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https://autismawarenesscentre.com/visual-supports-best-way-use/
Oct 08, 2017 · People on the autism spectrum tend to learn best using visual supports rather than through auditory input. Seeing it, rather than saying it, helps the person retain and process information. Temple Grandin, the most famous woman in the world with autism, describes being a visual thinker in her excellent book Thinking in Pictures.
https://www.autismparentingmagazine.com/benefits-of-autism-visual-supports/
Visual supports are non-verbal ways for children with autism spectrum disorders (ASD) to communicate their needs and make sense of the world around them. Children with autism benefit from using visual supports for a variety of reasons. A nonverbal child can use a Picture Exchange Communication System (PECS) to communicate his/her needs.
https://www.autismspeaks.org/sites/default/files/2018-08/Visual%20Supports%20Tool%20Kit.pdf
Research has shown that visual supports work well as a way to communicate. Visual supports are used with children who have autism spectrum disorders (ASD) for two main purposes.
https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/VisualSupports_Complete.pdf
through the day. Visual supports might include, but are not limited to, pictures, written words, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, timelines, and scripts. They are used across settings to support individuals with ASD (National Research Council, 2001).
https://blogs.canterbury.ac.uk/facultyofeducation/visual-support-systems-for-autism-what-do-parents-think/
Jul 31, 2019 · Research and experience had taught me that using visual support systems (vss), as a therapy tool was effective (e.g. Johnston et al. 2003). Conversely, I had this urge to understand whether parents of children with Autism did indeed find these useful.
http://card.ufl.edu/resources/visual-supports/
A visual support can really help them understand the message. Visual supports such as those described by Hodgdon (1995, 1997), Quill (1995), Dalrymple (1995) and Roberson, Gravel, Valcante and Maurer (1992) are helping children who do not have conventional communication systems to become more able communication partners.
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