Concepts and strategies must be taught to children explicitly by using visuals, especially the child...

SCHEDULING WORK TASKS

Concepts and strategies must be taught to children explicitly by

using visuals, especially the child with Autism Spectrum Disorder

What Are Schedules?

Schedules are a visual representation used for:-

listing activities Providing step-by-step strategies for

performing tasks, or When undertaking transitions to be

performed during a period of time or set task.

Why Use Schedules?

To provide a visual representation of tasks.

To reduce anxiety. To understand where to start and finish. So a child learns to organise him/herself. To allow for adaptation to change.

Autism Teaching Institute (2008, p.9)

This Picture Schedule Would be Used for Younger, Non-Readers

Mayer-Johnson, 2008 (Visuals

As The Child Completes The Task, The Picture Symbol Is Placed In The

“Finishing Box (Envelope)” Below


As The Child Becomes a More Competent Reader, Words are Introduced Along With

Picture

Show and Tell

Word Find

Free Writing

Fine Motor Tasks

Spelling


Pictures Are Then Phased Out and Only Words Are Used

Show & Tell

Word Find

Free Writing

Fine Motor Tasks

Spelling

Finally, Full Sentences Are Introduced So That The Child Is Learning To Read

Sentence Structures

I will do Show & Tell

Then I will do a word find

I can use my sentence starters to do Free

Writing

I may use the Fine Motor Tub to do one

task

Next I will spell my word list

Simple Sentence Structures Should Be Introduced In The First Instance, Then Moving To More Complex Structures If

The Child Is Coping

I will do Show & Tell

Then I will do a word find

I can use my sentence starters to do Free

Writing

I may use the Fine Motor Tub to do one

task

Next I will spell my word list

Schedule Items should be Introduced Slowly – One or Two items at First


Once Working on this Independently and Comfortably, Single Items Can Be

Added


Once The Child has become competent at reading and

writing, they could be encouraged to write their own

list if need be or maintain a timetable


Mini Schedules can Take Many Formats. An example would be where pictures

(or words) of the tasks are added to the left-hand column. Once child is

finished the finish symbol can be placed in the box beside the activity.

Name and Picture

Velcro

(to place symbol for 1st activity)

Velcro

(to place symbol for 2nd

activity)

Velcro

(to place symbol for 3rd

activity)

Velcro

(to place symbol for 4th

activity)

Finishing Box (Pocket where activity symbols placed on completion of task).


Schedules may have regular steps embedded that are used over a period of time as follows:

Name and Picture


Velcro


activity)

Velcro


activity)


activity)



As the child progresses through each step a tick or finishing picture may be added in the box beside the finished

activity

Name and Picture


Velcro


activity)

Velcro


activity)


activity)


Name and Picture


Velcro


activity)

Velcro


activity)


activity)



Schedules Can Be Organised In Different Formats To Provide Step-by-step Visual

Accounts Of Processes To Be Made By Child


Name and Picture

Velcro


Velcro


activity)

Velcro


activity)

Velcro


activity)


When There Are Several Steps Involved, Then Numerals Can Provide

The Basis For Each Step

3

2

1


Some Things To Remember

The first task on a schedule should be one the child likes so that they will be encouraged to attend.

Careful placement of tasks so that the child has a challenging one then an easier one to look forward to.

The last task on the schedule should be something that is motivating to the child so all other tasks are performed.

Cognitive, emotional, social, physical and language development should be considered when developing the appropriate schedule.

The child’s interest should be reflected in the schedule.

References

Autism Teaching Institute (2008) Classroom Strategies, Resources for an ASD Classroom, Melbourne Vic.

Mayer-Johnson (2008) Boardmaker for Windows, Solana Beach Ca

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