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
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 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.
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
For more information on Individual
Interactive Schedules visit our previous blog post:
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
Robbie Whorton Demmitt Elementary, Vandalia |
For more information on
First-Then Schedules visit our previous blog post:
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
For more information on Group Schedules
visit our previous blog post:
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, NorthmontJen 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.
Allysson Rudnicki
Tipp High School, Tipp City
Peggy Ristau Brookville Intermediate, Brookville |
For more information on Written Schedules
visit our previous blog post:
Top
3 Tips for Creating Written Schedules for Older Students
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