Visual Support Intervention

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“Vision is the Art of Seeing What Is Invisible to Others”: Exploring Different Visual Support Interventions
After the discovery of Autism in 1943 (Kanner), individuals with the responsibility of caring and educating those with ASD have strived to better the quality of life not only for those directly affected by ASD, but also for their loved ones. ASD is a disorder that may affect an individual’s way of thinking, communication, eating and leisure habits, the way they think, and most notably, the way they behave. Today, we see that there has been an increase in the primacy of ASD, which as a result has called for an increase in demand for effective education and services geared towards this population, more importantly children with autism.
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Visual supports aid with these challenges by bringing about structure, routine, and sequence to their environments (Gagie & Rao, 2006). These forms of interventions are known to be in Positive Behavior Support (PBS). Positive behavior support is defined as “ an applied science that uses educational methods to expand an individual’s behavior repertoire and systems change methods to redesign an individual’s living environment to first enhance the individual’s quality of life and, second, to minimize his or her problem behavior” (Carr et al., 2002) Aside from playing a fundamental role in the development of children with ASD, visual supports flexible low on cost, and easy to create. These tools can be easily replaced and modified, thus making visual supports preferable amongst those who are responsible for providing services, education, and/or care for children with ASD. Seeing how there are many types of visual supports available, the purpose of this paper is to discuss and evaluate four different varieties of visual support