Schedules

A schedule is beneficial to children on the autism spectrum because it helps to show what is happening next and the following sequence of daily events.

Whilst schedules provide the ability for increasing 'independence, understanding, success, access to school curriculum and participation in the school community' they also have the benefit of decreasing ' dependency on teachers and aides, verbal prompts, questioning and behavioural problems' (Larkey, 2005).

The detail of the schedule is dependent on the ability of the student to understand - it can range from physical items, photos of items/locations, Boardmaker symbols to written words - ending with a diary type explanation of the day that is beneficial and commonly used by most students.

The use of visual cueing helps to focus the attention of students with ADSD - helping to prevent the confusion that can lead to behavioural issues (Rogers, 2011). By using schedules to show what is coming next the focus of attention can be moved calmly from one situation/activity to another. The detail of activities can be shown on the students desk where they can progress down the list so that nothing is missed (Rogers).

Whilst students may come to depend on the use of visual schedules it is important to introduce changes on occasion so that they learn that things don't always stay the same - this can be shown by a 'surprise' symbol - or by putting a red line symbols through the activity that is no longer happening (Larkey, 2005).

Larkey, S. (2005). //Making it a Success: Practical Strategies and Worksheets for Teaching Students with Autism Spectrum Disorder// Jessica Kingsley Publishers. England

Rogers, B. (2011). //Classroom Behaviour A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support//. 3rd edn. London: Sage (pp 38-39)