Concepts and strategies must be taught to children explicitly by using visuals, especially the child with Autism Spectrum Disorder

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.

 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)

Mayer-Johnson, 2008 (Visuals

Show and Tell Word Find Free Writing Fine Motor Tasks Spelling Mayer-Johnson, 2008 (Visuals

Show & Tell Word Find Free Writing Fine Motor Tasks Spelling

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

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

Mayer-Johnson, 2008 (Visuals

 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.

 Autism Teaching Institute (2008) Classroom Strategies, Resources for an ASD Classroom, Melbourne Vic.  Mayer-Johnson (2008) Boardmaker for Windows, Solana Beach Ca