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Visual and Prompting Strategies for ASD

This document defines and provides examples of evidence-based practices for teaching individuals with autism spectrum disorder (ASD), including visual supports and prompting. Visual supports use images, charts, and visual schedules to help learners process information more easily. Prompting involves using gestures, demonstrations, or partial answers to increase the likelihood students will respond correctly. The document lists 9 types of prompts, such as gesture, verbal, and written prompts. Examples are provided to illustrate how each type of prompt could be used.

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38 views2 pages

Visual and Prompting Strategies for ASD

This document defines and provides examples of evidence-based practices for teaching individuals with autism spectrum disorder (ASD), including visual supports and prompting. Visual supports use images, charts, and visual schedules to help learners process information more easily. Prompting involves using gestures, demonstrations, or partial answers to increase the likelihood students will respond correctly. The document lists 9 types of prompts, such as gesture, verbal, and written prompts. Examples are provided to illustrate how each type of prompt could be used.

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Evidence-Based – Ariel Su

What is it? What it Might Look Like


Visual - A way to teach - Use of graphic organizer or chart
Support learners with ASD how - Shape of the day
“to process - Visual prompts
information easier
and more quickly”
(Frank Porter Graham
Child Development
Institute, n.d.)
- Visual aids help
students:
o Make association
between pieces
of information
o Soak up chunks of
course concept
quickly
o By functioning as
a memory aid
(Bowman, 2018)

Prompting - A way to teach - There are 9 types of prompts:


learners with ASD how o Gesture – ex. Nodding, pointing
to “increase success o Full physical – ex. Say: “clap your hands”
and generalizability of then hold learner’s hand and move though
target skills or the entire action of hand-clapping
behaviours” (Frank o Partial physical – ex. Say: “clap your hands”
Porter Graham Child then nudge learner’s hands toward each
Development other
Institute, n.d.) o Full verbal – give complete answer to a
- When we teach with question that was just asked. Ex. Teacher
“instructions, gestures, asks: “What comes after Saturday”, teacher
demonstrations, answers “Sunday”
touches, or other o Partial verbal – give part of the answer to a
things that we question that was just asked. Ex. Teacher
arrange or do to asks: “What comes after Saturday”, teacher
increase the answers “S…”
likelihood that o Written – students are given a list or written
children will make instructions
correct responses” o Visual – can be in a form of video,
(Deskin, 2013) photograph, or drawing on paper,
whiteboard or electronic device
o Auditory – alarm or timer
o Positional – Ex. Teacher shows three objects:
ball, shoe, apple. Ask student “point to the
one you can eat” (apple is placed closest to
student)

Works Cited
Bowman, J. D. (2018, June 20). Making the Most of Visual Aids. Retrieved from Edutopia:
https://www.edutopia.org/article/making-most-visual-aids
Deskin, B. K. (2013, April 22). A Complete Guide For Using Prompts To Teach Individuals with
Special Needs. Retrieved from Special Needs Resources:
https://www.friendshipcircle.org/blog/2013/04/22/a-complete-guide-for-using-
prompts-to-teach-individuals-with-special-needs/
Frank Porter Graham Child Development Institute. (n.d.). What Are Evidence-Based
Practices? Retrieved from The National Professional Development on Autism Spectrum
Disorder: https://autismpdc.fpg.unc.edu/evidence-based-practices

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