Use of Visual Supports with Young Children with Autism

This updated chapter presents the research-base and new directions for visual supports, a commonly used intervention strategy for people with autism. Broadly defined as “a visual display that supports the learner engaging in a desired behavior or skills independent of additional prompts” (Hume et al., J Autism Dev Disord 51:4013–4032. https://doi.org/10.1007/s10803-020-04844-2 , 2021, p. 4026), visual supports take on a number of forms and functions. These include, but are not limited to, photographs, icons, written words, objects, furniture arrangement, schedules, videos, maps, labels, organizational systems, timelines, and scripts (Hume, Overview of visual supports. National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina, Chapel Hill. https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/VisualSupports_Complete.pdf , 2008) and have proven effective in both supporting skill acquisition (i.e., task engagement, independent performance) and decreasing maladaptive behavior (i.e., self-injurious behavior) across age ranges and settings. Visual supports are recognized as an evidence-based practice by the National Clearinghouse on Autism Evidence & Practice (NCAEP; Hume et al., J Autism Dev Disord 51:4013–4032. https://doi.org/10.1007/s10803-020-04844-2 , 2021). However, the application of visual supports, the efficacy of their application, as well as the appropriateness of their use with very young children with autism remains less understood and less studied than their application to the school-age population. This updated chapter reviews the most recent literature and describes the rationale for the use of visual supports in the broader early intervention field and the application to early intervention settings with young children with autism. Specific supports identified in the literature will be highlighted, including environmental supports, visual schedules, visual cues, scripts, electronic visual supports, and video-based instruction, along with recommendations for future use and study.