Check Your Schedule

Goal: Using schedules is essential to a smoothly running classroom. The schedule helps the classroom become organized,
which helps students perform more consistently. Since a traditional schedule may not give enough information for some students, adaptations and enhancements may be necessary to maximize the benefits of their use. Giving information to students in a
concrete visual form helps them handle the happenings of the day that can cause confusion or frustration. The schedule can also
give students the structure necessary to better handle situations that are difficult for them. Careful planning is necessary before implementing a successful visual schedule.

Materials:
Taction pads
Visual cue to represent each schedule segment (objects photos, pictures, words)
Velcro
Large envelope
VoicePal

Steps:
Divide the day into segments. Select the major activities that are most meaningful to the individual that is to use the schedule. How much you include will depend on what your students will understand.

Give a name to each segment of the day to be scheduled. Make sure the name conveys the location or overall activity from the student’s perspective.

Select a visual representation for each activity. Pick a form that can be easily and consistently recognized by the student. Do not limit the schedule to just one type of visual cue. Often a combination of words, graphics and objects is the best choice. When using pictures, other graphics or objects, be sure to label them with the exact words you will use to refer to the activity.

Decide on the message that will be recorded for each visual cue. The message will often depend on how the schedule is being
used. For example, the message accompanying the visual cue for calendar may simply be the word “calendar” to label the activity,
or it might be more specific “is it circle time?” Here are some examples for this activity.

Calendar: Is it circle time?

Play: Can I go to a play center

Snack: I’m ready for snack?

Bathroom: May I go to the bathroom?

Lunch: I’m hungry. Is it time for lunch?

Recess: Let’s go to recess

Bus: I’m ready to go home.

Each of the visual representations will be made to attach and be easily removed from the schedule. For pictures or other graphics
it is a good idea to laminate them.

Choose a spot for the schedule to be displayed such as a wall, door, or table top. Mount the VoicePal and the switches with Velcro.
B e sure to attach the switches in the order you want things to occur. This may be done horizontally or vertically and will depend on the needs of the user.

Attach the large envelope (or other container) near the schedule. This will be used to deposit the visual cues when the item has
been completed and removed from the schedule.

The individual or individuals using the schedule will need training in order to use it effectively. This training will consist of learning the routine of the schedule and will include when to check your schedule, listening to the message, completing the task, and depositing the pictures. These steps will vary from individual to individual.

Activity Variations:

Some individuals have been using a visual schedule without voice output and are accustomed to taking pictures off of a display. Removing pictures from the switches will activate the messages, which eliminates the need for training a new skill (pressing the switch). This can aid with the transition to a voice output device.

Writing the messages on the back of the visual cues can be helpful for maintaining message consistency and ease of recording. Remember that the message MUST be meaningful to the user.

You may want to limit the schedule to only a few items at one time. This, again it will vary with the user. Because the Step-by-Step Communicator is simple to record, you can easily set up a morning schedule and then re-record for the afternoon activities.

The above set-up is appropriate for many activities. Here are some examples:

• Getting dresses

• Brushing teeth

• Doing laundry

• Completing a classroom assignment

• Completing an art project

• Completing a vocational task

For additional information: Adaptivation

Permission granted: 1-14-03

Special Education Services Plano Independent School District

Check Your Schedule

Special Education Services
Plano Independent School District