Students with autism benefit from predictable schedules and routines. Visual schedules can be used to communicate the daily sequence of activities for students. In some classes, all of the students transition together throughout the day. Many of these classes use a whole group schedule. Today's Super Star Schedules features Group Schedules and tips for implementation.
Group schedules should be centrally located for easy reference and can be presented in a variety of ways. They can be velcro'd to the whiteboard, wall, or door, placed in pocket charts, or some teams use commercially available pre-made schedule tools. Pairing the scheduled activity name with a picture icon can help students who have limited reading skills.
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| Pam Ellender Mad River Middle School, Mad River |
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| Edison Elementary, Dayton |
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| Laurie Maravetz Schaefer Middle School, Springfield |
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| Robbie Whorton Trotwood Madison High School, Trotwood |
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| Mark Tracy Wright Brothers Elementary, Huber Heights |
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| Jessica Burns Demmitt Elementary Preschool, Vandalia |
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| Annette Stine Kyle Elementary, Troy |
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| Mandy Whitfield Montgomery County ESC- East |
Group schedules should be interactive. Choose a schedule helper to interact with the schedule at each transition to signal the completion of the current activity and to prime students for the next activity. The finished schedule cards can be flipped around or placed in a designated finished location. If you have one student who struggles with transitions more than the rest of the class, it is a good idea to have this student consistently be your schedule helper.
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| Emily Ottmar Stevenson Elementary, Mad River
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Some classrooms use group schedules for the overall day but need individualized supports for centers, daily 5 rotations, or leveled group times. These classes often use additional visual supports to help students know where they need to be. More information about visual supports that can be used when scheduling center rotations can be found in the blog post below:
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