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?
Environmental stress can come from issues related to the hours and scheduling of shifts of a job. By using daily schedules (perhaps in conjunction with weekly or monthly schedules), the student can better track changes to her schedule. For positions without set schedules or with rotating shifts, such tools can truly make the difference between successful placement and termination, especially for individuals who struggle to arrive on time or adapt to changes.
Here is one example of a weekly schedule that includes an itemized to-do list for each day. This template can be very helpful for students experiencing stress associated with shift times in addition to planning for productivity:
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?
