Visual Cues

Visual instructions lay out how to perform a task or provide the sequence of steps required.  In many cases, the individual retrieves the specific task from the to-do list and finds the visual instructions within the task.

In this example, the to-do list indicates that the student should fill a total of four coolers.  The additional visual cues (instructions) indicate that each cooler should contain four scoops of the mixture and 10 pitchers of water.  The mixture should be stirred for two minutes.	In this case, a set of visual instructions for the spinach casserole is in the recipe box by the oven. The individual by routine has learned to pull the set of visual instructions from the recipe box to guide him through all the steps of food preparation and cooking.

Another use of visual instructions involves the clear presentation of visual rules within a task or environment to support the individual in remembering and using a rule. For instance, a student working on a dissection assignment in his Biology class does not always remember to wash his hands after working with lab materials.  At eye level in his lab station is a visual rule card that states: “After you complete the lab activity, please go wash your hands in the classroom sink.” 

Here is another example of how a certain classroom rule might be presented to a student:

There are several kinds of visual instructions that are especially helpful for people :

1.  Written instructions:  For individuals who can read and comprehend written materials, written instructions are an easy way to visually depict how to complete a given task.  Written instructions are applicable to many tasks. 
   
2. Instructions that combine words and pictures:  It is often important to use pictures or photos to supplement the written material, in an effort to make the instructions more concrete and meaningful so that the individual can complete the task independently. There are some cases where most of us need instructions that combine words and pictures.  For example, if you need to assemble a desk from a box set, isn’t it helpful to see images of the desk sections along with the written instructions?
   
3. Picture instructions:   Picture or photo instructions are used with individuals who may not independently deciper written schedules, but do understand picture or photo sequences.  A picture sequence can be used to depict each step of a task.  Examples could include picture sequences for assembling parts for a piece of manufacturing equipment, planting seeds in a greenhouse, stacking dishes on a tray, or making a sandwich. 
   

   In some cases, a product sample, or finished product example, can be given to the individual to help him know what the final product should look like. This sample might be a photo of the finished product, or an actual 3-D version of the finished product. This student needs to see an example of a set table in order to then complete the table-setting tasks independently and accurately:
   

 

Visual organization uses space and containers to organize the materials and limit the student’s focus of attention to the relevant details. We have already encouraged you to use visual organization in environmental design by organizing space to clarify what is expected and by organizing materials that will be used in that space. With regard to the to-do list, you have already used visual organization if you have used containers to organize the sequence of tasks. If you create a paper-based or electronic file folder system to organize the individual’s performance with the sequence of activities in the to-do list, you are using visual organization. When an instructor is designing space and tasks, consider how to contain and stabilize materials to support independent performance. 

Individuals often benefit from having their work materials organized into containers. For instance, all the materials and instructions for sorting cafeteria supplies might be placed into a cart with trays. 

All of the documents to file in the office might be contained in one folder.  For readers, clearly organized files and folders can add visual organization, as can an “IN box” and an “OUT box.” 

Adjust containers and materials that are part of the space to stabilize and prevent spilling or to improve task performance. For instance, you could provide larger containers into which the individual will sort recyclables so that the individual is more productive on the job and does not have to pick up spilled items so frequently.

 

At times, an individual might struggle to identify and attend to the most relevant information in academic, vocational, social or home-based contexts.  Visual clarity draws or engages the individual’s attention to important and relevant information.  

There are multiple ways to provide visual clarity:

1. Visual labeling: 
   Labeling shelves, folders, drawers, and other areas can be a powerful visual cue to build independent and efficient performance. Labels can be words or picture-word combinations.  Don’t most of us use labels in some areas of our homes, offices, and / or classrooms?  Thus, in many cases, labels certainly support the individual , but they also benefit everyone in that environment.  
   
   
2. Specifying quantity or time: 

   As mentioned previously, judging “How much?” or “How long?” is a struggle for many individuals . Providing start and end times (1:15pm-3:00pm), specific amounts or time limits (“30 minutes”) can help the individual complete the task thoroughly yet efficiently.
   

3. Highlighting and bolding: 

   Using a brightly colored pen or highlighter to draw the individual’s attention to details or reminders is an easy and effective strategy.  Again, don’t most of us encounter and implement highlighting and bolding strategies in our offices and / or classrooms?  Thus in many cases, highlighting can certainly support the individual , but it also benefits everyone in that environment. 

   Here are some examples of how highlighting and bolding cues might be added to a visual support, to “turn up the visual volume” on that core feature:

   • Highlighting or bolding posted rules, instructions within a classroom
   • Highlighting the targeted “level” on an emotional intensity scale (i.e. a graphic organizer)
   • Highlighting or bolding key terms within a study guide (i.e. a graphic organizer)
4. Color coding: 

   Color coding can be an effective strategy to help the individual “get it right” and reduce the need for judgment.  Here are some examples of how color coding cues might be added to a visual support, to “turn up the visual volume” on that core feature:
   

   • Color coding role-play scripts so that one student’s lines are blue, the other student’s lines are in black print. 
   • Color coding words on a written to-do list to match color-coded areas within the classroom
   • Color coding an often overlooked step within visual instructions
5. Circling and underlining:

   Here are some examples of how underlining and bolding cues might be added to a visual support, to “turn up the visual volume” on that core feature:

   • Underlining or circling key words within a social narrative (e.g. words that indicate another person’s perspective)
   • Underlining or circling an often overlooked step within a multi-step task
   • Circling or underlining the “big idea” concepts within a graphic organizer
6. Icon and symbol insertion: 

   Here are some examples of how icon or symbol cues might be added to a visual support, to “turn up the visual volume” on that core feature:

   • Inserting icons into visual communication script cards
   • Using editing software to add a green checkmark icon to the end of a video model
   • Placing a star next to an item on a set of visual instructions
   • Adding images to a social story
   • Adding a picture next to each step within a set of written instructions

7. Making the task more obvious when teaching: 

   Sometimes when teaching a new task, it is helpful to make the task or concept more obvious. For instance, in everyday life, individuals may clean a table that is not obviously dirty. However, when teaching this task for the first few times, the instructor might make the table (or other surface) very dirty, so that the individual can learn to wipe the whole table down until it is obviously clean.  

   This same strategy can be used with cleaning other surfaces, sweeping or vacuuming floors, dusting, washing dishes, weeding in a garden, and picking up trash.  Aside from cleaning, this concept applies to sorting (such as mail or shipment orders), stocking shelves, organizing paperwork, operating equipment, and many other situations.