Evidence-Based Practices – Michelle Lau

1. Visual Supports
What are visual supports (VS)?
 VS are concrete objects used to increase the learner’s ability to complete a specific skill or behaviour

Types of VS:
1. Visual direction
2. Instructional cue
3. Communication cue
4. Behaviour cue
5. Choice board
6. Labels/environmental visuals
 Each type of VS can take on any of these cue forms
 Object – physically bringing student to playground
 Photograph – showing real picture of their specific playground
 Picture/symbol – using playground symbol or drawing
 Text – “playground” written or typed on a cue card

Type of VS How does this help my student Example

with ASD?
What does this look like in my
classroom?
Visual Strategy to physically organize
Direction instructions for an activity or task.
Visual directions help increase
probability student will successfully
complete task

Physically separate the tasks into

its components (Math in one pile,
Science in another, OR worksheet 1
on the left, and then worksheet 2
on the right)

Helps with visually discriminating

one task with another, as well as
physically laying out what task
comes after another
Instructional Provides framework support for
Cues student to complete task

Includes graphic organizers,

adapted books, word walls, etc.
Choice Boards Used to visually represent choices
that learners can select

Increases autonomy and

independence of students.
Students learn more about their
own learning styles as well as likes
and dislikes

Includes objects, pictures, and/or

text

Labels/ Help students learn names of

Environment important objects in the classroom
Visuals as well as their location

Environment visuals also help

students anticipate what is
expected of them (ex: STOP = don’t
open this door)

Communication Allows students to express their

Cues needs and wants more freely

Teaches students to communicate

in more advance ways such as
asking a question or holding a
conversation (turn taking)

Cues become transferable skills

students can use when
communication and working with
their peers

Behaviour Help students understand and

Cues anticipate what is expected of
them in various situations

Cues can teach learners difference

between indoor vs outdoor voices,
as well as what “whole body
listening” looks like
2. Reinforcement
What is reinforcement (R+)?
 R+ is a process that
o Teaches new skills (e.g. toilet training)
o Teaches a replacement behavior for an interfering behavior
o Increases appropriate behaviors
o Increases on-task behavior
 Natural consequences of the skill/behaviour is paired with reinforcers, helping students with ASD create
stronger connections between actions and consequences
o Reinforces are removed slowly overtime to maintain the skill/behaviour

Three reinforcement procedures can be used for learners with ASD:

Procedure What is it? What Does It Look Like Examples for Students with ASD
in the Classroom
1. Positive Presenting a reinforce When student finishes
reinforcement (ex: food, praise, food) his work, he can play
after the learner does with this rubrik’s cube
the target for 5 minutes
skill/behaviour

2. Negative Removes a unwanted Student allowed to take Rise hand to ask for break.
reinforcement stimulus after a learner a body break after
does the target showing the teacher
skill/behaviour the “break” card

It is NOT a punishment.
Negative reinforcement
increases target
behaviour while
punishment decreases
target behaviour

3. Token Learners earn tokens Student’s goal is to

Economy after doing target raise her hand to ask a
skill/behaviour and can question. Teacher gives
use those tokens student token every
towards a desired time they ask a
reinforcer question in class. At the
end of each week,
student can use the
tokens to “buy”
something they like
from the class store.
References
Autism Focused Intervention Resources and Modules . (2020). Reinforcement. Retrieved from Reinforcement:
https://afirm.fpg.unc.edu/reinforcement
Autism Focused Intervention Resources and Modules . (2020). Visual Supports. Retrieved from Visual Supports:
https://afirm.fpg.unc.edu/visual-supports
Autism Speaks. (2011). Visual Supports and Autism. Retrieved from Visual Supports and Autism:
https://www.autismspeaks.org/sites/default/files/2018-08/Visual%20Supports%20Tool%20Kit.pdf
NEBRASKA AUTISM SPECTRUM DISORDERS NETWORK. (2021). Reinforcement. Retrieved from Reinforcement:
https://www.unl.edu/asdnetwork/virtual-strategies/reinforcement
The National Professional Development Center of Autism Spectrum Disorder . (2020). What are Evidence-based
Practices? Retrieved from Evidence Based Practices : https://autismpdc.fpg.unc.edu/evidence-based-practices