| Many children with autism have difficulty | | | | the clipboard or to the outside of a small binder. |
| processing auditory information. Visual schedules | | | | Put all of the pictures into a zip lock bag or a |
| provide these children with a visual road map of | | | | pencil pouch that you attach to the binder or |
| their day. This helps them know what to expect, | | | | clipboard. By using a binder or clipboard, you can |
| provides structure, relieves anxiety and reduces | | | | bring it where ever you go. TIP: It is important to |
| trouble with transitions. Provide your child with | | | | limit the number of activities shown on the visual |
| support when you use a visual schedule. | | | | schedule at one time. More than five or six |
| Because most children with ASD are visual | | | | activities can be too overwhelming. Rewards and |
| learners, creating a visual schedule of the day's | | | | or fun activities should also be present on the |
| activities can illustrate what is expected, as well as | | | | schedule. |
| what is expected from them. A visual schedule | | | | TIP for starting out: Use the schedule for fun |
| does not have to be another expensive therapy | | | | activities or rewards the child enjoys. If the child |
| prop you have to go run out and purchase. The | | | | likes to play games on the computer, create a |
| schedule can be created using a basic clipboard or | | | | visual schedule around computer time. I.E. Show a |
| a small two-ring binder that can be found in any | | | | picture of the computer, snack, toy time, etc. |
| office store, a small roll of self-adhesive Velcro, | | | | This way the child will not associate the schedule |
| and printed out pictures of clip-art or hand drawn | | | | with activities he/she does not like. |
| objects roughly 1"X 1". | | | | The visual schedule can be used from the time |
| Step 1: Establish what places, activities, and | | | | the child wakes up to illustrate the different tasks |
| classes the child will be visiting or taking part in. | | | | he/she must do in order to get ready for school |
| Step 2: Find a picture that depicts each place, | | | | and then what classes or activities he/she will be |
| activity, or class. The number of pictures depends | | | | taking part in while at school. The child can keep |
| on the number of different activities the child will | | | | the visual schedule at his/her desk or the teacher |
| take part in during a course of a week. Pictures | | | | may even allow you to keep the schedule on the |
| can be found on-line. They can be photographs, or | | | | wall and incorporate that into the whole class's |
| if you are a good artist, hand-drawn. The key to | | | | transition from one activity to another. Once the |
| choosing a picture is making sure it conveys the | | | | child gets use to the visual, he can be responsible |
| correct concept. For example, a picture of a book | | | | for "setting his/her schedule" and checking off |
| that says "math" on the cover may not be the | | | | each activity, so to speak by taking it off the |
| best image to use for math class, while a picture | | | | board and placing the pictures into the bag. This is |
| with numbers or an actual math problem may be | | | | a helpful tool to use when taking the child into |
| easier to understand. Once you have chosen all of | | | | new environments, such as a sit down restaurant. |
| your pictures, make them all a similar size and cut | | | | But the most important thing you can do is |
| them out into small squares. (Tip: Laminate each | | | | maintain constant communication between the |
| picture with a thick laminate so they can be used | | | | child's teachers, therapists, and all who work with |
| for years to come.) | | | | him/her so that everyone is on the same page. |
| Step 3: Cut the self-adhesive Velcro into small | | | | Teaching a child to do one thing in one |
| squares roughly half the size of each picture. | | | | environment and something else in another is |
| Apply the soft side to the backs of each picture. | | | | counter-productive. A visual chart can alleviate a |
| Apply five to six Velcro squares (rough side) to | | | | lot of confusion, when dealing with transitions. |