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?
Breaks are often a positive experience for students. Knowing when they will occur is important to help all of us to stay focused on work and organize our activity. Clearly showing breaks on the student’s schedule is important in all environments.
Identify a schedule that the student can use to independently move from work to break (and back to work) at school and in various work and volunteer environments. It is important to schedule breaks during job training experiences so that the student gets practice in self-organization around break activity and transitions.
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?