1. Presented By: Sherida Gentry, WKSEC
Scheduling for Students With Moderate to Severe Disabilities From A-Z and Beyond
Presented By:
Sherida Gentry, WKSEC

2. Scheduling is a little like “Cat herding”

3. Where do I begin?
Obtain a copy of the school’s master schedule from the principal to get needed information for scheduling
Develop overall classroom schedule (see example)
Develop individual student schedules (Don’t forget to include resource room time, general ed. time, and related services)
Develop individual adult schedules explicitly stating where/when/what is expected for consistency of implementation
Develop individual visual schedules for students following assessment

4. Developing Overall Master Schedules
(Step 1)
Elementary Example

5. Developing Student Schedules (Step 2) Breakfast Jamie Eats with lunch
bunch in cafeteria
Part day Lunch Schedule
Developing
Student Schedules
(Step 2)

6. Ex. Student Schedule for Elementary Student

7. Managing adult schedules is a bit like being an air traffic controller….

8. Developing Individual Adult Schedules-(Step 3)
Get Sam,
Sally and Susie off bus 9303/
assist Sam to start laundry/
prepare Sam
for 1st block collaboration
Arrival/
Breakfast
7:30-8:15
Greet students in room have them put materials in locker and turn in folders-supervise small group act. for those not eating breakfast
Get Jack, Jill, John
off bus 9502-Toilet Jack and do leg stretches/
supervise students in cafeteria
Developing Individual Adult Schedules-(Step 3)

9. Putting it all together
NOTE: This format allows for teacher to write in activities for adults to initiate with students. (Prevents interruption of instruction)

10. Ex. Adult Schedule (You may choose
for adults to carry this format or the previous with them)

11. Schedules should tell the student…….
What event/activity is occurring in the present
What activity/situation will be occurring next
How many activities there are until the day is over
If there are any modifications in the typical routine that may occur.
MISCONCEPTION: ONLY STUDENTS WITH ASD NEED VISUAL SCHEDULES

12. What to Include on a Schedule
Daily activities might include:
Bathroom times
When to go to your locker
Resource periods and check-ins with facilitators
Breaks, “decompression periods”
Special activities
Incorporate interests
Reminders (e.g., behavior, materials)
Balance the stress level of activities
A couple illustrations will be added
TEACCH

13. Key Points About the Schedule
The important routine is that of using the schedule to guide “what’s next?”
Independent use is the goal
More abstract is not always better: Can it be understood when everything is falling apart?
Schedules should not be faded out – they should “grow”
TEACCH

14. Schedule
Guidelines

15. Things to Consider As You Develop Visual Schedules for Students-Step 4
Form of representation
Length of schedule
Presentation format
Way of manipulating the schedule
Location of schedule
Initiation of use of the schedule

16. Use this checklist to assess where we need to begin for individualizing schedules for students.
REMEMBER: each of these considerations are scope and sequenced in instructional order. Must teach in this order for each level and move kids up the continuum.
DON’T STOP USING THE SCHEDULE ….MOVE TO THE NEXT LEVEL

17. Object Level Schedules
Item that is symbolic of activity w/transition care for initiation
Item used in task

18. Object: Functional or Representational (symbolic)
Here, the child is up to three steps …. In the examples so far, the child is using the objects that make up the schedule. The next step is to become a bit more abstract, still having the person carry the obects to the appropriate area, but then put them in a container, rather than use them. Here, Mark will take the fork from his schedule, put it in a container next to the kitchen table that has an identical fork taped to it, and eat his meal. Then he’ll return to the schedule, get the pad that represents washing the table and match it to a similar pad next to the cleaning materials. He’ll clean, then return to the schedule and take the wrapped roll of toilet paper to the bathroom where he’ll put it in a container that has an identical roll.
TEACCH

19. Photograph Level Schedules
Organization for teacher for student who needs high level of engagement with frequent reinforcement
Activity on “deck”
Student schedule
1 item photo w/ transition card

20. Photograph 3-4 item length schedule TEACCH
The next step, in terms of becoming more abstract, is generally to use photographs of the areas or activities (note that in this example the pictures are laminated and paper-clipped in place). An aside: For some students, photos can cause problems if they need to have the area they go to look exactly like the photo.
The student takes the photograph on the left, carries it to the group work table and once there, places it in a container or pocket, matching it to an identical picture. When he returns to the schedule, he takes the next picture, and so on.
TEACCH

21. Icon Level Schedules
Part day schedule

22. Icon Level Schedule
Full day top to bottom schedule

23. Written Level Schedule
Organizational binder w/written schedule and written work system w/ work to be done/finished. Schedule items and tabs are color coordinated for consistency. Good for high functioning student in collaborative setting with good independent work habits but poor organizational skills

25. Mini-Schedules Mini-schedules break down an activity into manageable
steps. They are a visual form
of task analysis that can be built into existing student schedules.
Examples of other routines
which lend themselves well to
a mini-schedule:
washing dishes
circle time activities
assembly tasks
cooking tasks
bathroom routine
Morning or afternoon routine
Here is an example of a mini-
schedule for getting ready for
a winter recess.

26. Mini-Schedules

27. Using Individual Schedules
Cue to transition to or use schedule
Organization
left to right, top to bottom
Manipulation
mark off, turn over, carry card or object
placement of card or object
Location and Portability of schedule
Indicating changes, teaching flexibility
Providing choices
Here are some of the other decisions to be made in individualizing a schedule; we’ll look at examples. Read through quickly.
TEACCH

28. Cue to Transition to Schedule
TEACCH

29. Manipulating the Schedule
TEACCH

30. Manipulating the Schedule
TEACCH

31. Location of Schedule
TEACCH

32. Portable Schedule
TEACCH

33. Portable Schedule
TEACCH

34. Teach a Routine for Changes (Promote Flexibility)
TEACCH

35. SAMPLE
Formats of Schedules

36. This schedule works well for younger students just learning to use a schedule or for students in a self-contained classroom.
2. Once the student is at their schedule they will check to see what is next and remove that card on the schedule. Schedule can be left to right or top to bottom (system of most to least prompts will be used during instruction)
3. The picture in their hand tells them where they are going. A “receiver envelope” or area is kept at the site where the activity will occur. The student puts the picture in the envelope as his/her pass to the activity.
1. A “check schedule” card (transition card) is introduced with the schedule. When it’s time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to schedule location.
REMEMBER : Always individualize the level of schedule to the child’s communicative level.

37. This schedule works well for students who spend most of their day in general education.
This schedule is both portable and flexible. It is made from an inexpensive folder that the student carries with him/her.
As each activity is completed the card is turned around in the mini-pocket (made from pieces of cardboard taped on the folder).
Students can put their assignments “to be done” in the left pocket and “completed” assignments in the right pocket.
This format can combines a schedule with individual work system.

38. This schedule clearly communicates what needs to be done
This schedule clearly communicates what needs to be done. It can be attached to a notebook or clipboard so it is portable and easy to use.
Things to do.
All Done
As each activity is completed the card is moved to the “All Done” column. Be sure to schedule a balance of activities including work and activities the student enjoys, to keep them interested and motivated.
Warm-Up
Work Task
Break
Community
Lunch

39. Don’t Forget Special Days and Activities
Don’t forget party days, field trips, and any other unusual days.
For those unexpected activities which can occur any day it is handy to have a “surprise” card (i.e,. a solid pink card) which can be put on the schedule to signal a change.
You will find that a change in schedule is usually OK if the student is prepared.

40. DON’T FORGET…… Kids need to be taught to request a break
Kids need choices built in to their schedule
Kids schedules can be low tech to high tech

41. I need a break!
Break
Identifying the need for a break and getting a break appropriately are important skills for our students.
When a student with autism needs to be released from an activity he will make that need known, one way or another. If he does not have an appropriate and easy way to request out of the activity we may see inappropriate behavior serving as that communication.
Break cards are a nice way for students to request a break.
Don’t forget that this must be taught and acknowledged !!!!!!

42. Once our students identify the need for a break they may need some choices for helping them decide what break activity will best meet their needs and enable them to return to their work upon completion of the break. These can and should be built into student’s existing schedule

43. FIRST ___THEN____
Consider this familiar scene…
The teacher wants student to complete assigned work.
The student wants to play a computer game.
Consider this solution…
This gives the student a visual reminder that once the non-preferred task is completed they will be able to do a preferred activity.

44. Once you use this “contract” you will find all kinds of opportunities to put it to the test! Here are a few ideas to help you start thinking about other ways you might use the first-then board: Be sure that “preferred” items are based on assessment.

45. Multi-Media Schedules

46. REMEMBER:
DATA COLLECTION FOR
SCHEDULES IS VITALLY IMPORTANT SO YOU CAN MOVE STUDENTS TO DIFFERENT LEVELS AND ADAPT AS NECESSARY

47. What’s next? Review and train staff on how to implement schedule
Develop a system for managing adult schedules (i.e. clipboard, folder, notebook, wall, etc.)
Frequently meet with paraprofessionals and other related service providers to discuss how the schedule is working
Determine if/when rotation of adult schedules will occur
Refine schedule as necessary
Provide a copy of master schedule to principal

48. References
The University of North Carolina Charlotte, TEACCH Autism Program
David Daniel, AT Consultant, DODEA
Sheila Henson, LI Consultant, OVEC
Autism Internet Modules, OCALI
Kentucky Autism Training Center