Focused on tools that support success and foster independence
- LIVE supports kids in the real world. When faced with complex organizational demands, like prioritizing tasks or making a sandwich, kids with ASD can feel paralyzed.
- LIVE tools are provided to support skill use in the real world as LEARN skills are mastered or upon request. For example, to support independence in making a sandwich, a list of items (e.g., bread) with photo of location (e.g., bread box) can be made available at a specific time of the day (e.g., lunch). The tools including visual lists, schedules, choice boards, and instructions can minimize organizational challenges and increase success and independence.
- LIVE tools are created with the same photographs, line drawings, and written word features of TALK to provide consistency.
- Daily schedules: Kids with ASD benefit from a predictable daily schedule. A schedule can depict (a) what is currently happening, (b) what is next, (c) when the activity will be finished, and (d) changes in predictable routines.
- Mini-schedules: Activities within a daily schedule often require visual directions called mini-schedules. The number of steps or level of detail required is individualized based on need.
- Calendars: Some kids will also benefit from a visual calendar providing information about upcoming events (e.g., class field trip, McDonalds, no school). This can reduce the anxiety associated with activities that are not typical. For example, not knowing when high preference activities will take place (e.g., going bowling) can induce as much anxiety as not knowing when low preference activities will take place (e.g., going to the dentist).
- Breaks: Time away from expectations or breaks can be included within a schedule. In addition, a specific number of breaks can be offered during a given time to clarify expectations.
- Choices: A visual list of predetermined choices for free or break time can reduce the likelihood of behavioral disruption during the unstructured time.
- Task lists: Lists of required tasks such as chores can be presented as a mini-schedule from left to right to ensure all steps in a task are completed.
- Rules: Visual presentation of consistent rules can increase self-regulation as kids see and understand the expectations.
- Alternatives: A visual list of acceptable behaviors when stressed such as counting to 10 or squeezing hands five times can be accessed with a touch.
- Reminders: Kids with ASD often struggle with auditory processing problems and other sensory processing sensitivities. Pairing of an audio reminder with a visual or video of the expectation (e.g., “Time to brush teeth” with photograph of a tooth brush) can increase comprehension.