Review of the Up-to-Date Visual Support Research

The use of visual support methods is recognized as an effective strategy for helping children and adults with develop­mental disabilities. In autism spectrum disorders visual methods aimed to work with the main difficulties reducing the quality of life: problems of communication, development of academic and social skills, problem behavior. The task of summarizing the results of visual support studies is topical. This review discusses modern foreign and Russian studies on the use of visual support in the educational and the psychological practice. The age composition of the sample, the design of the studies, the types of visual support used the context in which it was used and the tasks it was designed to solve are analyzed: learning disabilities, challenging behavior, communication.

1. Baeva D.V., Malysheva T.V. Podari mne radost’ obshcheniya!: Posobie po rabote s kommunikativnymi knigami dlya pedagogov i roditelei [Give me the joy of communication! Handbook on using communication books for teachers and parents]. Saint Petersburg: Publ. Skifiya, 2019. 172 p. ISBN 978-5-00025-182-9.
2. Basilova T.A., Mikhailova T.M., Paikova A.M. Yan van Daik o detyakh s vrozhdennymi narusheniyami zreniya i slukha: voprosy obucheniya i issledovanie problem [Johannes van Dijk on children with congenital vision and hearing disorders: aspects of education and research on the topics]. Moscow: Publ. Terevinf, 2018. 128 p. ISBN 978-5-4212-0498-5.
3. Bryukhova K. B., Gainanova V.A. Strategii vizual’noi podderzhki v ramkakh organizatsii spetsial’noi obrazovatel’noi sredy dlya obuchayushchikhsya s RAS [Visual support strategies within the framework of the organization of a special educational environment for students with ASD]. Pedagogicheskii zhurnal = Pedagogical Journal, 2021, vol. 11, no. 6A, pp. 64—69. DOI:10.34670/AR.2021.80.43.007
4. Gorina E.Yu. Ispol’zovanie naglyadnykh raspisanii v rabote s det’mi, imeyushchimi razlichnye trudnosti v obuchenii [Using visual schedules in working with children with various education difficulties]. In Osobyi rebenok: Issledovaniya i opyt pomoshchi: Vyp. 8: nauch.-prakt. sbornik [Special child: Research and experience of support: Vol. 8: Scientific and practical works]. Moscow: Publ. Terevinf, 2014. Pp. 63—79. ISBN 978-5-4212-0202-8.
5. Gray C. Sotsial’nye istorii: Innovatsionnaya metodika dlya razvitiya sotsial’noi kompetentnosti u detei s autizmom [The New Social Story Book]. Ekaterinburg: Publ. Rama Pablishing, 2018. 432 p. ISBN 978-5-91743-080-5.
6. Grigor’eva E.V. Vizual’naya podderzhka kak metod formirovaniya zhiznennykh kompetentsii u detei s rasstroistvami autisticheskogo spektra [Visual supports as a method for shaping life competencies in autistic children]. In Lichnost’, intellekt, metakognitsii: issledovatel’skie podkhody i obrazovatel’nye praktiki: materialy II Mezhdunarodnoi nauchno-prakticheskoi konferentsii (20—22 aprelya 2017 g., Kaluga, Rossiya) [Personality, intellect, metacognition: research approaches and educational practices: Proceedings of the 2nd international scientific and practical conference (20— 22 April 2017, Kaluga, Russia)]. Kaluga: Publ. AKF “Politop”, 2017. Pp. 324—326. ISBN 978-5-938211-149-0.
7. Guseva N.Yu. Ispol’zovanie chek-listov kak instrumenta vizual’noi podderzhki v razvitii deyatel’nosti podrostkov s rasstroistvami autisticheskogo spektra [Using checklists as visual supports in activity development for autistic adolescents]. Natsional’naya Assotsiatsiya Uchenykh = National Scientists’ Association, 2020, vol. 11, no. 55, pp. 54—56. DOI:10.31618/nas.2413-5291.2020.1.55.210
8. Guseva N.Yu., Zimina E.O. Ispol’zovanie vizual’noi podderzhki v formirovanii navykov izobrazitel’noi deyatel’nosti u detei s rasstroistvami autisticheskogo spektra [Use of Visual Support in the Developing Art Skills in Children with Autism Spectrum Disorders]. Natsional’naya Assotsiatsiya Uchenykh = National Scientists’ Association, 2020, vol. 4, no. 61, pp. 21—24. DOI:10.31618/nas.2413-5291.2020.4.61.335
9. Glukhova O.A., Kanarskaya M.D. Vizual’naya podderzhka dlya detei s rasstroistvom autisticheskogo spektra [Visual supports for children with autism spectrum disorder]. In Denisova O.A. (ed.) Aktual’nye problemy korrektsionnoi pedagogiki i spetsial’noi psikhologii: Materialy XII Mezhdunarodnoi nauchno-prakticheskoi konferentsii v ramkakh Mezhdunarodnoi ob”edinennoi nauchno-prakticheskoi konferentsii «Spetsial’noe i inklyuzivnoe obrazovanie: vyzovy, problemy, puti resheniya» (Cherepovets, 18 oktyabrya 2019 g.) [Current issues in correctional pedagogy and special psychology: Proceedings of the 12th international scientific and practical conference, part of the international united scientific and practical conference “Special and inclusive education: problems, challenges, solutions” (Cherepovets, 18 October 2019)]. Cherepovets: Publ. Cherepovets State University, 2020. Pp. 24—28. ISBN 978-5-85341-881-3.
10. Dorokhova E.S. Metod “vizual’nykh podderzhek” v rabote s det’mi s rasstroistvami autisticheskogo spektra [“Visual supports” method in working with autistic children]. In Detstvo, otkrytoe miru: sbornik materialov XI Vserossiiskoi nauchno-prakticheskoi konferentsii c mezhdunarodnym uchastiem (23 marta 2021 g., Omsk) [Childhood open to the world: [proceedings of the 11th national scientific and practical conference with international participation (23 March 2021, Omsk)]. Omsk: Publ. Omsk State Pedagogical University, 2021. Pp. 291—294. ISBN 978-5-8268- 2288-3.
11. Cohen M.J., Gerhardt P.F. Vizual’naya podderzhka: Sistema deistvennykh metodov dlya razvitiya navykov samostoyatel’nosti [Visual Supports for People with Autism: A Guide for Parents and Professionals]. Ekaterinburg: Publ. Rama Pablishing, 2021. 280 p. ISBN 978-5-91743-097-3.
12. Krasnoshlykova T.S., Kosenko O.S. Ispol’zovanie sredstv vizual’noi podderzhki pri rabote s rechevymi narusheniyami u detei s OVZ [Use of Visual Support to Work with Speech Disorders in Children with HIA]. Sovremennye problemy nauki i obrazovaniya = Modern problems of science and education, 2017, no. 5, article no. 223. 8 p.
13. Levanchuk K.D. Vizualizatsiya kak sredstvo razvitiya rechevoi kompetentsii [Visualization as a means of developing speech competence]. In Teoriya i praktika obucheniya inostrannym yazykam: traditsii i perspektivy razvitiya: materialy VII Mezhdunarodnoi nauchno-prakticheskoi onlain-konferentsii studentov i molodykh uchenykh (Mytishchi— Gomel’—Moskva—Sankt-Peterburg—Minsk—Rechitsa, 16 marta 2022 g.) [Theory and practice in teaching foreign languages: traditions and perspectives for development: Proceedings of the 7th international online scientific and practical conference for students and young scientists (Mytishchi—Gomel—Moscow—Saint Petersburg—Minsk— Rechytsa, 16 March 2022)]. Moscow: Publ. Moscow Region State Pedagogical University, 2022. Pp. 139—143. ISBN 978-5-7017-3349-5.
14. Minyailo K.O., Tsygankova A.V. Metody vizual’noi podderzhki pri korrektsionno-razvivayushchei rabote s rebenkom s rasstroistvom autisticheskogo spektra [Methods of visual support in correctional and developmental work with an autistic child]. In Aktual’nye problemy obucheniya i vospitaniya lits s ogranichennymi vozmozhnostyami zdorov’ya: Materialy IV Vserossiiskoi zaochnoi nauchno-prakticheskoi konferentsii, posvyashchennoi 60-letiyu nachala podgotovki defektologov na Urale (Ekaterinburg, 22 aprelya 2022 g.) [Topical issues in education and upbringing for persons with disabilities: Proceedings of the 6th national online scientific and practical conference dedicated to 60 years of professional education for developmental pathologists in Ural]. Ekaterinburg: Publ. Ural State Pedagogical University, 2022. Pp. 199—205. ISBN 978-5-7186-1973-7.
15. Radostina T.A. Formirovanie prostranstvenno-vremennykh predstavlenii u mladshikh shkol’nikov s rasstroistvom autisticheskogo spektra [Forming spatio-temporal representations in autistic elementary school students]. Shkol’naya pedagogika = School Pedagogy, 2021, no. 2, pp. 16—18.
16. Potapova E.M. Tekhnologiya vizual’nogo raspisaniya v rabote s det’mi s rasstroistvami autisticheskogo spektra [Visual Schedule Technology for Children with Autistic Spectrum Disorders]. Vestnik GOU DPO TO “IPK i PPRO TO”: Tul’skoe obrazovatel’noe prostranstvo = Education Space in Tula Bulletin, 2021, no. 3, pp. 183—184.
17. Von Tetzchner S., Martinsen H. Vvedenie v al’ternativnuyu i dopolnitel’nuyu kommunikatsiyu: zhesty i graficheskie simvoly dlya lyudei s dvigatel’nymi i intellektual’nymi narusheniyami, a takzhe s rasstroistvami autisticheskogo spectra [Introduction to Augmentative and Alternative Communication]. Moscow: Publ. Terevinf, 2015. 432 p. ISBN 978-5- 4212-231-8.
18. Frost L., Bondy A. Sistema al’ternativnoi kommunikatsii s pomoshch’yu kartochek (PECS): rukovodstvo dlya pedagogov [The Picture Exchange Communication System Training Manual]. Moscow: Publ. Terevinf, 2011. 416 p. ISBN 978-5- 4212-0026-0.
19. Khil’kevich E.V. Sotsial’nye istorii i instrumenty vizual’noi podderzhki v muzeyakh: Metodicheskoe posobie [Social Stories and visual support tools in museums: Guidelines]. Moscow: Publ. Federal Resource Center of the Moscow State University of Psychology and Education, 2022. 102 p. ISBN 978-5-94051-239-4.
20. Barnett J.H., Trillo R., More C.M. Visual Supports to Promote Science Discourse for Middle and High School Students With Autism Spectrum Disorders. Intervention in School and Clinic, 2018, vol. 53, no. 5, pp. 292—299. DOI:10.1177/1053451217736865
21. Bateman K.J., Wilson S.E., Gauvreau A. et al. Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation. Journal of Early Intervention, 2022. Pp. 1—22. DOI:10.1177/10538151221111762
22. Berenguer C., Baixauli I., Gómez S. et al. Exploring the Impact of Augmented Reality in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review. International Journal of Environmental Research and Public Health, 2020, vol. 17, article no. 6143. 15 p. DOI:10.3390/ijerph17176143
23. Bross L.A., Huffman J.M., Anderson A. et al. Technology-Based Self-Monitoring and Visual Supports to Teach Question Asking Skills to Young Adults With Autism in Community Settings. Journal of Special Education Technology, 2022. 11 p. DOI:10.1177/01626434221142809
24. Cagetti M.G., Mastroberardino S., Campus G. et al. Dental care protocol based on visual supports for children with autism spectrum disorders. Medicina Oral, Patolologia Oral y Cirugia Bucal = Oral Medicine, Oral Pathology and Oral Surgery, 2015, vol. 20, no. 5, pp. 598—604.
25. Chazin K.T., Barton E.E., Ledford J.R. et al. Implementation and Intervention Practices to Facilitate Communication Skills for a Child With Complex Communication Needs. Journal of Early Intervention, 2018, vol. 40, no. 2, pp. 138—157. DOI:10.1177/1053815118771397
26. Diamond L.L. Problem Solving Using Visual Support for Young Children With Autism. Intervention in School and Clinic, 2018, vol. 54, no. 2, pp. 106—110. DOI:10.1177/1053451218765234
27. Fields C.J., Demchak M. Integrated Visual Supports in a School-Based Microenterprise for Students With Intellectual Disabilities. Career Development and Transition for Exceptional Individuals, 2019, vol. 42, no. 2, pp. 128—134. DOI:10.1177/2165143418769611
28. Foster-Cohen S., Mirfin-Veitch B. Evidence for the effectiveness of visual supports in helping children with disabilities access the mainstream primary school curriculum. Journal of Research in Special Educational Needs, 2015, vol. 17, no. 2, pp. 77—86. DOI:10.1111/1471-3802.12105
29. Hines M., Balandin S., Togher L. Communication and AAC in the Lives of Adults with Autism: The Stories of Their Older Parents. Augmentative and Alternative Communication, 2011, vol. 27, no. 4, pp. 256—266. DOI:10.3109/07434618 .2011.587830
30. Jung S., Ousley C., McNaughton D. et al. The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis. Journal of Special Education Technology, 2022, vol. 37, no. 3, pp. 351—362. DOI:10.1177/0162643421989970
31. Koumpouros Y., Kafazis T. Wearables and mobile technologies in Autism Spectrum Disorder interventions: A systematic literature review. Research in Autism Spectrum Disorders, 2019, vol. 66. Article № 101405. 25 p. DOI:10.1016/j. rasd.2019.05.005
32. O’Brien A.M., Schlosser R.W., Yu C. et al. Repurposing a Smartwatch to Support Individuals With Autism Spectrum Disorder: Sensory and Operational Considerations. Journal of Special Education Technology, 2021, vol. 36, no. 4, pp. 215— 226. DOI:10.1177/0162643420904001
33. Rutherford M., Baxter J., Grayson Z. et al. Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism, 2020, vol. 24, no. 2, pp. 447—469. DOI:10.1177/1362361319871756
34. Tsuda S., Takada S. Assessing the effectiveness of a comprehensive menstrual health education program for preadolescent girls with intellectual disability and high support needs in Japan. Journal of Intellectual Disabilities, 2022. Pp. 7—54. DOI:10.1177/17446295221130423
35. Watkins L., Ledbetter-Cho K., O’Reilly M. et al. Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis. Psychological Bulletin, 2019, vol. 145, no. 5, pp. 490—507. DOI:10.1037/bul0000190
36. Washington K.N., Warr-Leeper G.A. Visual Support in Intervention for Preschoolers With Specific Language Impairment. Topics in Language Disorders, 2013, vol. 33, no. 4, pp. 347—365. DOI:10.1097/01.TLD.0000437941.08860.2f
37. Zimmerman K.N. Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 2019, vol. 45, no. 5, pp. 207—223. DOI:10.1177/0198742919874050
38. Zimmerman K.N., Ledford J.R., Barton E.E. Using Visual Activity Schedules for Young Children With Challenging Behavior. Journal of Early Intervention, 2017, vol. 39, no. 4, pp. 339—358. DOI:10.1177/1053815117725693