To be effective, visual schedules have to be implemented consistently. Hold people accountable for implementation. Can you be sure to use that with him since you’re going to have him in your group?”Ĩ. I’ll do Sarah and Sammy.” “Nancy, Marcos needs that activity schedule whenever he does his writing work. Can you work with her and do her schedule after that?” “Jenna, I’d like you to do the schedule for Marcos and Martin today, and Nancy, you can do James and Justin. “Jenna, I’m going to work with Marielle this morning, so I’ll do her schedule until snack. Assign someone to be responsible for implementation. Seeing the visual schedule used correctly may help your learner acquire the skills more quickly.ħ. At the end, we can reverse the process to talk about what we did.Ħ. Then it is back to the top to start with our first activity or step. Before we start the session, we can look at all the things we’re going to do, talking about each one as we go down the list. Use the schedules to preview and review the events to give increased exposure to the system. The more consistent we are in teaching and using it, the faster our learners will get to the point in which they no longer need to rely on our prompts and cues.ĥ. There are lots of great sites for information on fading prompts, such as this module from Systematic Instruction Plans and this blog post from Friends of Quinn.Ĥ. Gradual reduction of prompts may get your learner to independence faster. Pull back your level of assistance as soon as you see signs of independence but don’t go from 60 down to zero in one fell swoop. Skillful fading of prompts makes a big difference. He still needed hand over hand assistance for awhile, but we were able to back off and give less physical support within two weeks.ģ. In the beginning, Jonah needed to be led by the hand to his schedule but within a few days we could walk beside him to guide him to the schedule board. Use as little physical support as possible.But first what do we have to do? Check our planner! Let’s go check the schedule and see what’s next.” For someone with limited receptive language skills, this is a better option: “Check the planner.” Pare down long utterances like these: “Let’s get ready to go outside. Avoid extraneous comments and use only the language most relevant to the task at hand. If the learner has difficulties processing language, keep your verbal instructions to a minimum.Depending on the individual needs of the learners, here are some other things that can help in teaching them to become independent in using visual schedules. That can often be more manageable than trying to teach everyone to use their schedules at the same time.Ģ. Once those kids get the hang of it and require less guidance, start in with the next pair. Instead, plan to teach 1-2 students per adult at a time. Teaching 12 beginners all at the same time may not be the way to go. If you’re working with a group or a classroom, consider staggered implementation. If you are working one-on-one with a learner, you can easily implement the schedule and get them using it with most-to-least prompting. Here are some of our ideas for helping your AAC learners to the other side.ġ. The bridge between having a visual schedule and consistently using it is one that many learners don’t seem to cross. Show me a battered and tattered visual schedule, and I’ll show you one that gets used every day. We cheer when we see schedules that are rumpled and dog-eared, not shiny. Why? Because it probably means that the students aren’t really using them. There’s nothing more depressing to us than walking into a classroom in the spring and seeing pristine visual schedules.
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