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?
Consider that self-advocacy behaviors are being developed when the individual can independently transition from one activity to the next without your prompting. When the individual knows what to expect because he has indicated it on a schedule (or you have done so for him), he is more likely to feel some control over the events of his day, and by extension, his life. Whenever possible, be sure that the student is given opportunities to choose how certain events might be sequenced within his day, whether he attends certain events or not, what specific time is best for him, etc. Again, the individual who is provided with choices and who feels as though he has the power to choose at times, is more likely to develop key self-advocacy behaviors.
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 items in a “done” folder, etc.?
The schedule might be useful as the student completes step four within the self-advocacy process (“participate in the solution to take care of the need”). If the steps he needs to take require that he organize his time around deadlines or transitions, then a schedule will be a key element to support organization and self-direction.
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?
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?