Schedules are one of the most important tools in classrooms, and parents can utilize them at home and in the community as well! While some children with developmental disabilities have difficulty transitioning from one activity to the next (Waters, Lerman, & Hovanetz, 2009), visual schedules can be used with all children! Following schedules is also a very functional skill to teach, I know I love my “To-Do” lists!
Here are a few pointers to get you started, and you can always tweak and modify as you go!
1. They are not one size fits all!
Schedules should be designed for a child’s most difficult day. This means having all the components be at a child’s independent level as much as possible. Things to think about:
- Will you use objects, pictures, or words, or a combination?
- Consider where the schedule will be displayed: Does the child keep on a binder or folder? Do you have it hanging on a wall?
- Decide how the schedule will be used: Will it be referenced at different times? Will the child manipulate it to indicate when activities are finished such as crossing off the list or removing icons?
2. Schedules within a schedule
You may choose to have a full day schedule if a child knows what is expected of them within each of the activities. However, what if from 10:00-10:30 the schedule states “Math” and this is a highly difficult time for them? You may choose to also create a “schedule within a schedule” or “task analysis” to break down the expectations for math. This may look like:
- Complete first math worksheet
- Go through math flashcards 1 time
- Complete second math worksheet
- Take play break*
If you are wondering how specific you should get, if the child is following the schedule independently you’re good. If they are not independent, go deeper and get more specific.
*The reinforcement for completing the tougher activity
3. Reinforcement
As with teaching ANY new skill or behavior, reinforcement should be used if you want to see a child continue to use the skill, or increase the use of the skill in the future. You may initially need to explicitly teach a child how to use a schedule through modeling, prompting and cueing. Then make sure you reinforce this new skill!!
While using a visual schedule, you may choose to use reinforcement in a number of ways. Here are just a few ideas:
- Schedule fun activities following activities that are less preferred by the child. Build in fun breaks!
- Praise all transitions and independence
- At the completion of each scheduled activity, they can have the technology or favorite toy access for 5-10 minutes
- At the end of the schedule, including the most preferred activity as a “reward”
- Create a points system for the appropriate use of a schedule for a week for a major reward. (Ice cream party at the end of the week)
4. Providing an understanding of expectations helps decrease challenging behavior!
Simply hanging up a visual schedule alone will not magically make children complete all activities and even if you have the best reinforcement system, you may run into some challenging behavior maintained by avoidance of nonpreferred activities and access to preferred activities.
Using visual schedules can increase understanding of expectations across an entire day and within specific activities. A parent or teacher does not have to always be the “bad guy” repeating expectations or a task list, simply referring to the schedule will do that for you. The more you follow through on your expectations set in regards to when reinforcement or “rewards” are available following a child completing expected activities, the more independent the child will become at following a schedule!
What are your favorite ways to teach and reinforce using schedules?
Send in some pictures!
Written by Rebecca Pikula M.Ed., BCBA
References
Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The Use of Visual Supports to Facilitate Transitions of Students with Autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169. doi: 10.1177/108835760001500307
Waters, M. B., Lerman, D. C., & Hovanetz, A. N. (2009). Separate And Combined Effects Of Visual Schedules And Extinction Plus Differential Reinforcement On Problem Behavior Occasioned By Transitions. Journal of Applied Behavior Analysis, 42(2), 309–313. doi: 10.1901/jaba.2009.42-309