Visual Scales

Visual Scales can help students with autism spectrum

disorder learn to identify and manage their own actions and
emotions. Visual Scales put abstract information into a
concrete, visible and measurable format. This makes it easier
for students to reflect on situations and their responses, and
in turn learn strategies for coping and adapting their
behaviour.

Three key ideas regarding Visual Scales:

Are individualized for Provide clarity and
Add visual support
students structure

Check out this video

for a quick
explanation of a
Visual Scale.

How to successfully support Visual Scales?

Introduce
Develop with Use the Consider a Practice the
during neutral Gradual release Improved
student's variety of responses at
the student (calm) of responsibility awareness
words contexts each level
moments

Questions to Consider

Select the skill or emotion to be targeted. You may choose a social skill, emotional response, voice
1 Select Skill
volume, communication skill or behavioural response.

Scales can be as small as three levels and get larger from there. Be cautious about being so
2 Determine number of
levels
specific that there are too many levels. There should be enough levels so that the student can learn
to rate the situation, but not so many that it becomes confusing.

Use an interview style conversation to gather information from the student. Use the student’s words
3 Develop scale
where possible. We want the student to connect to the scale when it is complete.
Identify
Work with the student to develop strategies they can attempt at each level of the scale for coping,
4 alternative/supportive
“I can try to…” These strategies may include supportive actions the students can implement (i.e.,
Strategies and
environments request a break, deep breathing) or alternative environments.

5 Teach and practice
The student will need to review and practice rating situations with the scale (i.e., with example
scenarios) and also practice and role-play the strategies for each level on the scale. Use a gradual
release of responsibility approach while teaching the scale where at first the student observes you
using the scale, then you do and the student helps, then the student does and you support, before
finally the student can use the scale on their own. This may take several weeks.

In addition to practice rating example scenarios, also practice rating throughout the day. This will
help the student to self-monitor and reflect. Encourage the use of “declarative language” during
6 Rate throughout the
day these times. For example, “When I get sweaty in gym I feel Level 3 uncomfortable. I can try to wipe
myself off with a towel and get a cold drink.”

Provide praise and natural reinforcement when the student attempts to reflect using the scale or
7 Reinforce attempts
attempts to implement a strategy. This will help to encourage independence.