The Visual Schedule

Instructional strategiesThe Visual Schedule : 

Instructional strategiesThe Visual Schedule By Lois Rolla

The Research supporting Visual Schedules : 

The Research supporting Visual Schedules As best expressed by J. L. Savner and B.S. Myles in their research entitled, “Making Visual Supports Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome,” “Children with autism, Asperger Syndrome and other pervasive developmental disorders also learn in a variety of ways. But research has shown that for many children with autism and other disabilities, one way of learning- learning through seeing - is superior. Several studies have demonstrated that when children with autism spectrum disorders are given opportunities to learn with visual cues, they: learn more quickly reduce aggressive or self-injurious behavior decrease frustration and anxiety learn to adjust to changes at home and school complete tasks by themselves gain independence." (Savner and Myles i).

Research (Cont’d) : 

Research (Cont’d) K. A. Quill explains in his research project named, “Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism,” “The main function of visual schedules is to clarify the sequence of social events. Schedules specify where to go, what to do next, and for how long and are typically presented in linear order. Visual schedules can be made with photos, pictures, photographs, or written language. Schedules clarify expectations and can increase independence in solitary and social activities" (Quill 156)

Research Cont’d : 

Research Cont’d During research conducted by Weatherby and Prizant they reported, "When the schedule was not available, he engaged in moderately high rates of challenging behavior, compared with no such behaviors when the schedule was provided. Results such as this suggest that individuals with autism can learn to use pictorial or written schedules quite easily and that their challenging behavior may be reduced or eliminated dramatically when these supports are provided" (Weatherby and Prizant 345).

Slide 5: 

California Content Standards Functional Performance Indicator(s)

English/Language Arts Content Standards : 

English/Language Arts Content Standards FPI 3.3 Student will follow a list/schedule of activities FPI 5.2 Student will identify functional signs/symbols FPI 8.1/9.1 Student will identify picture/object/word cue FPI 8.2/9.2 Student will follow schedule(s)

Mathematics Content Standards : 

Mathematics Content Standards FPI 11.2-C Student will follow a picture/word sequence schedule/calendar FPI 11.3-C Student will identify activity which comes next on a given schedule system FPI 11.4-C Student will sequence daily events

History/Social Science Content Standards : 

History/Social Science Content Standards FPI 15/16.1 Student will follow a list/schedule of activities FPI 15/16.2 Student will sequence daily activities FPI 15/16.4 Student will complete tasks in assigned order

Slide 9: 

Visual schedules can be designed to meet the environmental and individual needs of each student. A visual schedule can be used at home to assist the child with getting ready for school each morning, helping the student become more independent.

Slide 10: 

At school, the teacher can modify the schedule to meet the student’s needs. Strip for last activity, present activity, and next activity. Morning schedule Full day schedule

How the visual schedule works : 

How the visual schedule works Icons are placed onto the strips which represent the day’s schedule. At the destination points where these activities will take place there are receptacles for the icons. Students remove the icon from their strip and deposit it into the receptacle at the location of the upcoming activity. At the end of the day the student will have no icons left on their strip. At either the end of the day, or the beginning of the next day, the icons are replaced in their proper order.

Slide 12: 

Within each activity a smaller task visual schedule can be used to assist the student with the task at hand.

Slide 13: 

Visual schedules help students understand what is going to happen next and they also help clarify expectations during that specific activity.

Slide 14: 

With appropriate collaboration this system can assist someone with disabilities to function more independently anywhere they live, work or learn.

Works Cited : 

Works Cited Savner, J.L. and Myles, B. S. (2000). Making Visual Supports Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing Co. Retrieved on October 18, 1009 from http://www.joeschedule.com/js3col_re01.htm Quill, K. A. (2002). Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism. Baltimore, MD: Paul H. Brookes Publishing Co. Weatherby, A. M. and Prizant, B. M. (Eds.) (2000). Volume 9: Autism Spectrum Disorders: A Transactional Developmental Perspective. Baltimore, MD: Paul H. Brookes Publishing Co. Retrieved on October 18, 1009 from http://www.joeschedule.com/js3col_re01.htm