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Visual schedules use a series of pictures to communicate a series of activities or the steps of a specific activity. [1] [2] They are often used to help children understand and manage the daily events in their lives. [3] They can be created using pictures, photographs, or written words, depending upon the ability of the child.
PCS and Boardmaker gained popularity with language pathologists, therapists, special educators and parents. These actors started using PCS and boardmaker to create personalized communication boards, visual schedules, social stories and other visual supports to aid individuals with special needs in learning and communication.
It is recommended to display a physical schedule that can be accessed and referred to by the student throughout their day. The establishment of expectations and goals to support and encourage independence from the student with their tasks. A strong emphasis of a consistent routine. The incorporation of visual-cues for reminders. [9]
Picture schedules are used to outline the progression of a class and are visual cues to allow autistic children to know when changes in the activity are coming up. This method has proven to be very useful in helping the students follow the activities.
The training protocol is based on the principles of applied behavior analysis. [3] The goal of PECS is spontaneous and functional communication. [3] The PECS teaching protocol is based on B. F. Skinner's book, Verbal Behavior, such that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication.
Speech generating device using a visual scene display, accessed using a head mouse. Visual scene displays are a different method of organizing and presenting symbols. These are depictions of events, people, objects, and related actions in a picture, photograph, or virtual environment representing a situation, place, or specific experience.
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The WebABLLS is an electronic version of the assessment. It allows parents, teachers, speech pathologists, behavior analysts, and others who design, coordinate, or supervise language or skill-acquisition programs to expedite the development of IEPs, progress reports, and to easily share information about a child.
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