Using Checklists as a Visual Support Tool in the Development of Activities of Adolescents With Autism Spectrum Disorders

Guseva, N.Yu.

doi:10.31618/nas.2413-5291.2020.1.55.210

Cited by 2 publications

(1 citation statement)

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“…For example, in Western countries, preschool starts as early as 3 years 3 months to 5 years 10 months; whereas in Asian countries, preschool starts at a later age, at least from 3 years 8 months to 4 years 3 months (Lee & Lee, 2015;Wicks et al, 2020). Visual support includes movies, labels, maps, object cues, written words, the layout of the surroundings, schedules, timelines, scripts, photographs, and words that help students understand what is being said and what is required of them (Barczak, 2023;Caceres, 2020;Guseva, 2020;Solano, 2020). As students with autism spectrum disorder are known to be visual learners, questions have been raised as to whether introducing technology into visual support could bring about improvements in classroom activities.…”

Section: Introductionmentioning

confidence: 99%

Digital Visual Support for Pre-School Students with Autism: Challenges and Supporting Tools

Anblagan,

Ahmad,

Roslan

2023

IJARBSS

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Every year, more students are being diagnosed with autism spectrum disorder. The key purpose of this article is to focus on the challenges surrounding digital visual support and the support tools utilised in the classroom for preschool students with autism. Various tools have been introduced to improve academic and non-academic skills in students with autism. However, the interventions are focused on older students with autism and the emphasis is on academic skills, making it challenging to implement digital visual support. It would be beneficial to have supporting tools for numerous visual support applications that are made accessible locally and globally, with an emphasis on pre-schoolers with autism. In this article, suggestions are made to advance and change the paradigm in education research for students with autism. This research hopes to enhance interventions for students with autism and offer valuable insights to special education teachers, parents, and other stakeholders, thereby fostering positive outcomes in the future.

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Section: Introductionmentioning

confidence: 99%

Digital Visual Support for Pre-School Students with Autism: Challenges and Supporting Tools

Anblagan,

Ahmad,

Roslan

2023

IJARBSS

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Review of the Up-to-Date Visual Support Research

Maltseva,

Melnikova

2023

Autism and Developmental Disorders

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<p style="text-align: justify;">The use of visual support methods is recognized as an effective strategy for helping children and adults with developmental disabilities. In autism spectrum disorders visual methods aimed to work with the main difficulties reducing the quality of life: problems of communication, development of academic and social skills, problem behavior. The task of summarizing the results of visual support studies is topical. This review discusses modern foreign and Russian studies on the use of visual support in the educational and the psychological practice. The age composition of the sample, the design of the studies, the types of visual support used the context in which it was used and the tasks it was designed to solve are analyzed: learning disabilities, challenging behavior, communication.</p>

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Using Checklists as a Visual Support Tool in the Development of Activities of Adolescents With Autism Spectrum Disorders

Abstract: This article discusses some aspects of using checklists as a tool for visual support of the activities of adolescents with ASD. The main reasons why this type of visual support is the mosteffective in the implementation of productive activities of students in this category are analyzed.

Cited by 2 publications

References 1 publication

Digital Visual Support for Pre-School Students with Autism: Challenges and Supporting Tools

Digital Visual Support for Pre-School Students with Autism: Challenges and Supporting Tools

Review of the Up-to-Date Visual Support Research

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