Read More About the VIS

The Visual Immersion System (VIS) was originally developed at Boston Children’s Hospital Boston for individuals with moderate-severe autism spectrum disorder (ASD). As the system was refined and studied over decades of use, it became evident that the principles, techniques and tools of the VIS also offer significant learning opportunities for those with a mild autism spectrum disorder, global developmental delays, Down syndrome, pragmatic language disorders, and other related disorders.

Currently, the VIS is applied with a wide variety of individuals evidencing complex communication needs. It is continually being developed and studied in Puddingstone Place’s network of centers, in the Autism Language Program at Boston Children’s Hospital, at the Monarch School for Children with Autism in Shaker Heights, OH and in the Fayetteville Manlius School System in upstate New York. It is used at Puddingstone Place through a formal licensing agreement with Boston Children’s Hospital.

Parallels with Sign Language

An important goal of the VIS is to enhance communication and language skills through immersive use of visual supports.  To help understand what this means, it can be useful to draw some comparisons to sign language.

LIKE sign language, the VIS:

  • Offers an alternative or supplemental communication modality for individuals who have difficulty using speech, or for whom speech is insufficient to meet all of their communication needs.
  • Provides access to a full range of vocabulary.
  • Allows expression of unique messages pertaining to an almost infinite variety of topics.
  • Is most effective and most readily learned when used consistently, by multiple communication partners, and across multiple contexts.

UNLIKE sign language, the VIS:

  • Is governed by the rules of spoken English language syntax
  • Is typically used in conjunction with spoken English, and almost never as a complete replacement for speech
  • Is not a formal language in that it is not entirely rule-based
  • Is an instructional program as well as a communication system

Various Ways in Which Visuals are Used

The nature and role of visual supports will vary for each learner depending on preferred means of expression, learning style, and goals. Within the VIS, visuals may be used:

  • As teaching aides when introducing new skills
  • As organizational supports (e.g., calendars, visual schedules, turn-taking boards)
  • As a primary or supplementary means of expression
  • As a tool for clarifying meaning for those who struggle with spoken language comprehension
  • As a strategy for encouraging spoken language output

Not intended to replace speech

It is important to understand that the VIS is not intended to replace speech. It is designed to support, compliment, and enhance use of spoken language, and instruction always aims to encourage speech when appropriate.

The extensive array of tools used within the VIS is described in detail in the book, “Enhancing communication for individuals with autism: A guide to the visual immersion system” (Shane, Laubscher, Schlosser, Fadie, Sorce, Abramson, Flynn & Corley, 2015, pp. 47-74).

Further Reading About the VIS

Shane, H.C., Laubscher, E.H., Schlosser, R.W., Flynn, S., Sorce, J., and Abramson, J. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders.  Journal of Autism and Developmental Disorders, 42, 1228-1235.

Shane, Howard C.; Laubscher, Emily; Schlosser, Ralf W.; Fadie, Holly L.; Sorce, James F.; Abramson, Jennifer S.; Flynn, Suzanne; & Corley, Kara (2015).  Enhancing communication for individuals with autism: A guide to the visual immersion system. Baltimore: Paul H. Brookes.

Shane, H.C., & Weiss-Kapp, S., (2007). Visual language in autism. San Diego, CA: Plural.

How can we serve you?
Menu