What type of schedule does the student need (a written schedule, a picture-written schedule, a picture schedule, or an object-based schedule) to independently determine where to go for each event of the day and in what order?
The student’s schedule may need to include a time to review his social narrative, scripts or reminder cards. The student may need a time in his schedule, especially before an activity where this type of feedback may occur or right after, to take a break or review his coping/calming strategies.
How will the student interact with his schedule to ensure that he is consistently using and referencing it? Will he check items off, delete items, place completed events in a folder, place items in a bin to represent completion of an activity, etc.?
Is the schedule available to the student at all times? If not, what adjustments should you make to ensure its accessibility?
What additional cues (e.g. time durations, highlighting, reminders) might you add to the schedule to clarify expectations and activities?
He may need a reminder attached to his schedule to take his cue card or script to the job site.
In order to align this intervention topic area with the unique needs of the student, do you need to create a schedule in the View2do program?