Visual Reminders
What is a Visual Reminder?
A visual reminder is similar to a visual schedule in that it is an easy and cost-effective visual representation utilized to aid children with FASD with their memory deficits and problem behaviours. Having said this, visual reminders can be used to provide the student with a non-verbal prompt to remember what to do in a specific situation in which the child is struggling as opposed to providing the structure of the day. The design of these reminders can vary greatly based on the specific needs and learning goals of the student, and therefore the learning goals need to be established and prioritized. The objective of visual reminders is that they allow the child to work on their self-control and self-regulation as a result of the prompt, until they are able to consistently perform the task without the visual reminder. How to use a Visual Reminder First, a visual reminder must be created for the student based around a specific learning/behavioral goal that is a target for the child. The easiest way to do this is to write the essential behavioral goal on a desk card such as “If you get upset: get teacher’s attention, go to a quiet chair, calm down, go back to work” or even “Raise your hand” to remind the child of appropriate classroom etiquette to reduce unwanted shouting out. Considering that children with FASD are typically visual learners, the visual reminder should also provide pictures of the event to help younger students remember the good behaviors and prompt them to begin to self-monitor the goal. It often helps to use pictures of the child doing the specific good behavior such as taking a picture of them when they have their hand raised to ask a question or while they are sitting quietly during floor time. As with visual schedules, it must also be noted that careful consideration must be put in to the choice of symbols being used to ensure that the symbols are age/student ability appropriate. When the child is just learning the good behavior provided it can help to have the teacher or educational assistant point to the reminder on the desk to prompt the child to begin self-monitoring the behavior. This form of structure and repetition could effectively aid the student with correcting the behavior and may allow the child to develop the skills to self-regulate themselves especially when teachers provide encouragement when signs of self-management have been witnessed. Examples: |
Research supporting Visual Reminders:
Alberta Ministry of Learning. (2004). Programming for Students with Special Need Series: Teaching Students with Fetal Alcohol Spectrum Disorder. Alberta: Alberta Learning.
Manitoba Education and Healthy Child Manitoba. (2009). What Educators Need to Know about FASD: Working Together to Educate Children in Manitoba with Fetal Alcohol Spectrum Disorder. Manitoba: Manitoba Education.
Saskatchewan Learning. (2004). Planning for Students with Fetal Alcohol Spectrum Disorder: A Guide for Educators. Saskatchewan: Saskatchewan Learning.
Timler, G., Olswang, L., & Coggins, T. (2005). “Do I Know What I Need to Do?” A Social Communication Intervention for Children with Complex Clinical Profiles. Language, Speech & Hearing Services in Schools, 36 (1), 73-85.
Alberta Ministry of Learning. (2004). Programming for Students with Special Need Series: Teaching Students with Fetal Alcohol Spectrum Disorder. Alberta: Alberta Learning.
Manitoba Education and Healthy Child Manitoba. (2009). What Educators Need to Know about FASD: Working Together to Educate Children in Manitoba with Fetal Alcohol Spectrum Disorder. Manitoba: Manitoba Education.
Saskatchewan Learning. (2004). Planning for Students with Fetal Alcohol Spectrum Disorder: A Guide for Educators. Saskatchewan: Saskatchewan Learning.
Timler, G., Olswang, L., & Coggins, T. (2005). “Do I Know What I Need to Do?” A Social Communication Intervention for Children with Complex Clinical Profiles. Language, Speech & Hearing Services in Schools, 36 (1), 73-85.