Visual supports are an essential tool for communication at Kindred Kids. They provide a structured and consistent way to enhance communication, support comprehension and promote engagement in daily routines. By using visual aids such as pictures, symbols and schedules, we can create a more accessible learning environment that fosters meaningful interactions. In this blog post, we’ll explore different types of visual supports and how to implement them effectively in ESDM sessions.
Visual supports help bridge communication gaps by providing concrete representations of spoken language. For children who struggle with verbal expression, visuals serve as a reference to reinforce understanding and encourage responses. They also:
Reduce anxiety by offering predictability in transitions and activities.
Promote independence by guiding children through tasks.
Support comprehension by pairing visual cues with verbal instructions.
Enhance engagement by making abstract concepts more tangible.
Types of Visual Supports
1. Visual Schedules
Visual schedules provide a structured way to outline the sequence of activities throughout a session. Using images or symbols, children can see what comes next, reducing uncertainty and increasing participation. These schedules can be in the form of:
First-Then Boards: A simple two-step visual that shows what needs to be completed before moving to a preferred activity.
Daily Routine Charts: A more detailed sequence of events using images to represent different parts of the day.
2. Choice Boards
Choice boards allow children to communicate their preferences by selecting from a set of pictures or symbols. This empowers them to make choices, increasing their sense of control and motivation. For example, during a play session, a child can choose between different toys or activities by pointing to or handing over a picture.
3. Communication Cards
Communication cards feature pictures of common objects, actions, or emotions that a child can use to express their needs and feelings. These can be presented on a keyring or Velcro board for easy access. Pairing these cards with verbal modelling helps strengthen language development and functional communication.
4. Social Stories
Social stories use simple text and images to explain social situations, routines, or expected behaviours. They help children understand and navigate different interactions, such as greeting others, sharing, or waiting for their turn. Reading social stories before an activity can prepare children for what to expect and how to respond appropriately.
5. Visual Cues for Emotional Regulation
Using visuals to represent emotions and coping strategies can help children recognize and regulate their feelings. A ‘Feelings Chart’ with different facial expressions allows children to point to how they are feeling, while a ‘Calm-Down Chart’ provides step-by-step strategies to manage emotions, such as deep breathing or sensory breaks.
How to Implement Visual Supports in ESDM Sessions
Pair Visuals with Verbal Communication: Always use visual supports alongside spoken words to reinforce understanding and encourage verbal attempts.
Make Them Accessible: Keep visual supports within easy reach so that children can use them independently when needed.
Use Real-Life Photos When Possible: Real photos of the child’s own environment, toys or caregivers make visuals more meaningful and relatable.
Be Consistent: Regular use of visual supports in therapy and daily routines helps children understand and rely on them as a communication tool.
Adapt to Individual Needs: Tailor visuals based on the child’s preferences and cognitive level to ensure maximum engagement and effectiveness.
Visual supports are a powerful tool in ESDM sessions, enhancing communication and supporting children in navigating their world with greater confidence. By integrating visual schedules, choice boards, communication cards, social stories and emotional regulation tools, we create an inclusive and supportive learning environment. When used consistently and effectively, these tools can make a significant difference in a child’s ability to communicate and engage meaningfully with those around them.
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