The Autism & Low-Incidence Coaching Team: Super Star Schedules: Types of Schedules

Schedules are an essential component to providing structure and predictability for staff and students within the classroom. For students with autism and low-incidence disabilities, schedules can help them learn important skills for school success including:

how to navigate the school environment
the meaning of words and symbols
understanding of the sequence of their day
increasing independence skills

As students develop their skills, schedules shouldn't be taken away but rather modified to meet the student's changing needs. When planning schedules for a student, you should consider what the student would need to remain independent and confident on their worst day. When students are feeling stressed, are struggling with executive functioning skills, or have anticipated schedule changes a familiar schedule can provide calming structure and consistency to help them get through the day.

In today's Super Star Schedules, learn about each type of schedule and which students they work best for starting with the most basic schedule and advancing through more advanced schedule types.

Object Schedules

Object schedules use objects to symbolize an activity during the student's day. The student takes the object to the location for the scheduled activity and either uses it to complete the activity or matches it to a designated place within the activity location. For very concrete learners or learners with visual learners, these objects should mimic their experience during that activity. For instance, when it is time to get on the bus the student may need a piece of leather to mimic the feel of the bus seat rather than a toy bus on their object schedule.

Object schedules are a great option for students with a visual impairment who do not read Braille. They are also great for students who do not demonstrate an understanding of photos or picture symbols or have not developed their matching skills yet.

Mitch Duncan and Tim Sullivan
Springfield High School, Springfield

In some classrooms, the object may be paired with a picture symbol to begin developing the students understanding of the picture symbol.

Simplify the Chaos

Location-Based Schedules

When using a location-based schedule, each location within the classroom is clearly labeled with a picture icon. The student’s schedule consists of identical icon cards. When the student checks their schedule, they take off the card and match it to the label at the corresponding location. Many teams label other areas of the school environment (gym, cafeteria, etc) so the students can also use the location-based schedule to navigate outside of the classroom.

A location-based schedule works great for students who struggle with transitions because it gives them a clear expectation of what to do during the transition (match) and clearly communicates where they will transition throughout the day. Implementing class-wide location-based schedules can also be an effective classroom management system when students frequently transition to different areas at the same time. This cuts down the need for physical and verbal prompting as students are able to navigate these transitions independently using their schedules.

Jamie Minnish
Prass Elementary, Kettering

Brittany Wendling
Valley Elementary, Beavercreek

In some classrooms, the team may use a photograph of the location and the student matches the photo to the location. Another variation is the use of a designated symbol such as a color or shape for students who may not be able to understand picture symbols but are able to match.

Sandy MacIntosh
Trotwood ELC, Trotwood-Madison

For more information on Location-Based Schedules visit our previous blog posts:

Location-Based Interactive Schedules

Steps for Implementing Location-Based Schedule

Individual Interactive Schedules

Individual interactive schedules can be individualized for a specific student’s needs. Each activity of the day can be represented by a picture symbol or word and the student interacts with the schedule in some way to show when activities are finished. Students may move the symbol to a finished location or cross off the activity.

Individual interactive schedules are a good place to start if you are unsure what level of support the student may need. The student needs to have an understanding of what the picture symbol represents. They can be used for students who do not read well enough to read a written schedule. Interacting with the schedule is essential to helping the student learn how to use the schedule as a tool and to help them with seeing the passing of time throughout the day.

Megan Kelly
Beavertown Elementary, Kettering

Interactive schedules can be made portable for student who transition frequently throughout the school environment.

Erica Lauterbach
Dixie Elementary, New Lebanon

Jessie Henry
Tri-Village Elementary, Tri-Village

For more information on Individual Interactive Schedules visit our previous blog post:

Individual Schedules

More Individual Schedules

Interactive schedules are a great way for students to see when they will be doing preferred activities such as lunch or riding the bus home. However, for some students the number of icons may be overwhelming. Consider reducing the number of icons they see at once or use a First-Then schedule to further simplify this visual support.

Amy Beanblossom
Arcanum Elementary, Arcanum

Tim Sullivan
Springfield High School, Springfield

Robbie Whorton
Demmitt Elementary, Vandalia

For more information on First-Then Schedules visit our previous blog post:

First-Then Schedules

Group Schedules

A group schedule is often displayed on a whiteboard or bulletin board within the classroom for all students to reference throughout the day.

Kelly Holmes
Greenville Middle School, Greenville

For students with good joint attention skills, a group schedule can be a sufficient visual support when used with fidelity. The schedule should be referenced at each transition and may be interactive to show students the finishing of activities. Ask your students with autism to assist in interacting with the schedule at each transition to build their joint attention and understanding of the schedule. Without this interaction, the group schedule may be visually filtered out or ignored by your students with autism because they may not see the purpose of the visual support.

Caroline Kinnison
Northmont Middle School, Northmont

Mandy Guilmain
Stevenson Elementary, Mad River

For more information on Group Schedules visit our previous blog post:

Group Schedules

Written Schedules

Written schedules are text-based schedules that are easily accessible to the student at all times. They may be kept in a binder or folder or on their desk.

Written schedules can be used for students who are able to read and comprehend what they read. Many older students prefer written schedules because they look more neurotypical so they do not stand out. They can also be portable for students who transition frequently. Additionally, are a great support on the fly when you need something quick.

Lisa Bauer
Northmont Middle School, Northmont

Jen Everett
Springcreek Primary, Piqua

Depending on the student’s needs, written schedules can easily be modified to add a picture symbol for students with emerging reading comprehension skills. They may also be interactive through crossing off or checking finished activities for students.