08/11/2026
🗣️ Speech Tip Tuesday: Make it visual!
If you’ve ever read through an IEP, there’s a good chance you’ve seen an accommodation that sounds something like:
“Pair visual supports with verbal information whenever possible.”
But what could that actually look like at home?
Visual supports don’t have to mean elaborate picture schedules, laminated cards, or something you need to buy or prep ahead of time. A visual support can simply make information visible instead of relying on spoken language alone.
And as adults, we use them constantly- calendars, grocery lists, GPS, recipes, alarms, reminders, and to-do lists. 📅📝⏰
So how can we carry this over at home?
Instead of repeatedly saying:
❌ “Go upstairs, get dressed, brush your teeth, get your shoes, grab your bag, and come downstairs.”
Try pairing those verbal directions with something your child can see.
That might look like:
👕 a picture sequence for the morning routine
☑️ a written checklist for packing a sports bag
⏱️ a timer showing when it’s time to transition
📅 a calendar showing what’s happening this week
📱 a phone reminder for an older child or teen
✏️ quickly writing down the first few steps of a task
The visual itself can grow and change with your child. The purpose stays the same: making information easier to access, understand, remember, and use.
Ask yourself:
“What information am I repeating over and over?”
That may be the perfect place to make it visible.
Visual supports can be used to support language comprehension, communication, working memory, transitions, organization, and independence across everyday routines.
And remember: using a support successfully isn’t the opposite of independence. Sometimes the right support is exactly what allows greater independence. 💚
📚 References
Liang, Z., Lee, D., Zuo, J., & Liang, S. (2024). The use of visual schedules to increase academic-related on-task behaviors of individuals with autism: A literature review. International Journal of Developmental Disabilities.
Thomas, N., & Karuppali, S. (2022). The efficacy of visual activity schedule intervention in reducing problem behaviors in children with attention-deficit/hyperactivity disorder between the age of 5 and 12 years: A systematic review. Journal of the Korean Academy of Child and Adolescent Psychiatry, 33(1), 2–15.
