How it Works

What is Guided Learning?

Guided Learning is an easy-to-use system of visual aid training tools designed for parents of young children and children with special needs such as Autism. Using a system of glossy Routines and Rewards posters, the Guided Learning system includes visual aids and picture cards to make it easy for a child to understand the task that they must perform as part of their every day routine, and the reward they receive for doing it.

What are the different types of charts?

Routines

Guided Learning Visual Aids can be customised for each family’s needs with a choice to suit the child’s gender. You can also choose between A4 or A3 sizes for travelling convenience and to suit your available space at home. Charts included are Rewards Charts, Morning Routine, Afternoon Routine, Bathtime Routine, Bedtime Routine, Going Out, Daily Schedule and Packing My Bag.

Rewards

Once tasks are completed your child can be rewarded with a Smiley Face, Star or another reward or picture. The child accumulates image rewards to earn an overall reward, such as going to the park, bowling, computer time or a favourite food.



Will it work for my child?

Guided Learning was developed by an Australian mother experienced in dealing with children who have autism spectrum disorder (ASD). The system has proven to be successful in child behaviour management. It is useful for parents of young children and children with Autism Spectrum Disorder, ADHD, PDD-Nos and Asperger.

What research supports Guided Learning?

There is extensive research into child behaviour management that encourages the use of visual schedules and routine and reward charts.

Using visual supports with young children with Autism Spectrum Disorder

“Visual schedules (e.g., daily schedule, minischedule) can help children with disabilities anticipate the order of events and activities, and increase independence”

- Cohen & Sloan, 2007

Visual Supports for Students with Autism

“According to Hodgdon (2000), visual supports, when implemented correctly, allow students with autism the freedom to engage in life, regardless of impairment.”

- Hodgdon, 2000


“Rao and Gagie (2006) indicated that educators have noted that when visual schedules are posted, the amount of stress, anxiety, and behavioral outbursts is significantly reduced.”

- Rao and Gagie, 2006