Visual supports for autism play a crucial role in helping children navigate daily life, communicate effectively, and build essential skills. From picture schedules to visual cues, these tools provide structure and clarity, reducing anxiety and enhancing understanding. For many families, incorporating visual supports has become a transformative strategy for fostering growth and independence.
By aligning with the unique ways autistic individuals process information, visual supports empower children to better understand expectations and routines. These aids promote confidence and reduce sensory overload. Whether at home, school, or in the community, visual supports create an environment where children with autism can thrive.
What are visual supports?
Visual supports are non-verbal ways for children with autism to communicate their needs and make sense of the world around them. Autistic children benefit from using visual supports for a variety of reasons.
A nonverbal child can use a Picture Exchange Communication System (PECS) to communicate their needs.
For those who thrive on routine and understanding the order of activities, a visual calendar or schedule helps familiarize them with upcoming events.
Transition challenges, such as moving from home to the school bus or tidying up toys, can be eased with pictures that illustrate the steps involved.
The benefits of visual supports for autism
Visual supports offer children with autism an effective way to communicate by relying on visuals instead of auditory information.
Using visual supports for students with autism aligns with their natural strengths and preferences, often reducing frustration in communication. This is especially true for children who are visual learners.
Processing spoken language quickly can be challenging for autistic children, which is why repetition is often needed. Visual aids, however, provide a constant reference, allowing children to take the time they need to understand and process the information presented.
Visual aids expand a child with autism’s ability to interact with their surroundings. They can give children a sense of autonomy and allow them to make choices and express needs.
Visual aids also help children comprehend daily rhythms and have input in their activities. Perhaps most importantly, visual aids can open lines of communication between children with ASD and their caretakers.
Families who previously struggled to understand their child’s needs, endured meltdowns, and tried to reassure anxious children, can find some respite in opening lines of communication.
Most importantly, children can learn how to express their desires, ideas, personalities, and wishes in a way they could not before.
Visual communication aids for autism
Communication aids allow children with autism to be active participants in their daily lives. Each child’s preferred method of communication will be unique and likely to evolve as they transition into new developmental phases.
Some children might respond well to illustrated picture cards, while others may find videos or digital photographs more helpful. Communication aids can change along with your child’s needs.
A child who starts with simple illustrated cards showing a thumbs up or thumbs down might learn to use cards with more variation, including phrases like “I don’t like that,” “That’s not what I wanted,” “I would like more,” or “I am happy today.”
It is important to note that using visual communication aids has not been shown to prevent children from developing speech. Rather, it more frequently helps children to form the foundations of verbal communication.
When you are deciding which role visual aids and augmentative and alternative communication (AAC) strategies should play in your child’s life, it is important to consult a speech-language pathologist (SLP).
An SLP can help you gauge your child’s current understanding of speech as well as the best ways to help them develop speech. There are many AAC strategies available, and trying to find the best one for your child can be a daunting task.
Sign language, picture cards, and electronic devices that produce speech are all options. An SLP can help you identify which will best help your child communicate with you while encouraging them to continue to progress toward speech or more developed nonverbal communication.
Types of visual aids for autism
Visual supports come in many forms, each designed to meet specific needs and preferences of autistic individuals. These tools provide clarity and structure, making it easier to understand instructions, routines, and expectations.
By tailoring visual supports to suit individual needs, caregivers and educators can create a more accessible and supportive environment.
Picture exchange communication system (PECS cards)
PECS, or the Picture Exchange Communication System, is designed to support nonverbal or preverbal children in communicating their needs and preferences.
This system is particularly effective for those who attempt to express themselves through gestures or behaviors, such as pushing away an unwanted item, pointing to a desired object, or experiencing frustration due to an inability to convey their wants.
PECS does not require children to recognize pictures beforehand, making it accessible even for those with additional challenges, such as mobility impairments.
The method is typically taught in six phases, with the ultimate goal of enabling children to use picture cards to respond to and comment on questions. These cards are displayed on a board or table, allowing children to select images representing their needs or desires.
Decks can cover various categories like food, activities, emotions, or locations, starting with a few simple cards and expanding in complexity as the child progresses.
Over time, text can be added to the cards to support further development. Certified teachers, therapists, or doctors can guide families in implementing PECS effectively, tailoring it to meet each child’s unique communication needs.
Feelings and emotions charts
Feelings and emotions charts provide children with a clear visual way to express emotions they might otherwise struggle to communicate.
These boards for autism can feature a few basic emotions, such as happy, sad, angry, and scared. It could also include a wider variety, like mischievous, confident, or skeptical.
In therapy settings, they offer visual aids for practicing facial expressions and can also help children recognize emotions in others, supporting social interactions.
Emotional communication is vital for children with autism and their families. Creating a personalized chart or using pre-made ones can be an effective strategy.
Incorporating familiar or engaging themes, like popular toys or characters, can make these charts more relatable and enjoyable for children to use. This may further enhance their ability to understand and express emotions.
Visual boards and visual timetable cards
Visual schedules and timetable cards help children understand the rhythm of their day. Schools often use visual boards to outline the order of subjects, providing students with a clear plan.
At home, these tools are equally beneficial for children with ASD, offering structure and predictability in daily routines. Schedules not only set expectations but also help prepare children for transitions and changes to their routines.
For example, a holiday might introduce a midday family gathering that disrupts the usual flow of the day. Knowing that the morning and evening routines remain unchanged can provide a comforting sense of stability amidst the change.
Some children benefit from having multiple schedules, such as:
- one distinguishing school days from home days,
- one outlining the day’s flow,
- task-specific guides like hand washing or getting dressed.
For those using PECS, choosing activities from a “play” board, like deciding between jumping on a trampoline or doing a puzzle, encourages autonomy during playtime.
According to the University of Florida Center for Autism and Related Disabilities, visual schedules are particularly helpful during transitions.
Indicating when an activity is finished—by turning over a picture or placing it in a “finished” pocket—can reinforce the schedule’s usefulness. If a child wanders away from an activity, the schedule can guide them back, reinforcing structure and focus.
For children who might find comprehensive schedules overwhelming, a “First, Then” chart can simplify expectations. For example, it might prompt a child to “First, eat lunch, then play.”
Can I make my own autism visual supports?
Making your own visual aids is a great way to customize them to your child’s needs. After you have decided which visual supports will best serve your child, The University of Florida Center suggests identifying images that will be easy for your child to understand.
You might begin with a simple illustration, then introduce a digital photo, and eventually incorporate text into the aids. The university then suggests making the aids durable by laminating them, adding Velcro or magnets, and deciding how to display them.
Finally, it is suggested that you create a “STOP” folder where children can place cards after they have finished an activity or to show that an activity is not a current choice.
FAQs
Q: What are examples of visual supports for autism?
A: Examples include picture schedules, visual timers, choice boards, and social stories that use images or symbols to convey information clearly. These tools help individuals understand routines, expectations, and transitions.
Q: How to make visuals for autism?
A: To make visuals, use clear, simple images or symbols that represent activities, objects, or emotions, paired with minimal text if needed. Laminate them for durability and organize them in accessible formats like charts, cards, or digital apps.
Q: What are visual cues for autism?
A: Visual cues are nonverbal signals like symbols, gestures, or pictures that provide guidance or reminders. They can indicate actions (e.g., “stop”), emotions, or steps in a task, offering clarity and reducing verbal reliance.
Q: What are examples of visual supports in the classroom?
A: In classrooms, examples include labeled storage bins, step-by-step task charts, visual schedules, and behavior management charts with icons for rules or expected actions. These supports enhance comprehension and promote independence.
References
Rutherford, M., Baxter, J., Grayson, Z., Johnston, L., & O’Hare, A. (2020). Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism, 24(2), 447-469. https://journals.sagepub.com/doi/abs/10.1177/1362361319871756
Kidder, J. E., & McDonnell, A. P. (2017). Visual aids for positive behavior support of young children with autism spectrum disorders. Young Exceptional Children, 20(3), 103-116. https://journals.sagepub.com/doi/abs/10.1177/1096250615586029
Schedules. (n.d.). Retrieved from http://card.ufl.edu/resources/visual-supports/schedules/
What is the Picture Exchange Communication System or PECS? (2002). Retrieved from What is the Picture Exchange Communication System or PECS?
