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?
While the development of a schedule does not support the skill of self-identifying anxiety, a schedule can certainly serve to reduce anxiety for the student who struggles when he does not know what to expect. Many students should be taught to plan and record events in their own schedules (e.g. day planners, mobile devices) with the ultimate goal that they devise and manage their schedules – this becomes one coping strategy. For most of us, we have a greater sense of “control” and calm, when we can visually map out and refer back to the schedule of events in our day.
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?
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?