interaction

Limited interaction with others.

Being interested in others to have their needs met

Showing some affection but on their terms.

Lack of motivation to please others.

Poor understanding of social rules and cues.

Socially isolated but not worried about it.

Difficulties with Imagination

Using toys as objects, for example focusing on the wheels on a toy car but not the car itself.

An inability to play imaginatively or think creatively.

Difficulty learning sequences of play.

May insist on certain routines and become resistant to change.

Repetitive play.

Learning things by rote but with limited understanding.

following rules rigidly and not allowing exceptions.

Associated patterns of behaviour.

Extreme responses to sensory stimuli, e.g. noise / light / textures.

Difficulty with attention.

Difficulties eating, drinking, sleeping.

Difficulties with mood changes and understanding their emotions.

Increased anxiety in new situations.

Challenging behaviour.