WO2011047476A1

WO2011047476A1 - Equipment for assisting a person suffering from autistic spectrum disorders (asd) or any other person needing images to understand his/her environment

Info

Publication number: WO2011047476A1
Application number: PCT/CA2010/001667
Authority: WO
Inventors: Valérie MCDONALD
Original assignee: Mcdonald Valerie
Priority date: 2009-10-20
Filing date: 2010-10-19
Publication date: 2011-04-28
Also published as: CA2682498A1

Abstract

The invention relates to equipment for assisting a person to help him/her perform at least one activity, wherein said equipment includes a set of imaged representations of activities to be carried out by the person in a main activity location and in another location, a main table including a calendar having time ranges for displaying a first selection of the imaged representations of the activities to be carried out in the main location, a secondary table for displaying a second selection of the imaged representations of the activities to be performed in the other location, and a means for grouping at least two of the imaged representations into a sequence to be inserted into the calendar time ranges. The imaged representations of activities can be produced on laminated and magnetized physical substrates, and the same also applies to the secondary table and to the means for grouping at least two of the imaged representations.

Description

TITLE

Accompanying Material for a Person with Autism Spectrum Disorder (ASD) or Anyone Who Needs Images to Understand Their Environment

FIELD

The present invention relates to systems and materials for chronological support and development of self-management abilities of a person with Autism Spectrum Disorders (ASD) or any other person requiring images to understand his environment. DESCRIPTION OF THE PRIOR ART

Autism generally refers to one or more developmental disorders affecting the person in communications, social relationships, and interests.

In this context, the term autism refers to several definitions ranging from defined infantile autism to acceptances that include more or less widely other pervasive developmental disorders, also called PDDs.

Autism and pervasive developmental disorders are collectively referred to as Autism Spectrum Disorder (ASD), although there are still distinctions within this spectrum. According to a July 2009 issue of the Autism-Europe association, the term "diagnosis of ASD" now replaces the term "autism" or "pervasive developmental disorder" to emphasize the specificity of social development disorders. the great variability of the individual symptoms.

US-A-5,934,707 describes a message calendar suggesting to engage in specific activities during a selected future day. The calendar has a main panel with indices that correspond to every day and month of the calendar year. Masks are removably placed on the calendar to indicate a selected activity and a selected day. This calendar is a non-verbal means of facilitating interpersonal communication, proposing future activities and conveying personal feelings about proposed and past activities. This calendar has proven to be of little use in assisting people with ASD.

US 2005/0064375 describes a literacy system for teaching reading and writing, this system is presented as particularly suitable for students with autism spectrum disorder. The system can include exercises to teach visual sequences, motor skills, phonology, semantics, syntax and text. The system may contain a pre-reading section containing exercises for skill development, visual and motor sequences, before teaching reading and writing skills. This system is essentially for educational purposes and does not seem to be to accompany a person with ASD in their daily lives.

The international application published under the number WO 00/46645 describes a clock for persons with limited cognitive abilities, constituted by a linear row of light emitters and in which a light emitter indicates the current time. The position of the lit light emitter moves with a constant speed. Maps that indicate activities and can be unambiguously associated with a particular time instance can be placed in slots above and below the light emitters. The time, the speed of movement of the position of the light emitter on and the alarms are set by means of a luminous control panel. This system has a gap in that people with ASD need to adapt to the time allocated, which can cause anxiety when real-time achievement does not match that determined by the tool. question.

Patent CA 2,325,832 describes a board game for improving social skills, including those with autistic disorder; however, this game can not be used to help an autistic person manage their daily planning because it does not include a time base. UA 2006/0267276 describes a calendar game with a teaching theme and a puzzle for tasks to be performed. The game consists of a calendar and removable parts to position in the calendar. The game element voluntarily introduces an element of Difficulty incompatible with the mission of the tools developed for the autistic people already confronted with the difficulty of managing the elements of the daily newspaper. The patent application FR-A-2 898 695 describes a device for displaying and indicating the time for exposing, in a day of 24 hours, relative and absolute durations and for designating in said day given moments and not hours. This device comprises a path in which there is no numeral, no hand indicating the time, nor pictogram illustrating any activity.

There was therefore a need for a support system for a person with ASD, or a person requiring images to understand his environment, without at least one of the disadvantages of prior art systems.

There was also a need for a support system enabling the person to develop his ability to self-manage.

There was also a need for an effective support system, not only in accompanying the person in the activities taking place at his principal place of business, but also in other places where he or she would have to work. carry out activities. There was also a need for an easy-to-manage accompaniment system for the person accompanying him. There was finally a need for a system reserving a range of free time and allowing said person to virtually self-manage in this time range reserved for leisure.

In particular, there was a need for an accompaniment system in which the role of the attendant is minimized and in which said person takes an active part in the management of the system.

In particular, there was a need for a support system for children with ASD, which still has a playful aspect despite its high level of performance.

SUMMARY Preliminary Definitions:

User: For the purposes of this description, this term is used to describe any child, adolescent or adult with ASD or any other person requiring images to understand their environment. It may also be someone with an Invasive Developmental Disorder, especially a child with Invasive Developmental Disorder. An elementary pictogram is: an image not representing a series of elementary actions, for example, putting one's stockings on. Any elementary pictogram can be transformed into a concept pictogram by attaching a sequence (or sequence) of image.

A concept pictogram is: an image representing a daily event such as clothing, and which can be broken down into a series of elementary actions, such as choosing clothes, removing pajamas, putting on stockings, putting on my underwear, putting on my pants, put on my sweater.

An action pictogram is: a pictogram that has no sequences and is used to explain the content of the pictogram, for example reading a story. Any elementary pictogram can be transformed into a concept pictogram by attaching a sequence (or sequence) of images (actions divided into images to represent the steps necessary for the realization of the elementary pictogram). The term "magnetized" should be constructed herein to mean that the object can be magnetically coupled, i.e. it can be either metallic so as to respond to the magnetic field of a magnet so as to be attracted to it, or be provided with a magnetic charge so as to attract or be attracted to metal objects or including a metallic material.

According to one embodiment of the present invention, there is provided accompanying material of a person to help him to implement at least one activity, the material including:

a collection of pictorial representations of at least the activity;

a main table including a calendar with time slots for receiving a first selection of pictorial representations; and

means for grouping at least two of the pictorial representations into a sequence to be inserted into one of the time ranges of the calendar.

According to more specific embodiments, the support material is for a person with ASD, or anyone else whose use of images may contribute to the person's better understanding of their environment in the management of their condition. his daily activities.

The calendar of the main table is for example weekly and aims to display activities to be performed in a main location using removable elements to be placed by the attendant and / or the user in selected ranges related with upcoming events.

In more specific embodiments, the material further includes a secondary board for displaying activities running in another location, a collection of written and / or pictorial representations of the activities usually to be performed each day, a collection of supports for constituting sequences of written and / or pictorial representations, at least one storage of routines, and / or at least one binder that the user keeps with him.

The equipment according to one embodiment of the present invention allows the development of self-management skills of the person requiring images to understand his environment in the management of his daily activities.

The accompanying material according to an embodiment of the present invention facilitates the reading, understanding and quasi-autonomous management of daily event planning.

Accompanying material according to an embodiment of the present invention by a person with ASD and any other person requiring images to understand his environment improves the skills of these people, including those relating to their ability to to appropriate the notion of time on a daily and daily basis, and their capacity to concretise in a global way the various elements necessary for the realization of a given activity.

Other objects, advantages and features of the present invention will become more apparent after reading the following nonlimiting description of embodiments thereof, given by way of example only with reference to the following drawings. BRIEF DESCRIPTION OF THE DRAWINGS

Figure 1 is a table of the week according to one embodiment of the present invention;

Figure 2: represents the table of the week of Figure 1 on which supports for routines are positioned, these rectangular format supports are position and colors corresponding to the optimal positioning of the latter on the board of the week and receive a together (also called routine) pictograms that describe series (also called sequels) of repetitive actions on a daily basis according to the time of the day: routines (morning routine, afternoon routine, evening routine) .

Figure 3: represents the table of the week of Figure 1 on which is positioned a removable table representing the other place which is changed according to the need, namely a school, a nursery, a day camp, the central part of the removable board is hidden and does not show the planned activities in the other place;

Figure 4: represents the table of the week of Figure 1 on which is positioned the frame of the table of the other place shown in Figure 3;

Figure 5: represents the table of the week of Figure 1 on which is positioned the table of the other place comprising areas that represent the days in the other place and in which the user finds himself during a day of the week; the Thursday area is unveiled and the other areas are hidden; the Thursday zone cache is positioned to the right of the other place's board;

Figure 6: represents a table storing routines according to the invention which consists of two distinct areas: a week area on which we can arrange the three supports routines (morning routine, routine afternoon and routine evening) of the week by associating the color and the image of the sun / or the moon in the week zone and a weekend zone on which we can arrange the two supports of routines (routine of morning and routine of the evening) , which correspond to the weekend area, by associating the color and the image of the sun or / and of the routine supports in the weekend area;

Figure 7: represents examples of storage pages for pictograms classified by themes: school, hygiene and routine;

Figure 8: represents, on the table in Figure 1, the morning routine to day Thursday, as well as a removable arrow (or any other object) that accurately locates the user on the Table of the Week in step to continue;

Figure 9: represents the sequence table, without consequences, it serves as a receptacle for images assembled together to form sequences describing all the elementary steps necessary for the realization of a concept pictogram;

Figure 10: (a) represents the continuation of the pictogram concept 'I am preparing', (b) represents the fragmentation of the first activity of the sequence (a) into 8 elementary activities, (c) represents the fragmentation of the second activity from sequence (a) to 6 elemental activities, (d) represents the splitting of the third activity of the (a) elemental activity sequence, (e) represents the splitting of the fourth activity of the (a) sequence into 9 elementary activities and in a concept activity, and (f) represents the fragmentation into 7 elementary activities of the last concept activity of (e);

Figure 11: represents the continuation 'I take the bus', which includes the pictogram concept 'I get dressed to go out' and 3 elementary pictograms;

Figure 12: represents the pictogram concept 'I get dressed' which is in the form of a table; inside this table are 4 sequences of clothing according to the outside temperature, predefined by the guide, and among which the user makes his choice after positioning the arrow;

Figure 13: represents the cover page of the ladybug binder with the tabs corresponding to the different sections;

Figure 14: represents the schedule of the ladybug binder on which the elementary activities pictograms were transferred. from the Thursday area of the removable table shown in Figure 15 below, the indicator arrow of the current activity, and in the second part of the table, and the sequence of activities to be carried out before undertaking free time;

Figure 15: represents the table of the week of Figure 1 with the removable table in which the pictograms of the other place were taken to be positioned in the time table of Figure 14;

Figure 16: represents the storage page of the elementary leisure pictograms in the ladybug binder, the guide will have previously positioned these pictograms relating to the main place (house);

Figure 17: represents the page of storage of the elementary pictograms leisure in the ladybug binder, the guide will have previously positioned these pictograms relating to the other place;

Figure 18: shows caches indicative of periods of time; and

Figure 19: represents the visual opening page of the ladybug binder that the user will have when his choice of activity, represented by a basic pictogram, has been made according to the free time available, the place and choices that are offered to him. DETAILED DESCRIPTION

Accompanying material of a person with Autism Spectrum Disorder to assist him in carrying out his daily activities according to a first embodiment of the present invention will now be described.

According to this first embodiment, the material is in the form of a kit comprising:

a) a main table representing the calendar of one week, for displaying and indicating the time per day, in which will be positioned written and / or pictorial representations of the activities that the user will have to perform at a predetermined time of the day and in the place where he resides mainly;

(b) a table representing another place, for the display of the activities that the user will have to carry out in that other place;

c) a collection of removable media including pictograms representing the activities that the user will usually do every day, from waking to bedtime;

d) removable media storage pages with pictograms corresponding to the activities that the user will have to perform in a day or during the week;

e) a collection of routines that serve to receive a series of pictograms that describe routines that include a series of repetitive activities that occur on a daily basis;

f) at least one arrangement of routines for storing the routine supports on the same plane; (g) a binder for transportation by the user including

- a representation (preferably daily) of time;

a representation in the ovoid form of a clock as well as removable pieces serving to define portions of the time;

- A storage page Home receiving basic pictograms of leisure for the daily management by the user of the choices of activities during his free time according to the period of the day in the principal place and / or a page of storage Other place receiving elementary leisure pictograms for the daily management by the user of the choices of activities during his free time according to the time of day in the other place;

removable media with written and / or pictorial representations of a leisure activity;

h) an explanatory booklet that breaks down the actions included in a concept activity, said booklet being able to be used by the user and / or the guide;

i) a removable medium including a concept pictogram symbolizing the free time available to the user, which can be used by the user and / or by the guide;

j) a self-management weather chart; and

k) a removable indicator, preferably an arrow allowing the user to locate the written and / or pictorial representation relating to the activity in progress.

The removable media are in the form of laminated or laminated papers or boards. In addition, laminated or plasticized substrates include attachment means in the form of magnetic materials, velcro, pantyhose, adhesives, etc. chosen to be removably attached to the various selected components of the kit. Together, the removable medium and the pictogram on it form a sticker.

Each of the components of the kit as well as its mode of use will now be described in more detail with reference to Figures 1 to 19.

Figure 1 illustrates an example of a main table or table of the week (1). According to the first embodiment, the main table is in the form of an 18 X 32 inch square format calendar. The calendar comprises four vertical divisions delimited by different colors and representing different periods of the day. According to the first embodiment, the main table is designed for children aged 4 to 9 years with TEDs without intellectual disabilities. A first pink column located in the left part of the painting (1) represents the morning, the second column, yellow, represents the midday period, the pale blue column represents the afternoon and the column at the extreme right, which is dark blue represents the evening.

The calendar (1) represents from left to right a day of 24 hours and represents (2) from top to bottom the days of the week, for example from Monday to Sunday. The horizontal white band (4) represents the separation (3) into two sections of the calendar of the days of the week and in the days of the weekend. The space (4) between the week and the week-end allows the child to clearly see the difference between the week and the weekend schedule.

The main table also includes symbols (5) graphically representing periods of the day by four images. The early afternoon is represented by a dotted semicircle beginning with a sun on the left, followed by an arrow pointing the direction of the dotted line and closed at the bottom by a black line representing the horizon. The south is represented by a sun placed above the black line of the horizon, and on each side, dotted with a left arrow to the sun, and an arrow pointing to the right, from the sun to the sun. the end of the semicircle, closed by the line representing the horizon. The afternoon is represented by a dotted semicircle and an arrow ending near the sun, completely to the right of the semicircle. A line representing the horizon closes the semicircle. The evening is represented by a crescent-shaped moon at the beginning of the semicircle and followed by an arrow pointing to the right and a dotted line representing a semicircle, closed by the line representing the horizon. Of course, other icons or graphic representations can be used to represent the times of the day. Also, different or additional periods of the day can be represented. According to another embodiment of the present invention, the periods of the day are not represented.

The main table is further characterized in that it displays an indicative leisure symbol (6) as a reminder to the user of the presence of free time available.

Although the main table is illustrated in the form of a calendar indicating the days of the week, and for each day of the week, different periods of the day and other time periods can be represented in the main table, such as consecutive weeks or a month, etc. and each of these periods may or may not be divided, and this, according to the needs of the application and therefore the user. In addition, other visual or non-visual means may be used to replace the colors and / or graphic representations (5) to facilitate the identification of time ranges in the calendar.

Figure 2 illustrates two removable pink-colored media (7) defining routine thumbnails on which magnetized thumbnails of routines including concept pictograms or elementary pictograms indicating the course of activities during this period, in this case the morning routine during the week and the morning routine during the weekend. A blue-colored, routine magnetized vignette (8) is used to represent the afternoon routine, and the two dark blue, routine, magnetic vignettes represent the evening routine during the week and the evening routine respectively. the weekend. Routine thumbnails are oversized to accommodate multiple regular thumbnails.

In Figure 3, the "Other place" table (10) is placed on the table of the week (1). This secondary table is used to receive stickers representing the activities to be carried out by the user at a place other than his principal place of business. The secondary table is dimensioned so as to be inserted in the main table in the time range (s) corresponding to the moment when the user will be present in this other place.

Figure 4 shows the Table of the Week (1) on which is positioned the Table of the Other Place (10) and, on it, the vignettes representing the activities (13) that the child will have to perform in this another place other than the house, in this case the school in the context of this example.

The secondary table (10) is formed of a frame (11) for temporally delimiting the school of the house, or more generally, another place of activity of the main place of activities. In addition, the secondary panel (11) includes covers or covers (12) (five (5) according to the present example) which serve to cover the inside of the frame of the secondary board (11). The child is thus reminded visually, using this frame, in which place he is at a given time range.

According to the example shown in Figure 4, seven (7) pictograms (13) were inserted inside the frame of the Secondary Table (11), up to three in the morning, one at lunch time, and up to four in the afternoon. Thus, as a person skilled in the art can now appreciate, the use of a frame as a secondary board, allows the use of the chart markers of the main board (1) for the secondary board.

Figure 5 shows that only the lid corresponding to Thursday (12) is removed so that the user can view this day by pictograms (13) in the Other place.

According to another embodiment of the present invention, the inside of the frame of the secondary board is full and has corresponding areas on the days of the week. These areas have for example the same shapes, color, size and positioning as the areas of the main table (1) to which they correspond. In the example shown in Figure 4, the secondary table includes five (5) zones or ranges corresponding to (5) days of the week.

The secondary board may take other forms than a graphic representation of the other place where the user's activities will take place. A second calendar or simply a surface including or not a drawing can also be used. Also, according to an alternative embodiment of the present invention, removable windows for viewing only certain time ranges are omitted, or simply the use of the secondary array is omitted.

Figure 6 illustrates a Routines storage table (14) for storing routine supports (15) (thumbnails). It represents five spaces (16) where the routine supports (15) can be arranged when the period corresponding to each space is passed. The Routines storage table (16) releases the main table (1) from the unused removable media and group activities and put them into routines.

The routine storage table (14) visually recalls the table of the week (1). Thus, the routine storage table (14) includes two distinct areas (17) for grouping weekly and weekend routines. More specifically, it contains (18a) five color spaces coordinated with the routine supports and (18b). Also, the same sun / moon symbols that are found for example on the main board (1) is found on the routine storage table (16). The routine storage array (14) is not limited to this embodiment and may take other forms for receiving and grouping multiple thumbnails to create a routine therefrom.

Figure 7 shows examples of sorted storage pages (21) that can be used to store and sort unused thumbnails. The use of such pages allows the quick identification of thumbnails when using the kit.

The green arrow (22) shown in Figure 8 tells the user which stage of his morning routine (23) he is in. According to the example of Figure 8, the user is on Thursday morning at the concept pictogram stage 'I am getting ready' (24). At this point, the Other Location Table (10) is completely closed.

Figure 9 represents a Sequence or Routine Table, allowing to receive a removable support including a pictogram concept at a specific place (25) and elementary pictograms that describe the steps necessary to achieve the sequence represented by the concept pictogram (27). A line serves as a visual separator (26) for the user to distinguish the concept pictogram from the other pictograms. According to another embodiment, the sequence table does not include a pre-defined space to receive the thumbnails or spaces are arranged differently. According to yet another embodiment, the sequence table is omitted. Figure 10 includes examples of sequence / routine tables, such as the 'I am preparing' sequence consisting of the concept pictogram 'I am getting ready' (28) and the elementary pictograms that make up the 'I'm getting ready' sequence (29). It should be noted that a concept pictogram can be defined as a basic pictogram (30) in another routine and vice versa.

The Sequence Tables can be arranged in the main place where the sequence is normally. For example, the sequence "Toilet" will be displayed in the bathroom.

Figure 11 represents the sequence 'I'm taking the bus' (31), which is part of the repetitive actions to be done during the morning routine during the week. An elementary pictogram (32) refers the user to the Weather Table in Figure 12.

Figure 12 shows the optional 'Weather' table which consists of a magnetic board including spaces (33) to receive vignettes including concept pictograms and other spaces to receive vignettes including elementary pictograms under the theme of dressing (34). The user can for example move the green arrow (35) according to the temperature of the moment, and follow the sequence describing the temperature concept pictogram. The weather table contributes to the autonomy of the user by allowing the user to self-manage the action of dressing according to the temperature or other specific daily actions according to external events identifiable by the user. user, the weather table is preferably positioned near the activities it represents (near the place where one dresses to go outside)

Figure 13 shows a binder with a binder front page that includes a 12-hour clock in the shape of a ladybug that is used to manage free time in the main place and in the other place. The child has the "ladybug" binder ideally at all times, which allows the child to appropriate choices of possible activities in a period of free time. More specifically, the binder includes tools allowing the child to interpret the options available to him in this free time. The ladybug binder (36) is divided into four tabs; the schedule (37), the duration (38) the house (39), the Other place (40).

Figure 14 shows the Schedule page on the Schedule tab of the ladybug binder. The Schedule page is composed of the same color and image markers (sun / moon) representing the different periods of the day as those found in the Table of the Week (1) (see Figure 15) and serves as a storage of pictograms identifying activities that take place in the Other Place. The user or attendant transfers the thumbnails including pictograms from the other location to the Time Storage (41) by affixing them to the appropriate colors (42). Different concept pictograms (43) corresponding to certain activities to be carried out during the time of the day in the Other place, as well as the sequence that defines them (44) are affixed on the Schedule Schedule by the guide. For example, when the green arrow (45) will point to one of said concept pictograms the user will unveil the cover (46) which hides the sequence (44) of the concept pictogram and the user can follow the appropriate steps. For example, and still referring to Figure 14, at the dinner (caterer) the child sees the sequence: Go to the bathroom, wash my hands, eat, go out, free time. Figure 16 and 17 show the pages of the Storage

House and Storage Other place, in which are affixed in advance by the guide or by the user, the various pictograms leisure that can be chosen according to the periods of the day in the various places. The user can then, by moving or not moving the green arrow (47) according to the question period, choose among the leisure pictograms offered during the period (48). In any period, an alternative pictogram (49) may be provided to allow the user an opening to his choices. Figure 18 shows The Time in Tab page

Duration, which serves as storage of removable pieces representing the lapse of time allocated; a little (52) medium (50) a lot (51). These indicators of time allocated to an activity or a routine are displayed on the front cover of the ladybug binder after the escort and / or child has determined the amount of time the child will have. Figure 19 shows the cover page of the ladybug binder after the choice of leisure (53) as a function of time (52) of the place (Other place) and time of day (dinner) was made.

The time indicators allocated are not limited to ovoid portions of a clock or pieces of a representative drawing for example of a ladybug. Other graphic means, removable or not and whether or not on the page frontispiece or not the binder can be provided. The binder that is part of the support system of a person with ASD accompanies the user and it advantageously comprises a written representation and / or imaged of the leisure activity of the user. More particularly, the binder comprises a written and / or pictorial representation of the activities that can be performed by the user during the duration of the leisure activity. The symbolic representation, written and / or imaged, of activities related to the leisure of the user, specific to the free time available to the user, refers to a sequence of unavoidable actions that the person with ASD must perform until moment of leisure proper that it manages.

By way of example, the free time management pictogram is represented here by a ladybug, or any other animal or object of round format, or of which a part of said object is round and can contain a dial of 12 or 24 hours inside this round.

The written and / or pictorial representations of the activities that the user will have to carry out in a day of the week, and the activities that the user will have to perform on a weekend day, are prepared by the guide.

As has been shown previously, an indicator, for example in the form of a colored arrow but which can take other forms, is intended to help the user to be located in the main table, in the secondary table, in the binder, etc. According to another embodiment of the present invention, more than one indicator is provided.

As has been shown with reference to the embodiments illustrated above, the table of the week is designed to be able to receive simple or oversized removable media. We can thus use in the design of the table of the week of magnetic materials, Velcro, sticky, adhesive, etc. The table of the other place, the routine support, the storage of the pictograms and the ladybug binder are built so that they can receive the same type of removable stickers so as to be compatible with each other.

Description of a day of use

An example of the use of the accompanying kit A person with Autism Spectrum Disorder the first embodiment of the present invention will now be described with reference to the morning routine first. The accompanist prepares the thumbnails and creates sequences on the sequence tables. According to the needs of the user, the accompanist will place the sequences on the walls in the place where the activity they describe will take place. The sequence charts are placed on the wall at eye level of the user. They are made available to the user. The guide puts the table of the week in the most happening place on the main floor (a corridor for example). Then, in the evening, he moves the green arrow and removable media routines to the right place on the board of the week so that the user can see where he is in time as soon as he gets up the next day. On Thursday evening, when the user is in bed, the guide will move the tank to Friday morning, and place the arrow above the pictogram 'I am preparing', so that the user is at his waking on Friday morning.

In the morning during the week, the user wakes up, he refers to the sequence 'I get dressed' which is placed in his room at the height of his eyes, and follows the steps to perform the task of getting dressed. Then he goes down and goes to look at the table of the week. He looks at the removable medium of the morning routine which is placed on the day Friday. He looks at the green arrow that indicates where he is in his morning routine; it is placed above the 'I'm getting ready'. He checks on the sequence board the sequence 'I'm getting ready' which is next to the table of the week, and check what are the steps to complete the activity 'I prepare myself: he sees' I get dressed, I eat breakfast, I wash my teeth, I go to the bathroom, I comb my hair . The user continues his steps; he goes to lunch in the dining room where a sequence 'I have lunch' explains the steps to make for lunch, then he will brush his teeth in the bathroom where three sequences are available for him, 'I brush my teeth , 'I go to the bathroom' and 'I wash my hands', Finally, he will do his hair. When all the steps of the 'I'm getting ready' sequence are completely finished, the user will move the green arrow to the next activity of the morning routine which is the hobby symbol.

The guide will determine which recreation is allowed at home and in the other place (the school). Depending on the time of day, he will place the permitted recreation at the appropriate locations inside the ladybug binder, and will indicate to the user what portion of time he has available for his spare time. For example, this Friday morning, he has a little time. The coach can indicate to the user the end of free time.

The user will place the representative portion of time on his ladybug. He will go to the 'home' page and choose among leisure available those which correspond to the morning leisure. Then, he will put his choice on the ladybug binder, above the allocated portion of time. When the free time is over, the user will move the green arrow above the Routine Support to the next activity that is 'I'm taking the bus'. The attendant places in the weather chart all the necessary clothing that the user must put according to the temperature. The guide changes the references according to the time of the year, the windy pictogram changes to the snow pictogram in winter, and the sun sequence goes from 'I put my sandals',' I put my cap ',' I put sunscreen, 'I put on my shoes', 'I put on my gloves', 'I put on my hat', 'I put on my coat', in autumn and so on. The user will watch the sequence 'I take the bus' which is placed next to the clothes to choose to go outside. It is then very close to the weather table. It follows the indications: 'I choose the weather', 'I get dressed', 'I take my backpack', 'I take my lunch box' The user moves the green arrow on of the time he does and follows the sequence of his choice, then he takes his backpack and finally his lunch box.

The following example illustrates the use of the ladybug binder in the other place.

The accompanist and / or the user takes the thumbnails, the removable supports or caches that are placed in the table Other place and transfer them in the ladybug binder, on the page my Schedule.

The user can then follow throughout the day in the other place, according to the colors relating to the time of the day, before noon, noon, afternoon or evening, what are the activities in the other place. It moves the arrow when each activity is completed. For example, before noon, work, after, dinner, after gymnastics, etc. The following example illustrates the use of the kit's tools during the evening routine.

The user or supervisor places on the table of the week the removable support of evening routines (on which four thumbnails are placed to describe the routine activities of a weekday evening (eg free time, homework, I prepare evening, sleep) The user and / or accompanying person moves the green arrow to where it is at this point in the evening routine (free time).

The user takes his ladybug binder, determines with the attendant the lapse of time allocated, places on the first page the lapse of time allocated and then goes to the home entertainment page in the evening color and chooses his activity. Then he puts it on the cover page above the allotted time. When free time is over, the coach and / or user moves the green arrow to the next activity of the evening routine (homework). When the homework activity is finished, the user and / or the accompanist moves the green arrow to the next activity ('I'm getting ready for dinner'). The user will look in his room the sequence chart that describes the sequence 'I'm preparing for the night' and follows the steps shown on this sequence. When it's all over, he can go back down and move the arrow to sleep.

In summary, the kit according to one embodiment of the present invention is designed for children who use images to understand their daily lives. The Toolkit also includes three (3) tools that correspond to distinct needs:

the table of the week that allows the child to manage his anxiety. The 7-day chart allows him to visualize his day from morning to evening. Repositionable thumbnails create routines based on the time of day and the time of the week. A storage base allows you to store the routine when finished and thus limit the visual overload of the board. With an outline other place, the child can visualize the portion of the day where he is elsewhere (school, day camp, daycare). Repositionable thumbnails create a five-day school schedule;

- a set of sequences boy or girl allows the integration of concepts;

- more than 20 daily sequences are broken up into images to allow the child to understand the steps necessary to achieve it; a booklet of examples of the descriptions of the possibilities for describing the

20 sequences can be planned to accompany the multiple pictograms necessary for their realization; 15 Tables Magnetic sequences allow you to support the pictograms as well as a storage booklet to help the guide to classify and quickly find the thumbnails with a pictogram in the box of sequences. The sequences made of magnetic vignettes with pictograms are adaptable to the understanding that the user has the concept that they describe, and can be changed according to the understanding of the user; and the ladybug binder that allows the child to manage the free time at home and in the other place. It helps the child to develop his autonomy by offering him the tools necessary for (almost alone) his choices during the free moments,

It was found that the child who has this support material has a significant decrease in anxiety attacks compared to the unaccompanied situation by such a system which gives him a chronological reference on the activities to be carried out and on their duration. In one day, the number of hours or the child is autonomous is significantly increased and the number of interventions is reduced accordingly.

Although the present invention has been described with the aid of specific implementations, it is understood that several variations and modifications can be grafted to said implementations, and the present invention aims to cover such modifications, uses or adaptations of the present invention in general, the principles of the invention and including any variation of the present description which will become known or conventional in the field of activity in which the present invention is found, and which can be applied to the essential elements mentioned above, in accordance with the scope of the following claims.

The use of a person's accompanying material to help him or her implement daily activities to accompany a person with ASD in his or her day-to-day activities while developing self-management skills, whether that person is at their main place of business or in a place other than their main place of business. The use of the equipment makes it possible to improve, at the user's, at least one of the following abilities:

representation of time;

decreased anxiety

ability to associate ideas;

self-confidence; and

- autonomy.

The use of a person's support material to help with daily activities also facilitates the support of a person with ASD in their day-to-day activities.

Although the preceding embodiments relate to physical material, and more specifically including pictograms displayed on plasticized and magnetized supports, other types of physical support allowing the non-permanent coupling of the various components of a kit or material according to embodiments of the present invention. Examples of other modes of coupling include velcros ™, thin plastic films, etc.

Also, although the accompanying material of a person to help him implement at least one activity according to embodiments of the present invention has been described in reference to physical kits, accompanying material according to other embodiments of the present invention may include computer tools. For example, pictorial representations of the person's activities can be represented as digital graphical icons, and the primary and secondary arrays can be computer-programmed. The use for example of a touch screen with or without visual or sound feedback may allow an interaction similar to that obtained with physical media. The use of a computer application makes it possible to evolve the graphical interface throughout the day, by transforming the interface into the equivalent, for example, of the content of the binder, the support for routines, etc.

Since the programming of a computer application making it possible to implement the accompanying material according to one embodiment of the present invention is within the reach of a general programmer, such a computer application will not be described in more detail in the present, or its implementation on one or the other common platforms such as a personal computer, a smart phone, a portable tablet, etc.

Claims

1. Accompanying material of a person to help him or her to implement at least one activity, the material comprising:

a collection of pictorial representations of at least the activity; a main table including a calendar with time slots for receiving a first selection of pictorial representations; and

means for grouping at least two of the imaged representations into a sequence to be inserted in one of the time ranges of the calendar.

2. Accompanying material as in claim 1, characterized in that the calendar is weekly.

3. Accompanying material as in claim 1, wherein the calendar shows days of the week, and for each day of the week, different periods.

4. Accompanying material as in claim 3, characterized in that the main table further includes visual means to facilitate the identification of time ranges.

5. Accompanying material as in the claim

4, characterized in that the visual means include at least one of the color, graphic representations, sectional separation, and spacing.

6. Accompanying material as in claim 1, including a secondary board inserted into the main board for receiving a second selection of the pictorial representations.

7. Accompanying material as in claim 6, characterized in that the pictorial representations in sequence of at least the activity, the main board, the secondary board and the means for grouping at least two of the pictorial representations into one Following being inserted into one of the time ranges of the calendar include a physical medium; each i) sequentially imaged representations of at least the activity, ii) the secondary array and iii) means for grouping together at least two of the imaged representations are removably attachable with the attachment means on the main board; the sequentially imaged representations of at least the activity are removably attachable to the means for grouping at least two of the imaged representations with the attachment means.

8. Accompanying material as in claim 7, characterized in that the physical supports of the main board and the means for grouping together at least two of the pictorial representations include a metal; the attachment means includes a magnet.

9. Accompanying material as in claim 8, characterized in that the physical medium is in the form of a magnetized sticker.

10. Accompanying material as in claim 9, characterized in that the means for grouping at least two of the pictorial representations in a sequence is in the form of an oversized vignette so as to receive several of the magnetized thumbnails.

1 1. Accompanying material as in claim 7, characterized in that it further comprises a routine support for receiving said at least two of the imaged representations in a sequence to be inserted in one of the time ranges of the calendar.

12. Accompanying material as in claim 7, characterized in that it further comprises a removable indicator for inserting into an element selected from the main board, the secondary board and the means for grouping at least two of the pictorial representations. and used to indicate in the chosen element the position in time of an activity in court of the person.

13. Accompanying material as in claim 6, characterized in that the secondary table is in the form of a frame for viewing the main table below it.

14. Accompanying material as in the claim

13, characterized in that the secondary array includes caches for masking time ranges from the main array beneath the secondary array.

15. Accompanying material as in the claim 6, characterized in that the secondary table includes a representation of a secondary place of unwinding of at least one of the activities.

16. Accompanying material as in the claim

1, where one of the first and second selections of pictorial representations relates to a main location of at least one of the activities and the other of the first and second selections of pictorial representations relates to a secondary location of at least one of the activities .

17. Accompanying material as in claim 1, characterized in that it further comprises a binder including at least i) a graphical representation of time; (ii) a daily table for the person's management of his free time in a place where the said at least one activity takes place; iii) at least one pictorial representation of a leisure activity; iv) storage for the collection of pictorial representations of at least the activity; and v) at least one representation of a time period reserved for the leisure activity.

18. Accompanying material as in claim 1, designed for a person requiring images to follow instructions.

19. Accompanying material as in claim 1, characterized in that at least one activity includes a selection of activities that the person usually performs each day.

20. Accompanying material as in claim 1, characterized in that at least two of the pictorial representations in one sequence form a routine.

21. Accompanying material as in claim 1, characterized in that said at least one activity comprises several activities.

22. Accompanying material as in claim 21, further comprising at least one theme storing means of pictorial representations of the activities.

23. Accompanying material as in claim 1, characterized in that the material is computer.

24. Support system for a person with ASD, or any other person requiring images to understand his / her environment, such as an autistic person, especially a child with a PDD, in the management of his / her daily activities while developing self-management skills, whether the person is at his or her main place of activity or in a place other than the main place of activity, the said support system being intended for use by the person TSA (or any other person requiring images to understand his / her environment), also called the user, and by an attendant of the user; said system comprising:

a) a weekly main board, for displaying and indicating the time per day and over a week, in which are placed written and / or pictorial representations of the activities that the user will have to perform at a predetermined time of the day in his main place of activities;

b) a table, preferably removable, for displaying the activities that the user will have to perform in the other place, said removable table being positioned in the time zone of said weekly main table which corresponds to the duration of the activity in a place other than the place in which the user mainly resides;

c) a collection of written and / or pictorial representations of the activities (preferably pictograms) representing the activities that the user will usually perform each day, from waking to bedtime;

d) at least one reservoir of routines for positioning on the same plane sequences of written and / or pictorial representations of activities that the user will have to perform in a day of the week and activities that the user will have to perform in a day of the weekend, said activities being conceptual activities and / or basic activities that the user has to carry out during a given period of the day (for example morning, noon and evening);

e) a collection of removable media that can constitute sequences of written and / or pictorial representations of the activities that the user will have to perform in a day of the week and activities that the user will have to perform in a day of the end week ;

f) at least a storage of the written and / or pictorial representations of the activities that the user will have to perform in a day of the week and the activities that the user will have to perform on a day of the weekend, said storage being preferentially designed to allow the guide to find and easily classify the written and / or pictorial representations of the activities that the user will have to perform in a day of the week and the activities that the user will have to perform in a day of the week. weekend ;

g) at least one preferably portable binder that the user keeps with him, preferably all day, and which contains:

a representation (preferably daily) of time;

- a daily table for the management of the user's free time in the main place of daily activities and / or a table for the management of the user's free time in the other place;

at least one written and / or pictorial representation of a leisure activity;

a portable storage of the written and / or pictorial representations of the activities that the user will have, preferably in the other place, to carry out in a day of the week and activities that the user will have to carry out in a day of the weekend; and

- at least one representation of a time period reserved for leisure and / or for a daily activity,

h) optionally, an explanatory booklet decomposing the actions included in a concept activity, said booklet being usable by the user and / or by the guide;

i) optionally a specific symbolic representation for the free time available to the user, said specific symbolic representation being able to be used by the user and / or by the guide and placed in the weekly main table and / or in the portable binder;

j) optionally, a table (removable) self-management allowing the user to self-manage specific daily actions based on external events identifiable by said user, said table being preferably positioned next to the weekly main table and / or in the portable binder; and

k) optionally, at least one removable symbol, preferably an arrow allowing the user to locate the written and / or pictorial representation relating to the activity in progress.

25. Satchel, preferably portable, that the user keeps with him, preferably all the day, and which contains:

a representation (preferably daily) of time;

a daily table for the management of the user's free time in the main place of daily activities and / or a table for the management of the user's free time in the other place;

at least one written and / or pictorial representation of a leisure activity;

a portable storage of the written and / or pictorial representations of the activities that the user will have, preferably in the other place, to realize in a day of the week and activities that the user will have to realize in a day of the end week ; and

at least one representation of a time period reserved for leisure and / or for a daily activity.