Around Town Round Up-- Using Visual Cues to Communicate Expectations in the Environment

Many of the classrooms we coach use visual supports throughout the day to illustrate learning concepts, provide students with response options, and to communicate expectations. Today's Around Town Round Up focuses on specific visual supports used by teams to communicate expectations in throughout the classroom environment.

Stop Signs
At times, there are areas of the classroom that are off limits for students. This may be free access to reinforcers or it could be technology that isn't safe for the students to handle. Provide a physical barrier such as an opaque cabinet or box and use locks as needed. A stop sign visual support can be used to provide a visual cue. These stop signs are typically static and do not move.

Jamie Minnish
Prass Elementary, Kettering

Alisa Hartlage
Northridge Elementary, Northeastern

Lisa Friedlander
Fairborn High School, Fairborn

Sometimes signs are used to keep students out of an area temporarily. This is most commonly used for free choice activities that are "closed" during work times. These signs should not be static because they need to be moved whenever the student is allowed to access the area/activity. If the sign is not removed, then the student gets a mixed message on when they need to pay attention to the sign and when it can be ignored. 

Angela Crum
Parkwood Elementary, Beavercreek

Peggy Ristau
Brookville Intermediate, Brookville

For some students, a portable physical boundary, like the flexible folding gym mat below, can help them better understand when an area is off limits. 

Jamie Minnish
Prass Elementary, Kettering

Position Cues
During transitions, position cues can help students know where to go next. These cues can address social skill deficits for students who do not provide peers with enough space. They can also address sensory processing issues for students who have a poor concept of where their body is in space. Position cues can be grounding and communicate more clearly what is expected during transitions.

Rylie Jarrett
Stevenson Elementary, Mad River

Mandy Whitfield
MCESC-Learning Center East

In the example below, position cues are given for where students are supposed to sit during circle time. These are especially helpful for students who get distracted by the busy carpet pattern.

Rylie Jarrett
Stevenson Elementary, Mad River

Wait Supports
Many of our referral students struggle with waiting. This can be a hard concept to grasp when waiting during transitions and when waiting their turn. It is important to have supports in place that help these students to better understand the expectations. Use visuals to communicate when students should wait and when they should go.

Rylie Jarrett
Stevenson Elementary, Mad River

Katy Philpot
Rosa Parks ELC, Dayton

For students who need a physical boundary, use a waiting chair. Provide fidgets, books, or an iPad to occupy students when waiting in the wait chair.

Kirsten Johnson
Greene INC

Jamie Minnish
Prass Elementary, Kettering

Jackie Vollmer
Driscoll Elementary, Centerville

When working on waiting, use the visual countdown to help students see the passing of time and to communicate when they will be done waiting.

Visual Countdown