Daily picture schedule Another visual aide that is often used in special education classrooms is a daily picture schedule. Picture schedules are made with construction paper and Velcro strips. Teachers attach important pictures to the Velcro-strips that depict daily events (Breitfelder, 2008). It is important to ensure that daily events are in the correct order each day, since changes in routine can prompt emotional outbursts and tantrums. Picture schedules provide predictability for children with Autism within a classroom. They should be displayed at pupils’ eye level and contain events for the entire day (Breitfelder, 2008). With technological advances, picture schedules can be presented electronically in the classroom. Additional emerging
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Video modeling uses age-appropriate role models to demonstrate important social or daily living skills needed for daily success. The use of authentic individuals in real life situations represents a step up from iconic pictures used in PECS. In recording target behaviors, students can hold the video players and watch themselves. They are then encouraged to imitate the socially appropriate behaviors and are encouraged for doing so (Banda et al., 2007). Video modeling also allows parents to see their children’s behavior, appropriate or inappropriate, directly. The literature clearly shows the PECS and other visual cues enhance and encourage social, language, and communication skills. The PECS and other picture representations furthered the student’s progression in communicating with peers and teachers. In most studies the students transitioned from using the PECS to being able to speak. Most of the students researched were able to demonstrate positive social behavior after the intervention of the Picture exchange communication strategies. Children within the research were able to better regulate themselves and comprehend what was being asked of them (Ganz, et al, 2005). This illustrative literature review suggests that the
Video modeling uses age-appropriate role models to demonstrate important social or daily living skills needed for daily success. The use of authentic individuals in real life situations represents a step up from iconic pictures used in PECS. In recording target behaviors, students can hold the video players and watch themselves. They are then encouraged to imitate the socially appropriate behaviors and are encouraged for doing so (Banda et al., 2007). Video modeling also allows parents to see their children’s behavior, appropriate or inappropriate, directly. The literature clearly shows the PECS and other visual cues enhance and encourage social, language, and communication skills. The PECS and other picture representations furthered the student’s progression in communicating with peers and teachers. In most studies the students transitioned from using the PECS to being able to speak. Most of the students researched were able to demonstrate positive social behavior after the intervention of the Picture exchange communication strategies. Children within the research were able to better regulate themselves and comprehend what was being asked of them (Ganz, et al, 2005). This illustrative literature review suggests that the