Scheduling, Organizing & Memory Aids

Purposes Support independence Behavior regulations Communicate information about situations

Common Factors Visual component Sequential

Visual Supports Body Language

Facial expressions Body orientation and proximity Body stance Movement of body Reaching, touching pointing Eye contact, eye gaze, gaze shift

Visual Supports Body Language Natural Environmental Cues

Furniture arrangement Location and movement of people and objects Printed material such as signs, signals, logos, labels, prices Written messages, instructions, choices menus Directions on packages, machines, or in business locations

Visual Supports Body Language Natural Environmental Cues Traditional Tools for Organization

Calendars, daily planners Schedules, TV guides, theater guides Shopping lists, notes, menus Signs, labels Maps Checkbooks, telephone books Assembly or operating instructions

Visual Supports Body Language Natural Environmental Cues Traditional Tools for Organization Specially Designed Tools

Calendars Visual schedules/mini schedules Transition helpers Timers Activity task supports Social stories Visual behavior supports Checklists, organizers

Learning Through Seeing Savner & Myles, Cafiero Learn more quickly Reduce aggressive or self-injurious behavior Decrease frustration and anxiety Learn to adjust to changes Complete tasks by themselves Gain independence

Visual Supports Help Follow rules Understand what they are supposed to do Know what is happening in their day Understand how to complete activities Move from one activity to another Make choices about what they want to do

When to Use Visual Schedules Savner and Myles Not following directions Just standing there looking at you Walking away Tantrum Continues doing whatever he was doing

When to Use Visual Schedules Joanne Cafiero, JHU Always missing assignment due dates Looses their homework Disorganized written samples Difficulty transitioning

Memory Strategies Visual (text, pictures, display, size, color) Sound (silence, text-speech, digitized) Linear (chronological, alphabetical) Markers (done/task) Timers (visual or sound) Durability (laminate, contact)

Technology Options Electronic text Text to picture systems Picture cue cards Timer systems AAC systems (operated by partners)

Using Calendars Common tool in any setting Give valuable information Not recitation of days of the week Specific to an individual Only put information that is meaningful to person Organize life as to sequence & time concepts Cross out events as they occur

Example of Calendar Contents School/work days vs not school/work days Special events Irregular activities People coming/going Length of time Appointments Who will be home after school Babysitter Leaving/coming to school/work early/late When to bring things to school/work

Using Visual Schedules Sequence of activities throughout a day When it is time to move from 1 activity to another Encourage organizations, understanding and therefore cooperation Useful in redirecting back to activity Foundation point for many other communication tools Changes in normal pattern of activities

Mini Schedules Supplement daily schedule Cover only 1 activity or part of an activity Direct choices/sequence of the activity More detailed than daily schedule Structure to teach independent work habits Independent for longer portions of the day.

Mini Schedules Independent for longer portions of the day. More detailed list May have removable pieces to carry between steps Cover up steps as activity progresses

Auditory Schedules Sequences activity or steps within Redirecting back to activity Develop independence Remind user what to do next at predetermined time Reduce prompting by staff Learn new activities/tasks

Transition Helpers Resistance to change & cling to routine Strategies to avoid problems Change is a fact of life Pre-warning to change of event May not be needed daily

What is the student thinking? I like what I’m doing & I don’t want to change. I don’t want to stop because I may never be able to do this again. I don’t like to stop immediately, I need some preparation that a change is coming. I need to know when I can return to this activity. I don’t like the upcoming activity. I don’t understand what is going to happen or where I am going. I know what I am supposed to do, but doing it my way gets me more attention.

Timers Auditory or visual or both Mark the length of time to do an activity or how long until an activity is over Can be used for how long an activity or task has taken.

Social Stories Use with social activities when user has trouble with subtle cues. Script out what to do and what to say. Comment on emotions.

Behavior Supports Means of communicating ‘no’ Management of the environment Expected behavior during an activity ‘seat behavior’ May be a delineation of space

Using Information Sharers Communicate between home and school/work Assist in recalling daily activities Serves as a conversational starter Helps to develop skills such as conversational turn taking Assist in recalling special events

Checklists/Organizers Break down components needed in an activity How to do manual Detail step by step directions More mature looking than some picture schedules Promote independence in follow through activities such as homework

Learner Profile Struggles with timetables Homework notebooks Organizing course notes and handouts Studying for tests Working effectively on long-term projects

Reference Savner, J.L. & Smith, Myles, B. (2000). Making visual supports work in the home and community: Strategies for individuals with autism and Asperger’s syndrome. Autism Asperger Publishing Co.: Balto. MD.