Many times parents only look at the end goal of their child talking, but visuals are a great way to help us achieve that goal. To run a marathon we need to train by breaking down the race into shorter training runs. Visuals also help us break down and scaffold skills. However, we need to understand how and why we are using visuals. Here are some ways I use visuals in therapy.
1. Planning and organizing information or creating routines
Most adults rely on a calendar to help remind them of their schedule and a list to help them remember all of their groceries. These are visuals that I use on a daily basis to help me remember, plan, and accomplish my to do list. Visuals are a great way to help your child predict, plan, and execute a task. This can be in the form of a visual schedule, a visual checklist, or individual pictures to show what is next. Using a visual schedule can decrease a child’s anxiety. It will allow them to predict what will happen. Visuals will also increase back and forth communication. Once your child understands what is next on her schedule she can comment or negate what is on her visual schedule. She can also request something that is not on her schedule to increases the communication attempts.
2. Bridging the receptive language gap
Most of my clients have trouble understanding language and following directions. Visuals are a great way to build up language understanding skills until your child can follow directions verbally on her own. To use visuals when targeting following directions first say the direction to your child. If she doesn’t follow the direction present the visual of the direction and say the direction again. For example if the direction is “get shoes” you may have a picture of “shoes” while you say “get shoes”. Help your child follow through with the direction by responding to your command and the visual. With time and consistency your child will begin following directions using both the verbal direction and the visual. Once this happens you can begin reducing the visual.
3. To increase expressive word finding and length of sentences
Instead of saying the word, does your child just reach or go get the object? For example you know your child knows the word “monkey” for her favorite stuffed animal, but when you are holding it she will just try and grab it from you instead of saying “monkey”. Providing a visual is one scaffolding strategy to help your child process and word find. Visuals will also help a child combine more words into sentences. In the example where the child did not say “monkey” first you can show the child a picture of a monkey and see if she imitates you saying monkey. The next time you show the picture and see if she remembers the word “monkey” with just a phonemic cue or you saying “mmmm….” . Finally, if she is successful at those two steps just hold the visual out and see if she will say “monkey”. This also works if you are teaching the child to say 2 and 3 word phrases. Give the child a visual of target nouns, verbs, and adjectives on it while playing a structured game. When the child uses a one word request use the visual to model how to add another word. For example, if targeting verbs and the child says “monkey” provide a visual with the words monkey, eat, sleep, and jump on it. Pretend play with the monkey. If the child says “monkey” use the visual and show the child how to add a word. You may say, “Yes the monkey is sleeping”
Visuals are a wonderful way to scaffold and build skills. However, we must be aware how and why we are using them.