Lecture

Labeling may be used to organize the child's entire program. Give a specific name for all the activities the child will be doing throughout the day and be sure the area where the activity is to take place is labeled. For instance, on the computer have a label that shows a picture of the computer and says whatever you call that activity, such as "computer center.” (Be sure you are using the same label on the child's visual schedule as used to label the object, center, or activity)! Programs such as Boardmaker™ or Picture This™! (Figure 2), are useful for customizing your own labels. Labels do not have to be anything fancy, a photograph, pictures cut from magazines, an item label or wrapper, or even a simple drawing will do.

Desk	Desk	File cabinet
Coat rack	Closet	Binder
Bin	Toy shelves	Book shelves
Book Shelves	Computer	Computer
Door	Window	Window

Using labels in the child's environment is not rocket science! It is one of the simplest things that can be done to assist the child in organizing his life and communicate his needs. Label everything and then identify where it belongs in the classroom or home. For example, teaching a child to independently get a drink can be taught through the use of labels and simple steps.

• Attach a picture of a glass to the cabinet where glasses are kept.
• Show the child the picture.
• Open the cabinet door.
• Take out the glass.
• Fill the glass with water.

The process may take several demonstrations but eventually the child may be able to get a drink of water by himself. This can also help the nonverbal child communicate his need for a drink. If he sees the label he associates with his caregiver getting him a drink, he may point to the label or take the caregiver over to the cabinet and point. This serves as a form of communication.

Areas where toys or supplies are kept may be labeled with a picture of what item belongs where. Labeling dresser drawers, shelves, closets, cabinets, etc., to show the contents is another useful way to implement labels in the home environment. Not only does this help the child with ASD know where things belong, it can assist everyone in the household in returning items to their rightful place. No more excuses for not putting things away! The possibilities for using labels in the child's environment are endless.

Labeling the environment also helps teach the concept of matching. By using labels to identify what goes where, the child learns to match items in a practical, useful way. Suppose all the drawers in Susie's room have pictures showing where everything belongs. When Susie is finished playing with her toys, she can be taught to match the item to its picture on the appropriate shelf or in the correct drawer. Not only is she learning to match, she is learning how to pick up and put away her possessions, which can be a first step in teaching personal responsibility.

The same principle of labeling is easily transferred to the classroom. Keeping an entire classroom organized can be a challenging task, but the simple use of labels can help keep the search for tools and supplies to a bare minimum. Make "a place for everything and everything in its place" your mantra, and you will be rewarded with a simple, effective system that helps keep the classroom organized and operating smoothly. If every child (and adult!) is taught where items belong and to return items to their place, it also helps foster a sense of reliability and stability for the child who has difficulty with organizational skills. By teaching simple organizational skills, students will learn to

• Function more independently
• Become more responsible for their belongings and needs
• Become more accountable for their activities and achievements
• Easily locate needed items
• Have a sense of security from a predictable, organized environment

There are a few important questions to ask as the environment is visually organized for the child. For example, concepts we take for granted may have to be taught to the child with autism.

• Does the child understand the labeling system you are using? (i.e., use words and pictures to label items for a child that cannot understand written language.)
• Can the child match objects or be taught to match objects so he can find what he needs?
• Is the system consistent and appropriate for the child’s functioning level?
• Does everyone easily understand the system?
• Is the system "user friendly" for the child?
• Do you periodically review the system to determine its effectiveness for the child? Maybe it works just fine for the adults, but is it working for the child?

Initially, it may seem like a lot of work to label everything. However, the investment of time in constructing a labeling system will more than be compensated for by the rewards a successful system will produce. Teaching the child with ASD to use visual cues to help organize and control his environment can reduce his frustration and stress levels.