Visual Supports: Empowering Children with Communication and Learning Differences

Visual supports are one of the most powerful, flexible, and evidence-based tools we can use to support children with diverse developmental and communication needs. Whether it’s a visual schedule, a choice board, or a social story, these tools provide structure, reduce anxiety, and build independence.

What Are Visual Supports?

Visual supports are any visual tools—like photos, symbols, line drawings, charts, or videos—that help a person understand what is expected, what will happen, or how to complete a task.

Common types include:

  • Visual schedules (e.g., morning routines)

  • Choice boards (e.g., snack options)

  • Social stories (e.g., how to wait in line)

  • First-then boards (e.g., "First teeth, then video")

  • Visual cues or step-by-step task cards

  • Picture Exchange Communication System (PECS)


These tools serve as visual anchors that help children process and retain information—especially important when language is delayed, limited, or overwhelming.

Who Benefits from Visual Supports?

Visual supports benefit a wide range of individuals including:

  • Children and Adults with Autism:

    Support understanding of routines, expectations, and social cues.

    Aid communication, especially for those who are nonverbal or minimally verbal.

    Reduce anxiety and support independence.

  • Individuals with Speech and Language Difficulties

    Provide alternative ways to communicate wants, needs, and emotions.

    Help with understanding and following instructions.

  • Children with ADHD or Learning Disabilities

    Clarify steps in tasks and routines.

    Increase attention and reduce frustration by providing structure and visual reminders.

  • Bilingual Learners
    Reinforce comprehension of instructions and abstract concepts.

    Support consistent routines in both home and school settings.

  • Children with Communication and Learning Challenges (Such as those with Fragile X, Down syndrome, cognitive delays, or sensory processing challenges)

    Help with social understanding, emotional regulation, and communication

  • Neurotypical children

    Can also benefit from visual tools learn routines, transition between activities, or reinforce memory.

Why Are Visual Supports Important?

  • They Support Predictability and Reduce Anxiety

Unpredictable environments can be overwhelming. Visuals help children anticipate what’s coming, easing transitions and reducing meltdowns.

  • They Enhance Communication

Visuals bridge the gap for children with limited verbal language. Tools like PECS allow them to make choices and express themselves.

  • They Build Independence

Step-by-step visuals allow children to complete routines and tasks with less prompting, encouraging autonomy.

  • They Facilitate Learning and Engagement

Visuals simplify instructions and allow more time for processing, supporting academic, social, and life skills.


What the Research Says


Studies show visual activity schedules are consistently effective in reducing challenging behaviors and increasing engagement, compliance, and independence—regardless of the child’s communication level or the type of visual used.

Visual supports were especially helpful during transitions and unstructured times, where challenges often arise. Children who helped create or arrange their visuals saw even better outcomes.


Research also shows that:

  • In healthcare settings, visuals reduce anxiety and improve cooperation

  • In dental care, visuals help teach hygiene and reduce resistance

  • At home, parent training in visuals improves quality of life and confidence

  • In language learning, visuals support children in building vocabulary

How to Use Visual Supports Effectively

  • Be consistent: Use visuals across daily routines

  • Start simple: Begin with a first-then board or short schedule

  • Model and teach: Show how to use the visuals and guide as needed

  • Make it meaningful: Use familiar, motivating images

  • Involve the child: Let them choose or help build their visuals

  • Pair with reinforcement: Follow completed visuals with positive experiences

  • Adapt over time: Update visuals to fit developmental needs and growth

Real-World Examples:

  • A morning routine chart that reduces the stress of school prep

  • A choice board that empowers a nonverbal child to choose lunch or activities

  • A social story that helps prepare for a dental appointment

  • A first-then board to support transitions between play and chores

Conclusion

Visual supports are not a one-size-fits-all solution—but when thoughtfully implemented, they are a respectful and powerful way to support communication, reduce stress, and foster independence. Whether you're parenting a child with autism, ADHD, a language delay, or simply seeking more structure at home, visual supports can be a game-changing part of your toolkit.


Sources

Balian, A., Cirio, S., Salerno, C., Wolf, T. G., Campus, G., & Cagetti, M. G. (2021). Is visual pedagogy effective in improving cooperation towards oral hygiene and dental care in children with autism spectrum disorder? A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 18(2), 789. https://doi.org/10.3390/ijerph18020789

Chen, A. T., Teng, A. K., Zhao, J., Asirot, M. G., & Turner, A. M. (2022). The use of visual methods to support communication with older adults with cognitive impairment: A scoping review. Geriatric Nursing, 46, 52–60. https://doi.org/10.1016/j.gerinurse.2022.04.027

Gladfelter, A., Barron, K. L., & Johnson, E. (2019). Visual and verbal semantic productions in children with ASD, DLD, and typical language. Journal of Communication Disorders, 82, 105921. https://doi.org/10.1016/j.jcomdis.2019.105921

Jones, W., Klaiman, C., Richardson, S., Lambha, M., Reid, M., Hamner, T., Beacham, C., Lewis, P., Paredes, J., Edwards, L., Marrus, N., Constantino, J. N., Shultz, S., & Klin, A. (2023). Development and replication of objective measurements of social visual engagement to aid in early diagnosis and assessment of autism. JAMA Network Open, 6(9), e2330145. https://doi.org/10.1001/jamanetworkopen.2023.30145

Lequia, J., Machalicek, W., & Rispoli, M. J. (2012). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6(1), 480–492. https://doi.org/10.1016/j.rasd.2011.07.008

Neufeld, J., Hagström, A., Van’t Westeinde, A., Lundin, K., Cauvet, É., Willfors, C., Isaksson, J., Lichtenstein, P., & Bölte, S. (2019). Global and local visual processing in autism – A co‐twin‐control study. Journal of Child Psychology and Psychiatry, 61(4), 470–479. https://doi.org/10.1111/jcpp.13120

Rutherford, M., Baxter, J., Johnston, L., Tyagi, V., & Maciver, D. (2023). Piloting a home visual support intervention with families of autistic children and children with related needs aged 0–12. International Journal of Environmental Research and Public Health, 20(5), 4401. https://doi.org/10.3390/ijerph20054401

Thunberg, G., Buchholz, M., & Nilsson, S. (2016). Strategies that assist children with communicative disability during hospital stay: Parents’ perceptions and ideas. Journal of Child Health Care, 20(2), 224–233. https://doi.org/10.1177/1367493514568298


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