| Pictures, visual aids can improve communication | | | | be used to educate and teach children social rules. |
| between parents and their children, that have | | | | The stories help children learn typical social |
| Autism Spectrum Disorder or, other disabilities. | | | | behaviors, such as covering their ears if it |
| Visual aids helps children with autism, to | | | | becomes noisy, instead of using a hurtful behavior. |
| understand directions, how it affects their world, | | | | One can also, use visuals for autistic children to |
| and what is expected of them. | | | | reduce or stop unwanted behavior. For example, |
| Having visual aid supports, such as, pictures, | | | | many autistic children do not know how to |
| numbers, puzzles, and large shapes of different | | | | express themselves in a healthy way with anger, |
| colors, can help children with autism, develop | | | | frustration, asking for what they want or need, |
| management skills, improve reading | | | | verbalize with healthy communication skills. In |
| comprehension, and make it easier for children to | | | | addition, social visuals are an excellent way to |
| learn about the passage of time and sequencing, | | | | teach children how to express their needs and |
| such as, (what comes first, second, etc). Telling | | | | encourage them to verbalize, through pictures and |
| time, the hour, minutes, night and day, is | | | | other visuals. |
| advantageous for the use of visuals. One could | | | | Pictures do say a thousand words, to assist and |
| make play clocks, or use real ones, create | | | | aid positive changes for autistic children to |
| scenery to show night as dark, light for day light. | | | | communicate in several areas, and better under |
| Create a sunrise, a sunset, and perhaps use | | | | themselves. The color of pictures or the texture |
| clouds for stormy weather. Use your imagination. | | | | is not the concern for proper visuals. What |
| There is no the limit. | | | | matters for proper visuals and learning aids, is the |
| Visuals can help a child organize a routine. Pictures, | | | | quality of how it is represented. Which means, the |
| are an example, of what they can create to | | | | size, the use, interchanging the visuals, thick and |
| formulate a schedule and keep a child on a | | | | thin lines, and what you are trying to convey to |
| healthy routine. This would involve, having a snack, | | | | the student. Color is always a nice touch. It |
| brushing teeth, exercising, the time to get ready | | | | makes it exciting and keeps the attention of |
| for bed, breakfast, bathe, dress, etc., will help | | | | children with autism. Go ahead and try using |
| children understand and predict events in each | | | | visuals for your child with autism. It is an exciting |
| time of day or night. | | | | way to communicate, and grow with your child. |
| Social scripts as visuals, with pictures added, could | | | | |