Visual Schedule Options

The table overleaf outlines some of the visual schedule supports your child may

have used in school.

Visual Schedules can be useful for;

maintaining routine,

reducing tasks

giving your child a focus

supporting emotional regulation

Remember there is no learning without motivation so reward success/effort.

You may not have access to the resources to make these exactly how they are

used in schools. However, using the main concepts, reducing tasks down and

ticking off achievements as completed can be recreated using whatever you

have access to. Take some time when your child is calm and explain the new

schedule to them, regularly refer back to it, reward success and have fun.

Types of schedules

Choose a schedule which best suits your child e.g. age and or developmental level.

Remember

- It is better to undershoot than overshoot- At times you may use 2 different types of schedules e.g. for a child who is

using a symbol and word schedule, when offering a snack, you may use functional object of a banana and an apple.

Functional Object using First/Then

Using real objects.

Useful for children who need to see the actual object to understand.

This is useful for children who are not ready for visual schedules.

Symbols with words using First/Then

This is useful for children who are not ready for visual schedules.

Symbols with words Part Day visual Schedule

Useful for children who would be too overwhelmed seeing a full schedule. The child only sees one strip at a time.

Symbols are removed on completion of the activity.

Written Door visual schedule

This is useful for children who use the written word as their visual support.

Close the door on completion of the activity.

Symbols with words Full Day visual schedule

Useful for children who like to see everything they will be doing that day. Symbols are removed as tasks are completed, allowing the child to visual understanding time in the day is getting shorter.

First/Then Strategy

The ‘First-Then’ Strategy is based on the principle

“First you do _______, Then you get reward of ________”.

The ‘then’ is an activity the child prefers so it also acts as a motivator to complete the ‘first’ (non-preferred) activity.

When introducing this strategy,

- Keep instructions succinct.- Set achievable and realistic targets which can be met followed by motivator.

E.g. First inset Jigsaw/Then Computer

The reward/motivator is the computer. The young person should be motivated to complete the task in order to get to the computer. The amount of time the young person gets on the computer is flexible. To begin with the reward time is typically longer than the task.

Once this routine is familiar the task can be lengthened/more challenging, and the reward time can be reduced.

Remember: No education without motivation