Schedules – Overview

Specifically, the schedule could be formatted using words, pictures, a combination of pictures and words, or objects.  The format of the schedule is determined based on the student’s individual strengths and needs.  Note that you choose the format of a schedule based on what the individual can follow independently even on the “hardest” day. The schedule is not a means for teaching literacy. It is a means for teaching where to go in what order.

Many individuals have used schedules for years in school, with the help of student agenda books, electronic planners, clipart, Google images, photographs, or downloadable programs like "View2do." If those systems have worked well to promote accuracy and independence, and the student is comfortable with them, there is no reason to dramatically alter that format for the job setting.

It is important to remember that actually being able to use the schedule is a skill which may need to be taught.  Recognizing the purpose, organization, and steps of using a schedule are vital to successful implementation.  Ensuring that the student has the skills to meaningfully use the schedule is a must.

The student should be able to interpret his schedule without continued prompting or explaining from another person. In teaching the use of a schedule, the instructor initially uses prompts (most often gestural prompts to support focus on the schedule) to help the individual move independently and fades those prompts to ensure initiation in movement.

The level of the schedule (words, picture, or objects) should be geared towards the student’s “hardest” day.  Specifically, the schedule should make sense to the student even if he/she is frustrated, anxious, or having a meltdown.  Someone who is not a strong reader should use a picture schedule if that is what makes the most sense to them when they are most stressed, even if they can follow a simple written schedule on good days.

The student might interact with the schedule in the following ways:

• Marking off finished activities
• Checking a box as each activity is finished                                 
• Flipping a card to see the next activity
• Carrying an object
• Transferring a velcroed card to the designated location
• Adding to or reordering the schedule (under controlled circumstances)

The student should be able to check his /her schedule with a nonverbal cue (a “check schedule” card, timer, or other visual or auditory cue).  The purpose of a nonverbal cue is to increase the student’s independence.  At the end of activities within a space, the nonverbal cue (picture card, written reminder, etc.) should be available to the student, possibly at the end of the to-do list.  That way, the visual cue is giving the instruction rather than having an adult intervene and prompt.

Everyone needs the interspersal of more and less preferred tasks in order to maintain stamina across their day.  For many individuals, it helps to arrange a motivating event (e.g. break, computer, “go home!”) at the end of the classroom or work schedule.

 

This can be achieved in a number of ways:

• By posting the schedule on or near the student’s or employee’s desk
• By ensuring that the schedule is located on the student’s person and can travel with them from one location to the next (e.g. in their backpack, in their cell phone, in their pocket, etc.)
• By placing the schedule on a portable clipboard

When using a portable schedule, it is often important to develop a functional routine of putting the schedule in a designated spot in each location, to prevent misplacing the schedule. Thus, in designing the spaces of the student’s environment, the instructor constructs a specific location for the schedule that supports the student in routinely keeping up with his schedule. Additional visual cues (e.g. labels, bins, clipboards) may be necessary in each setting to alert the individual to where he keeps his schedule.

This can be accomplished in a number of ways:

• If the individual enjoys and uses a smart phone, it may be appropriate to arrange the schedule using this device.  The use of these formats is often less stigmatizing, particularly when the individual is self-conscious about “blending in” at school or work.   
• Allow the student to select a preferred day planner / agenda, rather than being required to use a standard school-issued agenda. 
• Incorporate (visually, thematically) the individual’s interest into the schedule.  For example, if the student has a strong interest in hockey teams, incorporate those images and themes into his schedule. This engages the student’s focus on and attention to the schedule. 
• When possible and with your guidance, allow the student to designate the schedule order. Offering choice is a mediating factor in the development of self-determination.

When appropriate, involve the student in the design and development of his schedule.  This is part of the priming process, which increases the student’s “buy-in” and motivation to use the schedule.   

Some individuals prefer to know their full daily schedule while others prefer to see only a few tasks at a time and may get overwhelmed by too much information.

For some individuals, a “First/Then” schedule works the best.  Typically the first activity is a work activity, followed by something more preferred.  Using 2 pads of post-it notes side-by-side is an efficient way of setting up a First/Then schedule. Frequently, someone who requires an object schedule will use a “First/Then” format.  

Think about planning for longer stretches of time (days or weeks at a time).  

A weekly or monthly calendar can help students remember deadlines or important activities or events that are occurring in the near future. Plus, seeing an enjoyable event on a calendar in the future can help motivate the student.