1. Visual Schedules

2. Personalized tool used to visually communicate a series of activities or the steps of a specific activity. Visual schedules may be created with photographs, pictures, written words, or physical objects.

3. Why Visual Schedules? Provides more specific routine, agenda, and instructions for a student’s daily procedures in class, between classes, and during unstructured times Provides student with organization Structures and organizes time for student Decreases wasted time Reduces confusion and down time Helps student to initiate tasks more quickly and efficiently Helps students to gain more accountability for their behaviors, academic work, and expectations Provides a visual reminder and cue of what to do and what is coming Addresses specific needs and students

4. When to Use Visual Schedules When students exhibit significant disorganization When students get lost or have difficulty figuring out what is next in the daily routine When a student is on the Autism Spectrum When a student is a strong visual learner When students are frequently off task, inattentive, and unfocused When students fail to complete tasks in a timely manner and/or lose or misplace work When students need more structure When students are defiant and oppositional

5. How to Use Visual Schedules Form of representation What form of information will be most useful to the student? This can be objects, photos, icon drawings, words or a combination of forms. The form you select should be able to be understood by the student on his/her worst day, as stress and/or anxiety can reduce a student’s comprehension skills.

6. How to Use a Visual Schedule Length of schedule and presentation format How much information will be provided to the student at one time? This can vary from one piece of information at a time, a short sequence of activities all the way to a full day schedule. You will need to take into consideration the student’s ability to process information, his or her anxiety level, and ability to handle changes in the schedule. Having determined length the next decision is how to present the information, this can be done one piece at a time, in a left- to-right format, top-to-bottom format, or multiple rows of information.

7. How to Use a Visual Schedule Methods of manipulating the schedule How will the student move the schedule materials throughout the day? If a student is using objects to depict where to go, staff also may decide that the objects will be used in the activity. The student may also carry the schedule item (whatever representation) and match it to an identical item upon arriving at the assigned destination. This can also aid the students in remembering where he/she is headed and help minimize adult reminders. This also helps to provide reinforcement to the student when he/she matches the item to the corresponding container. He or she can mark it off or tear it off his/her schedule.

8. How to Use a Visual Schedule Location of the schedule How will the student access the schedule? In the initial stages of implementation and teaching the use of a schedule staff may want to bring the schedule to the student. As the student build familiarity with the schedule, its use, and where to go, the schedule may be posted in a central location in the classroom. When it is time to transition student can go to the central location to get his/her schedule information. If student is independent enough he/she may carry a portable schedule with him/her in a binder or on a clipboard.

9. How to Use a Visual Schedule Initiating the use of the schedule How will the student know when it is time to check his/her schedule? When initially teaching the use of the schedule staff may want to bring the schedule to the student at the culmination of an activity. Giving the student a visual clue is also an effective way to indicate to the student it is time to check his/her schedule. One effective strategy is to a card with the student’s picture or favorite picture on it and have the student take that to the schedule and place it in a matching pocket. Using this clue consistently helps the student to know when to transition and when to remain in an activity or location. An additional benefit of this strategy is to reduce a student’s prompt dependence.

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16. What the Research Says According to the National Professional Development Center on Autism Spectrum Disorders visual schedules meet the evidence- based criteria for early childhood, elementary, and middle school age groups. “Effective visual supports in early childhood settings include visual schedules to increase task engagement, visual scripts to encourage social interaction, and picture cues to support play skill development (Krantz & McClannahan, 1998; Massey & Wheeler, 2000; Morrison, Sainato, BenChaaban, & Endo, 2002). In elementary and middle school, visual supports such as schedules and picture cues have proven effective in reducing transition time, increasing on-task behavior, and in completing self-help in the home (Bryan &Gast, 2000; Dettmer, Simpson, Myles, & Ganz, 2000; MacDuff, Krantz, & McClannahan, 1993).”