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Schedules
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We know that transitions and schedule changes are difficult for
children on the autism spectrum. Heightened anxiety reduces the child's
ability to gain meaning from his or her environment and to benefit from
instruction to the fullest extent possible.
Children with autism whose schedules and systems are not properly
designed often depend on adults to help make sense of the world. It is nearly impossible to build independence in a child with autism without the use of a schedule.
Used artfully, schedules can be very effective as a proactive tool to prevent negative behaviors and to get the child back on track once a negative behavior has occurred. By alternating high and low preference activities, for example, the child is more likely to comply with the low preference activity knowing that there is something special at the end of the "chore."
Schedules can be used to teach flexibility. Children with autism should not be allowed to memorize the schedule. They should rely on the schedule for information and not their memories. When children begin to show signs of memorization, or rigidity with the schedule when changes occur ("No! Computer next!") it is a good sign that things need to be mixed up a little. Change the order of some of the activities on a regular basis. When a change is to occur, rather than quickly redoing the schedule with the events that will actually happen, use "skip" or "add" sticky arrows (like the ones that say "Sign Here," only blank) or icons (universal no, question mark "something different" icon) to indicate the change. This will help build the understanding that things change. Make intentional changes of small things, such as skipping a low-preference item or adding a high preference item, to start to build flexibility. It is extremely important to individualize the schedule to the needs of the child. It is often tempting to imitate a schedule that looks appealing to us, but one schedule does not fit all children. We must ask several questions. What form of representation? (objects? text? photos? icons?) How many schedule items should the child see at a time? What is the presentation format? (left to right? top to bottom?) Where will the schedule "live?" Central location? Carried by adult? Carried by the child? How will the child initiate the use of the schedule? (verbal cue? "check schedule" icon?) How will the child know when an item is finished.
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In order to be an effective tool, the child should interact with the
schedule in some way. This could be by pulling off/matching icons to
the target location, pulling the icon off and putting it in a "done" pocket, moving a check icon, writing a check mark, etc.
In
general, it is preferable to use a visual reminder for the child to
initiate the use of a schedule to using a verbal cue. Remember that any
time you insert yourself into a routine that you hope will be
independent at some point, you run the risk of prompt dependency. In
order to facilitate the process of schedule individualization, a
Schedule Planning Form is often used. Division TEACCH created such a
form that we have adapted for our use with their permission.
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Clutter and boundaries
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The physical structure of any learning environment must be well designed in order to optimize learning for children with autism. These children do not easily draw information from their environments. A cluttered environment, one that is overstimulating or one that has high preference items in sight can impede learning.
Some examples of physical structure modifications that can help some children with autism:
Cover shelves or high preference materials with sheets, curtains or tablecloths (dollar stores sometimes have disposable plastic tablecloths or shower curtains).
Place "closed" signs on play areas that are off limits during particular periods of the day.
Drape a towel over the computer and add a closed sign or universal "no" sign.
Create clear boundaries between different stations in the room. For example, a carpet may be used for a play or reading area, tape outlines on the floor, bookshelves or other furniture as dividers, or commercial dividers. (Not so tall as the adult cannot peek over the top).
A colored tape line can run at the door jamb to clarify expectations to stay in the classroom.
Use a place mat, tape outline or mini carrel as a boundary. Even a cut down tri-fold science fair display board works well.
Use a carpet square or a chair for circle time.
Cardboard partition or curtains can separate a child's coat area so he or she knows exactly where his/her belongings go.
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Materials
should have specific locations for storage. Small objects should be
kept in bins that are labeled with photographs and text. Jigs may be
used to help children find where toys belong at cleanup time. (pictures
that show where items that are shelves are to be placed)
Different
children require differing degrees or types of physical structure
modifications. By using the Physical Structure Planning form (We use a
modified version of Division TEACCH's form), helps guide teams through
the factors that should be considered.
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Work systems
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Work systems, briefly stated, are chains of activities that children are taught to complete independently from a schedule. Activities are created with the following attributes: The child can clearly see what work, how much work, when the work will be finished and what activity comes next.
Work systems can be used across environments to support academic skills, fine motor skills, recreation and leisure skills, grooming, domestic chores, community activities, vocational skills, etc.
All tasks or activities that go into a work system have previously been taught to the the independent level. Work systems that are to be completed at a desk, especially for beginners, should be taught at a separate location and then moved to the independent work station when mastered.
Work systems must be individually designed, taking into account the strengths, weaknesses and interests of the child.
What work? How will the tasks be represented? Will the child simply see the tasks, or are they represented by symbols/words/icons on a schedule? How will they be sequenced? Right to left/top to bottom on shelf? Right/left, top/bottom, on schedule? Where will the work occur? At the child's desk? In a contextual setting? How much mobility should the child have? Stay in the seat. two to three steps, across the room? In multiple locations?
How much work? Will the child know by seeing the tasks or by seeing the length of the schedule? How many tasks? How long should the child work?
When is it done? Materials are pushed down a ramp? Put in a "done" box? Returned to a shelf? All the icons are gone? All checked off?
What comes next? A "check schedule" icon? A high preference item or activity?
Example 1: John has a specific location where only independent
work occurs. He has a strip of velcro on his desk, on which there are
three different icons of his favorite cartoon characters followed by a
"check schedule" icon. On the shelf, there are three tasks with labels
that correlate with the three icons on his work schedule. A tab of
velcro awaits the match with the schedule icon. John's tasks are
related to fine motor practice and review of skills John has learned in
class or during 1:1 work.
John takes the icon furthest left
and matches it to the task. He picks up the task and places it on his
desk. He completes the task and puts the finished task in the laundry
basket on the floor to his right. He repeats the cycle until it all
three icons have been matched and all tasks have been completed and
placed in the laundry basket.
He then takes the check
schedule icon to his schedule and places it in the pocket below before
taking the icon that leads to his next activity. |
Vocational Example: Carla has a job cleaning the office at a dentist office. She has mastered several tasks that she must do for the job, including, taking out the trash, putting the magazines in a pile, wiping down the table and vacuuming the floor.
Her work system consists of a laminated checklist, top to bottom, on a clip board with a vis a vis marker on a string for checking off the items. The items on the system include: Unlock door, Remove and tie trash bags, Put in new trash bags, Take trash to dumpster, Stack magazines, wash table, vacuum floor, put supplies away, take a break. Activity Example:
Scott is in first grade and his class has free play first thing in the morning. Scott does not have play skills to spontaneously play with the toys in the room.
Scott's work system consists of strip of four activities that can be done with the cars and car garage. The activities include push car forward, put car on slide ramp, roll car into garage, and ring the bells on the garage. Each activity was taught individually using the visual supports that will be in the work system.
They are represented by photos of him engaging in each activity. The photos are laminated and are attached to the board on velcro so they can be interchanged. On the backs of each photo is a "Done" icon. As he finishes each step, he flips the photo over to expose the "Done" icon.
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Visual Structure
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Components of visual structure help children with autism get information from and gain access to instructional materials and activities. When we look at visual structure we think of three components. Visual Organization: How will the materials, overall appearance, and flow of the task be visually apparent? Work space should be organized to minimize distraction and sensory stimuli and allow the child to focus on the task at hand. Visual organization for tasks may include self-contained tasks (all secured), clarifying the flow of work (left to right, top to bottom), materials individually secured so only one item can be taken at a time, etc.
Visual clarity: How will the key concepts and critical elements be made visually clear and evident? Some ways of increasing visual clarity include minimization of the number of materials, highlighting or exaggerating crucial information, labeling, graphics, color keys, etc. Visual Instructions: How will the individual know what to do by looking at the task? Instructions can be conveyed through the use of jigs (outlines, cutouts, pictures), through models or samples, via step-by-step models or text, by a directions key, or by written lists of instructions.
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