Wearable Visuals

IMG_6255.JPG

In my classroom I follow the SCERTS model. SCERTS is an educational model which addresses the main challenges faced by children with autism and their families. The model focuses on  building competence in the areas of  social communication, emotional regulation and transactional supports and was  developed by Amy Wetherby, Amy Laurent, Barry Prizant and Emily Rubin.

I use the keychain, with schedule pictures on, as a transactional support in my classroom. A transactional support is defined in the SCERTS model as any support which helps people respond to the child’s needs. In this case the keychain is worn so that if, for example,  I am in the playground with my class and it is time for lunch I can show the children the appropriate visual support as well as using my voice to explain that it is lunchtime and that we must leave the playground. The use of the keychain has really helped me to support children who would have had difficulty transitioning from one activity to another.

As with any transactional support their purpose changes over time so that at the start of the school year I may use the keychain to decrease anxiety and help children to know what is coming next but by the end of the year it may support children’s speech as the children flick through the pictures and name the cards.

2 thoughts on “Wearable Visuals

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s