1. Visuals, Schedules, Routines
Gretchen will introduce the presentation and share her screen throughout the course of the powerpoint...
Ann Hagensick
Shelley Schafer

2. Visual Supports
Visual supports are any tool presented visually that supports an individual as he or she moves through the day.
Typically used across settings.

3. Including but not limited to:
Pictures
Written words
Objects
Physical arrangement
of environment
Defined boundaries
Schedules
Maps
Labels
Organization systems
Timelines
Scripts
Graphic Organizers
collect pictures for display

6. Visuals Must Be Taught • Use minimal language
Provide supported practice
• Use in context
• Plan for changes
• Fade prompting as soon as possible
• Use across environments, activities, etc. •

7. Visual Supports
Visual supports meet the evidence-based practice criteria within the early childhood, elementary, and middle school age groups.
National Professional Development Center on ASD, 2010

8. When should I use Visuals?
Does the activity, event, or concept cause frustration for the learner?
Does the activity, event, or concept cause anxiety for the learner?
Is a great deal of adult support required for the learner to be successful with the activity, event, or concept?
Is the activity, event, or concept difficult for the learner to understand when only verbal information is provided?

9. How Do We Use Visuals in Our Own Lives?
Calendars
Driving Directions
Conferences
Assembly instructions

10. How do I know where to go?
Use a Schedule!

11. Location, Location, Location!
What Are Schedules?
A visual representation of the locations a student will move to during the course of a day.
(sometimes when)
Location, Location, Location!
Sara

12. Why Are Schedules Important?
Establishes routines
Teaches first-then
Aids in transitions
Teaches concept of discrete events
Promotes independence
Sara

13. Schedules can be... Stationary Mobile Partial Day Now Now/next
Half day
Whole Day
show participants different schedules from summer training kits . . .
Check Schedule how to determine LOCATION of the schedule . . .stationary or mobile . . .

14. Schedules should be... Appropriate to student cognitive level
Socially acceptable within classrooms

15. Types of Schedules
Suzie:

16. Object Schedule Examples:
Functional Objects are used to represent locations, as well as to be used by the student when transitioning to those locations
Examples:
Spoon = lunchroom Diaper = bathroom Token board = work area
maybe insert additional slides to talk about schedule types - - match to location, now next, fixed, portable . . .

17. Photograph Schedule
Photographs are used to represent locations on the student’s schedule
Examples:
Photo of lunch tray = lunchroom
Photo of jungle gym = outside
Photo of student sitting at table = work area
Suzie

18. Picture/Line Drawing Schedule
Cartoon pictures of 2-D
drawings (BoardMaker ©)
are used to represent locations
Examples:
BoardMaker picture of a student eating = lunchroom
Stick figure playing ball = outside
Icon of a student sitting at a desk = work area
Suzie

19. Written Schedules Words or brief statements naming locations
Monday Schedule
Locker
Mrs. Smith Room
Music Room
Lunchroom
Playground
Mr. Miller Room
Art Room
Bus
Words or brief statements naming locations
Blank lines are often included to denote changes to the schedule
Suzie

20. Combination Schedule
Any combination of the above visual schedule types
A combination schedule is especially appropriate for students transitioning between two schedule types, such as a photograph and an icon.
Suzie

21. Questions??

22. CHANGE IN SCHEDULE!!

23. Activity Discuss an appropriate schedule for students.
Large group - -share information of student
at tables - can a conversation about the type of appropriate schedule. (2 minutes)
Share out and as a group decide -
Shelley and Ann - - on board - chart of each student and we will have a visual of the 5 types -
Assign each table group a student and they can build a morning schedule for the student

24. Mary Grade 10 Good reader Good with technology
Mara - written words on iPad

25. Danny Grade 2 Non reader Non verbal Needs single step directions
Xavier - object and NOW schedule

26. Sal Grade 3 Emergent reading skills Follows multi-step directions
Sam - line drawing full day

27. Allan Grade 3 Beginning reader Easily overwhelmed/frustrated
Adam - photo with words - Now Next

28. Betsy Grade 4 Intermediate Reader
Expectations need to be broken down in smaller chunks
Bailey - line drawing with words - partial day

29. In your table groups Consider the type of schedule for your student.
Share out
Build a morning schedule for the student
what materials would I need for the student?
How would that look?
4. Share out
1 - line/object/written what do they need to consider?
2 - share with large group what that looks like - why did you select this type?
3 - verbally build a morning schedule (sketch out on paper) Your teacher tells you to CREATE the schedule type . . .
what materials do I need
how much of the day is shown at one time for each kiddo (full day/partial day, now/next)
how do I preserve the schedule to not have to recreate each day??
4 - share out
Mary - written - full day
Allan - photo with words - now/next match to location
Betsy - line drawing with words - partial day
Sal - line drawing - full day portable
Danny - object - now schedule, match to location

30. Once Students Know Where To Go, What Do They Do?

31. Use a Routine!
A routine is a visual representation of a series of steps required to complete a task or behavior that is done in the same way every time.

32. Why Are Routines Important?
Help students learn to understand their environment.
Makes student feel more comfortable and secure because they know what to expect
Gretchen - let’s look at some examples of routines and see how they provide this learning, comfort and security

33. Gretchen - routine to walk to group time

34. Gretchen - bathroom routine; velcro is closed as the task is completed

35. afterschool routine; developed using the stepping stones app (also mention Kidtodo app)
Maybe try to find something from Kidtodo app - - insert that screenshot here

36. Gretchen - recipes are also great routines; this example is a recipe for fruit kabobs

37. Why are Visuals Important?
Schedules:
Provide guidance
Provide comfort
Provide predictability
Routines:
Provide consistency
Provides visual cues for expectations
Shows definite beginning and end
Greg

38. Schedule?? Routine??

39. Schedule?? Routine??

40. Schedule?? Routine??

41. Schedule?? Routine??

42. Questions??

43. Change in schedule

44. Activity
-Using what you know about your child, build a routine in your designated school area!
*also consider how you could/would differentiate this routine for a different grade/ability level*
Hallway - Words -
Bathroom - Line Drawing -
Library - Combination -
Lunch Room - Object -
Dismissal - Photograph -
1 - line/object/written what do they need to consider?
2 - share with large group what that looks like - explain the routine or 5 step routine . . .
3 - verbally build a routined in designated area (sketch out on paper) Your teacher tells you to CREATE the schedule type . . .
what materials do I need
how does it look for each kiddo
how do I preserve the routine to not have to recreate each day??
4 - share out

45. Key Ideas:
Schedules allow students with Autism to focus on tasks and routines without having to think about what is next.
Routines and schedules allow students to allocate mental energy to learning.
Schedules and routines assure the student will get to their “end location” or finished product without surprises or difficulties.
Students may “know” their schedule and/or a routine, but continued use is important to the learning process.
DO NOT abandon schedules/routines when things are “not working” or “working too well.”This is when they are needed the most!

46. 3 - 2 - 1 3 - things I learned 2 - things I could implement in my job
1 - question (or more)

47. “If you’ve seen one child with autism, you’ve seen one child with
– Brenda Smith-Myles