Scheduling for Students With Moderate to Severe DisabilitiesFrom A-Z and Beyond

Presented By:Sherida Gentry, WKSEC

Scheduling is a little like “Cat herding”

Where do I begin? Obtain a copy of the school’s master schedule

from the principal to get needed information for scheduling

Develop overall classroom schedule (see example)

Develop individual student schedules (Don’t forget to include resource room time, general ed. time, and related services)

Develop individual adult schedules explicitly stating where/when/what is expected for consistency of implementation

Develop individual visual schedules for students following assessment

Developing Overall Master Schedules (Step 1)Elementary Example

Developing Student Schedules (Step 2)

BreakfastJamie

Eats with lunch bunch in cafeteria

Part day Lunch Schedule

Ex. Student Schedule for Elementary Student

Managing adult schedules is a bit like being an air traffic controller….

Developing Individual Adult Schedules-(Step 3)

Adult 1 Adult 2 Adult 3Arrival/Breakfast7:30-8:15

Get Jack, Jill, John off bus 9502-Toilet Jack and do leg stretches/supervise students in cafeteria

Greet students in room have them put materials in locker and turn in folders-supervise small group act. for those not eating breakfast

Get Sam, Sally and Susie off bus 9303/assist Sam to start laundry/prepare Sam for 1st block collaboration

NOTE: This format allows for teacher to write in activities for adults to initiate with students. (Prevents interruption of instruction)

Putting it all togetherPutting it all together

Ex. Adult Schedule(You may choosefor adults to carry this format or the previous with them)

Schedules should tell the student…….

What event/activity is occurring in the present What activity/situation will be occurring next How many activities there are until the day is

over If there are any modifications in the typical

routine that may occur.MISCONCEPTION: ONLY STUDENTS WITH ASD

NEED VISUAL SCHEDULES

What to Include on a Schedule Daily activities might include:

Bathroom times When to go to your locker Resource periods and check-ins with facilitators Breaks, “decompression periods” Special activities

Incorporate interests Reminders (e.g., behavior, materials) Balance the stress level of activities

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Key Points About the Schedule

The important routine is that of using the schedule to guide “what’s next?”

Independent use is the goal More abstract is not always better:

Can it be understood when everything is falling apart?

Schedules should not be faded out – they should “grow”

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Things to Consider As You Develop Visual Schedules for Students-Step 4 Form of representation Length of schedule Presentation format Way of manipulating the schedule Location of schedule Initiation of use of the schedule

Use this checklist to assess where we need to begin for individualizing schedules for students.

REMEMBER: each of these considerations are scope and sequenced in instructional order. Must teach in this order for each level and move kids up the continuum.

DON’T STOP USING THE SCHEDULE ….MOVE TO THE NEXT LEVEL

Object Level Schedules

Item used in task

Item that is symbolic of activity w/transition care for initiation

Object: Functional or Representational (symbolic)

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Photograph Level Schedules

Organization for teacher for student who needs high level of engagement with frequent reinforcement

Activity on “deck”

Student schedule1 item photo w/ transition card

Photograph

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3-4 item length schedule

Icon Level SchedulesPart day schedule

Icon Level ScheduleFull day top to bottom schedule

Written Level ScheduleOrganizational binder w/written schedule and written work system w/ work to be done/finished. Schedule items and tabs are color coordinated for consistency. Good for high functioning student in collaborative setting with good independent work habits but poor organizational skills

Mini-Schedules

Mini-schedules break down an activity into manageable steps. They are a visual formof task analysis that can be built into existing student schedules.

Examples of other routines which lend themselves well toa mini-schedule:

washing dishes circle time activities assembly tasks cooking tasks bathroom routine Morning or afternoon routine

Here is an example of a mini-schedule for getting ready for

a winter recess.

Mini-Schedules

Using Individual Schedules Cue to transition to or use schedule Organization

left to right, top to bottom Manipulation

mark off, turn over, carry card or object placement of card or object

Location and Portability of schedule Indicating changes, teaching

flexibility Providing choices

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Cue to Transition to Schedule

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Manipulating the Schedule

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Manipulating the Schedule

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Location of Schedule

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Portable Schedule

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Portable Schedule

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Teach a Routine for Changes(Promote Flexibility)

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This schedule works well for younger students just learning to use a schedule or for students in a self-contained classroom.

1. A “check schedule” card (transition card) is introduced with the schedule. When it’s time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to schedule location.

2. Once the student is at their schedule they will check to see what is next and remove that card on the schedule. Schedule can be left to right or top to bottom (system of most to least prompts will be used during instruction)

3. The picture in their hand tells them where they are going. A “receiver envelope” or area is kept at the site where the activity will occur. The student puts the picture in the envelope as his/her pass to the activity.

REMEMBER : Always individualize the level of schedule to the child’s communicative level.

•This schedule is both portable and flexible. It is made from an inexpensive folder that the student carries with him/her.

•As each activity is completed the card is turned around in the mini-pocket (made from pieces of cardboard taped on the folder). •Students can put their assignments “to be done” in the left pocket and “completed” assignments in the right pocket.

•This format can combines a schedule with individual work system.

This schedule works well for students who spend most of their day in general education.

This schedule clearly communicates what needs to be done.

It can be attached to a notebook or clipboard so it is portable and easy to use.

Things to do. All Done

Warm-Up

Work Task

Break

Community

Lunch

As each activity is completed the card is moved to the “All Done” column. Be sure to schedule a balance of activities including work and activities the student enjoys, to keep them interested and motivated.

Don’t Forget Special Days and Activities

Don’t forget party days, field trips, and any other unusual days.

For those unexpected activities which can occur any day it is handy to have a “surprise” card (i.e,. a solid pink card) which can be put on the schedule to signal a change.

You will find that a change in schedule is usually OK if the student is prepared.

DON’T FORGET……

Kids need to be taught to request a break

Kids need choices built in to their schedule

Kids schedules can be low tech to high tech

I need a break!

Identifying the need for a break and getting a break appropriately are important skills for our students.

When a student with autism needs to be released from an activity he will make that need known, one way or another. If he does not have an appropriate and easy way to request out of the activity we may see inappropriate behavior serving as that communication.

Break cards are a nice way for students to request a break.

Don’t forget that this must be taught and acknowledged !!!!!!

Break

Once our students identify the need for a break they may need some choices for helping them decide what break activity will best meet their needs and enable them to return to their work upon completion of the break. These can and should be built into student’s existing schedule

FIRST ___THEN____

This gives the student a visual reminder that once the non-preferred task is completed they will be able to do a preferred activity.

Consider this familiar scene…The teacher wants student to complete assigned work.The student wants to play a computer game.Consider this solution…

Once you use this “contract” you will find all kinds of opportunities to put it to the test!Here are a few ideas to help you start thinking about other ways you might use the first-then board: Be sure that “preferred” items are based on assessment.

Multi-Media Schedules

REMEMBER: DATA COLLECTION FOR SCHEDULES IS VITALLY IMPORTANT SO YOU CAN MOVE STUDENTS TO DIFFERENT LEVELS AND ADAPT AS NECESSARY

What’s next?

Review and train staff on how to implement schedule

Develop a system for managing adult schedules (i.e. clipboard, folder, notebook, wall, etc.)

Frequently meet with paraprofessionals and other related service providers to discuss how the schedule is working

Determine if/when rotation of adult schedules will occur

Refine schedule as necessary Provide a copy of master schedule to principal

References The University of North Carolina

Charlotte, TEACCH Autism Program David Daniel, AT Consultant, DODEA Sheila Henson, LI Consultant, OVEC Autism Internet Modules, OCALI Kentucky Autism Training Center