5.4. Outline the use of visual communication systems for individuals who have an autistic spectrum condition

This guide will help you answer 5.4. Outline the use of visual communication systems for individuals who have an autistic spectrum condition.

Individuals with an autistic spectrum condition often process information differently. Many find visual information easier to understand than words spoken in real time. Speech can feel too fast or abstract, but pictures and symbols can be more concrete, predictable and clear. Visual communication systems are methods that use images, symbols, objects or written words to support understanding and expression.

Visual aids work well because they stay in place and can be looked at repeatedly. This gives individuals time to process the meaning at their own pace. Words disappear as soon as they are spoken, but a picture remains. This sense of permanence can reduce stress and support better communication.

Why Visual Communication Systems Are Used

The aim of visual communication is to make information easy to take in, remember and act upon. These systems can remove uncertainty and give consistent cues that are not affected by changes in tone of voice or background noise.

Reasons for using visual communication systems include:

• To break down tasks into steps
• To support understanding of routines
• To provide clear reminders
• To help with choice-making
• To reduce anxiety linked to unpredictability
• To support expressive communication when speech is limited or absent

For some people, visuals act as their main way of communicating. For others, visuals back up spoken language and make it clearer.

Types of Visual Communication Systems

There are many visual systems that can be adapted to meet individual needs and preferences. These systems range from simple printed images to more structured communication methods.

Picture Exchange Communication System (PECS)

PECS uses pictures to represent items, actions or concepts. The individual gives a picture to someone else to request the item or action shown. This method teaches communication through exchanging images. PECS starts with single pictures and can progress to building sentence strips with multiple symbols.

Symbol Boards

Symbol boards show a selection of symbols, drawings or photos. The person can point to or look at a symbol to communicate. Symbols can stand for objects, activities, emotions or instructions. Boards can be tailored to match a person’s vocabulary needs, from basic needs to more complex ideas.

Visual Timetables

A visual timetable shows the order of activities throughout the day using images. This helps a person see what will happen and when. It can reduce anxiety about changes and prepare them for transitions. Timetables may use photos of real places or people, or standard symbols.

Social Stories with Pictures

Social stories are personalised short descriptions of a situation, activity or event. Adding pictures makes them more direct and less abstract. These are often used to teach social rules, routines or what to expect in new or challenging situations.

Choice Boards

Choice boards offer a set of visual options, such as pictures of snacks, games or clothes. The person selects a picture to communicate their choice. This removes the need for long spoken explanations.

Object Cues

Some people understand best by using real objects as cues. For example, showing a swimming costume means swimming is next. This approach is known as using tangible symbols. It supports those who may struggle with more abstract pictures.

Written Words for Those Who Read

For individuals who can read confidently, written words can be a strong tool. Large print, clear font and simple language help with quick understanding. Written instructions can be combined with symbols for greater support.

How Visual Communication Systems Help Daily Life

Visual systems work across many areas of daily living. They can be used in education, care, healthcare, community activities and home life.

Benefits include:

• Increased independence by showing what to do without constant verbal prompting
• Reduced frustration when expression is easier
• Clear planning of the day or week
• Quick access to needed vocabulary
• Ability to handle unexpected events with clear explanations

Teachers and support workers often use visual aids in classrooms to explain tasks. In care, staff may use picture cards to remind about personal care steps. At home, families may keep a visual calendar for planned activities.

Supporting Understanding of Speech

Speech can be difficult for some people with an autistic spectrum condition either because of sensory processing needs or language processing differences. Visual communication supports understanding by giving an anchor. When speech is paired with a visual, attention is focused on the meaning rather than just the sound.

For example:

• A picture of a cup is shown when saying “time for a drink”
• A symbol for “break” is pointed to when telling someone it is break time
• A written checklist is used alongside telling someone their jobs

The combination of visual and spoken cues can help bridge the gap between hearing words and making sense of them.

Reducing Anxiety With Predictable Cues

Uncertainty is a common cause of stress for people with an autistic spectrum condition. Knowing what is coming next can reduce this. Visual timetables, schedules, and warning cards for changes give a clear path through the day.

For example:

• Showing a card that says “change of plan” before explaining the reason
• Adding a picture of the doctor to the timetable a few days before an appointment
• Using a countdown chart to show how many days until a holiday

These methods give control back to the person and allow them time to adjust.

Supporting Communication Where Speech is Absent

When an individual does not use speech, visual systems become their voice. PECS or communication boards let them ask for things, share feelings, or take part in conversations. This can open up social contact and reduce isolation.

Staff training is important so that everyone recognises and responds to the person’s chosen visual system. This ensures requests are acted on and conversations can flow.

Matching the System to the Person

The right visual system depends on the person’s age, interests, sensory profile and level of understanding. For example, a very young child may prefer photos of familiar objects, while an adult may find written words faster. Some may prefer digital devices with touch screens. Others might only engage with tactile objects.

It is important to:

• Find out what type of images make sense to the person
• Use clear, uncluttered visuals
• Keep the system consistent over time
• Place visual aids where they are easy to see and reach
• Involve the person in creating or choosing visuals

Using Technology for Visual Communication

Digital tools can offer flexible support. Tablets and communication apps allow quick creation and editing of visual materials. Speech-generating devices can display symbols that the person chooses, then speak aloud the words.

Technology can:

• Store large banks of symbols
• Combine text, speech and pictures easily
• Provide portable options for community use
• Be personalised with photos of the person’s own life

However, some people respond better to offline materials that they can hold and see without screens, so the choice must match the person’s comfort.

Training and Consistency

Visual communication works best when everyone in the person’s life uses the same approach. If the system is used in school, it should also be present at home and in the community. This builds understanding and confidence.

Training for staff and family includes:

• How to present visuals in a supportive way
• How to respond to visual requests
• How to keep resources updated and in good condition
• How to adjust visuals for changes in the person’s needs

Consistency means the same symbol is used for the same meaning everywhere, which avoids confusion.

Working With Specialists

Speech and language therapists often help design and implement visual communication systems. Occupational therapists may advise on sensory aspects. Some charities and specialist services provide resources and training.

These experts can assess the person’s communication strengths and create individual plans for visual support. This ensures the system is well matched to the user’s needs and can evolve with them.

Examples of Visual System Use in Care Work

A care worker supporting a young adult uses a combination of a visual timetable and a choice board. In the morning, they show the timetable so the person knows activities planned for the day. At snack times, the choice board is presented so they can select their preferred item.

In another case, a hospital uses object cues for patients who are non-verbal. A toothbrush is shown to signal brushing teeth, and a jumper signals going outside. These cues are stored in labelled baskets for quick access.

Final Thoughts

Visual communication systems can make a huge difference to daily life for individuals with an autistic spectrum condition. They bring clarity, predictability and a way to express needs without relying solely on speech. Choosing the right system depends on personal preference, developmental level and environment.

Consistency, training and patience are needed from all those involved in the person’s care and support. When used well, visual communication systems can improve understanding, reduce stress and open up more chances for connection with others. By working closely with the individual and their support network, the chosen system can become a reliable and valued part of everyday life.