What type of schedule does the student need (a written schedule, a picture-written schedule, or a picture schedule?) to independently determine where to go for each event?
Understanding how to use a schedule or planner is very important when orchestrating plans with other people. Even if the student is able to successfully approach a co-worker, invite him to an event, and give the information for where to meet, all is wasted if the student does not remember to actually go to the event. Based on the daily or weekly schedule system the student currently uses, instruction should focus on how to add a scheduled event to the schedule or you should teach him how to use a new system (weekly planner). For example, if the student does not use a weekly or monthly schedule, consider where he can record the information for a planned event so that he remembers to go. If he uses a long-term schedule to show upcoming appointments and workdays, you can teach him how to add social events as well.
In most situations, the long-term schedule (weekly, monthly, annually) should be consistent with the student’s daily schedule. If he uses a picture schedule to organize his day, he will best benefit from a long-term schedule that also uses pictures. This may include, for example, using a picture of a park to indicate “park outing.” The student will need to add details to the event: who is going, what time, and the address. Might just the details be written? These specifics will be dictated by the student’s interests and abilities.
Is the schedule available to the student at all times? If not, what adjustments should you make to ensure its accessibility?
Perhaps the student uses a single calendar just for special events. If so, where is this “Social Activity Calendar” kept? It can be in a notebook so he can reference it from work and home. It can be stationary or hung on his bedroom wall. Either of these are appropriate, but be sure the student has a system for remembering to add special events to the calendar if he does not have immediate access to it.
If the student is able and interested in using digital schedules, programs like Google Calendar, Apple iCal, and Microsoft Exchange offer great options. These provide easy access from internet-connected computers as well as mobile devices, potentially easing the student’s ability to update his schedule with a new event on-the-go.
What additional cues (e.g. time durations, highlighting, reminders) might you add to the schedule to clarify expectations and activities?
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?
