How can you help children with moderate to severe autism become more effective communicators? Discover the Visual Immersion System (VIS), a practical, research-based intervention framework that taps into the strong visual processing skills many children on the spectrum have. You’ll learn how to use readily available resources – from photos and symbols to apps and software – to create a customised system of visual supports that boost seven key communicative functions.
For each of the functions, you’ll get comprehensive how-to guidance on choosing tools and materials, conducting systematics instruction, collecting data, and assessing how well interventions are working. A must for SLPs, interventionists, and educators, the innovative VIS approach will ensure better communication and higher quality of life for children with autism.
Why The VIS Works
- Uses visual supports, an approach that’s proven successful for children with autism
- Strengthens communication skills needed for learning and meaningful human interaction
- Builds on evidence-based assessment and intervention procedures developed over decades at Boston Children’s Hospital
- Incorporates a wide range of low-tech and higher-tech options
- Flexible – can be used in home, school, or community settings
- provides clear, easy-to-use instructions on conducting interventions
- Includes guidance on generalising new communication skills
Howard Shane, Ph.D., is an associate professor of otolaryngology at Harvard Medical School and the director of the Center for Communication Enhancement and the Autism Language Program at Boston Children's Hospital. He has designed more than a dozen computer applications used widely by persons with disabilities and holds two U.S. patents. Dr. Shane has received Honors of the Association Distinction and is a fellow of the American Speech and Hearing Association. He is the recipient of the Goldenson Award for Innovations in Technology from the United Cerebral Palsy Association and has authored numerous papers and chapters on severe speech impairment, lectured throughout the world on the topic, and produced numerous computer innovations enjoyed by persons with complex communication disorders.
Jennifer S. Abramson, M.S., CCC-SLP, is a Speech Language Pathologist at Boston Children's Hospital, where she works in the Autism Language Program and the Augmentative Communication Program. She performs hundreds of evaluations every year, conducts therapy sessions and supervises graduate student interns within the clinic. Outside of clinic, she provides in-services and community trainings and has guest lectured at local universities. Jennifer has worked with individuals with autism for over 10 years.
Kara Corley, M.S., CCC-SLP, has 25 years experience assessing and treating pediatric communication disorders with a particular interest in social pragmatic impairments. She has provided extensive individual and group intervention to individuals with autism, targeting non-verbal communication abilities and the development of conversation skills.
Holly Fadie, M.S., CCC-SLP is a speech and language pathologist at Boston Children's Hospital in the Augmentative Communication and Autism Language Programs. She completed her clinical fellowship at Boston Children's Hospital. She received her Master of Science degree in Communication Disorders from Emerson College in Boston Massachusetts and her Bachelors of Science degree in Psychology at the University of Iowa. Holly's clinical experience also includes work in public schools and private practice where she led and coordinated a weekly social skills program for children on the Autism Spectrum.
Suzanne Flynn, Ph.D, CCC-SLP, is a Professor in the Department of Linguistics and Philosophy at MIT as well as a researcher and clinician at Children's Hospital Boston at Waltham. Her research focuses on language acquisitions and development in both typically developing and language impaired populations.
Emily Laubscher, M.S., CCC-SLP, is a speech-language pathologist and doctoral candidate in communication sciences and disorders. She has over 10 years of experience working with individuals with complex communication needs. Her research aims to develop interventions for individuals who are beginning communicators and who require augmentative and alternative communication (AAC).
Ralf W. Schlosser, PhD, is a Professor in the Department of Speech-Language Pathology and Audiology at Northeastern University and the Director of Clinical Research in the Center for Communication Enhancement, Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital. As a fellow of ASHA and AAIDD, Ralf has published extensively on communication interventions for children with developmental disabilities in general and autism in particular. Ralf is a two-time recipient of the most significant research article published in Augmentative and Alternative Communication. He is an editor-in-chief of Evidence-Based Communication Assessment and Intervention.
James Sorce, Ph.D. is Director, Media Applications in the Autism Language Program at Children's Hospital Boston. He is responsible for researching and implementing new video, multimedia, and communication technologies to provide state-of-the-art evaluation and treatment tools for children with disorders affecting language comprehension and expressive communication. His experience covers telephony, television, computer, and web-based services. His research has been published in scientific journals, book chapters, and conference proceedings. He holds a doctorate in developmental psychology and a post doctorate in developmental psychobiology.
Connie Kasari, Ph.D., Professor, Human Development and Psychology, Center for Autism Research and Treatment, University of California Los Angeles, 68-268 Semel Institute, 760 Westwood Plaza, Los Angeles, California 90024
Dr. Connie Kasari is Professor of Human Development and Psychology at UCLA with a joint appointment in the Department of Psychiatry. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 Ph.D. students. Her research projects include targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school-aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally, and internationally.
