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​Visuals? We use them daily!  Visuals are on labels, road signs, agendas, calendars, templates, photographs, objects or markers representing something of significance. To a greater extent, we see or 'picture' things, situations and past events, in our minds.

T. Peeters (1997) summarized nine benefits of using visual systems for individuals with an ASD. These benefits are:

  1. Makes abstract concepts more concrete
  2. Communicates things that cannot otherwise be understood.
  3. Helps individuals cope and prepare for changes.
  4. Increases independence.
  5. Reduces failures and behavioral problems.
  6. Reduces stereotyped behaviors and therefore increases socialization.
  7. Reduces dependency on specific primary care individuals and decreases anxiety when staff or environmental changes occur.
  8. Helps autistic individuals (*or individuals with autism) understand and manage the concept of time.
  9. Reduces passivity.

(*My comment in parentheses)

Linda Hodgdon (1995) is another reference regarding visual supports. She encourages teachers to come up with different ways to use visual supports for instructional purposes. She continues and explains how visual supports also assist students by providing information, clarifying directions, locating destinations, making choices and organizing the environment.


​​Visual Supports
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​Types & Examples of Visual Supports


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​Mesibov, Shea, and Schopler (authors of The TEACCH Approach to Autism Spectrum Disorders) stressed the importance of using three categories of visual information to increase meaning and attention to tasks. 

​These categories are: Visual Instructions, Visual Organization and Visual Clarity


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​Types of Visuals
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  • Objects, parts of a whole representation of the task
  • Pictures of objects, people, places, and actions. Cartoon or photographs of objects, people, places, and actions.
  • Line drawings and stick figures
  • Written words​

Variety of Visuals: Examples

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  • Cue cards (to prompt)
  • Schedule cards
  • Written scripts of what to say
  • 'Power cards'
  • Comic strips
  • Social narrative of what to do
  • Map of where to go
  • Computer icons, pictures and words
  • Acronyms
  • Model behavior (another individual demonstrates the specific behavior/task)
  • Video-models (of self, peers, or others performing task)
  • Finished products as examples
  • Reminders on 'Post-its'
  • Jigs or templates
  • PDAs, iPads, iTouch, iPhones
  • Visual work system
  • Organizational systems
  • Graphic organizers
  • Written and/or pictured instructions, choices, etc.
  • Prepared notes
  • Filing systems: folders, categories, etc.
  • Prepared outlines
  • Legend on charts, maps, etc.
  • Flip charts
  • Word bank
  • Multiple choice
  • Arrows for direction and placement
  • Formats of presentation or material
  • Binders/labeled dividers
  • Color-coding​
  • Flow charts
  • Folders
  • Road signs
  • Calendars
  • Choice boards
  • Check lists
  • 'To Do' lists
  • Behavior charts
  • Token economy chart, menu of tasks/items to earn, token board, and tokens
  • Behavior contract
  • Job charts
  • Agendas
  • Partitions, workstations, room dividers
  • Posted work, class, or family schedules
  • Individualized schedules
  • Activity schedules
  • Checklist of classroom/job/relationship expectations
  • Applications on phones
  • Name tags
  • Lights: flashing yellow lights (school zones), traffic lights, emergency vehicles, fire drills, etc.
  • 'How to' videos
  • Sequenced pictures or tasks to follow
  • Tape defining boundaries
  • Partition or room divider
  • Carpet and furniture as visual boundaries
  • Venn diagrams
  • Table or columns​
  • Label on or above objects, task areas, etc.​
A handful of references: Visual Supports: Hodgdon, L.A. (1999 & 1995);  Rao, S.M. & Gagie, B., (2006); Dettmer, S., Myles, B., & Gantz, J. (2000); Kunda, M. & Goel, A.K., (2008); L.C. & Gast, D. L. (2000), Krantz, P.J.,  McDuff, M.T., & McClannahan, L.E. (1993) ; www.nationalautismcenter.org/affiliates/ (National Standards Project, 2009); Peeters, T. (1997) Autism: From Theoretical Understanding to Educational Intervention. San Diego, CA:  Singular Pub. Group; Martin & Pear, (2002); Visual Supports For People With Autism: A Guide For Parents And Professionals - By Marlene J. Cohen & Donna L. Sloan (2007)