scheduling, organizing & memory aids. purposes support independence behavior regulations...
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Scheduling, Organizing & Memory Aids
Purposes Support independence Behavior regulations Communicate information about situations
Common Factors Visual component Sequential
Visual Supports Body Language
Body Language Facial expressions Body orientation and proximity Body stance Movement of body Reaching, touching pointing Eye contact, eye gaze, gaze shift
Visual Supports Body Language Natural Environmental Cues
Natural Environmental Cues Furniture arrangement Location and movement of people and objects Printed material such as signs, signals, logos,
labels, prices Written messages, instructions, choices menus Directions on packages, machines, or in business
locations
Visual Supports Body Language Natural Environmental Cues Traditional Tools for Organization
Traditional Tools for Organization Calendars, daily planners Schedules, TV guides, theater guides Shopping lists, notes, menus Signs, labels Maps Checkbooks, telephone books Assembly or operating instructions
Visual Supports
Body Language
Natural Environmental Cues
Traditional Tools for Organization
Specially Designed Tools
Specially Designed Tools Calendars Visual schedules/mini schedules Transition helpers Timers Activity task supports Social stories Visual behavior supports Checklists, organizers
Learning Through SeeingSavner & Myles, Cafiero
Learn more quickly Reduce aggressive or self-injurious
behavior Decrease frustration and anxiety Learn to adjust to changes Complete tasks by themselves Gain independence
Visual Supports Help Follow rules Understand what they are supposed to do Know what is happening in their day Understand how to complete activities Move from one activity to another Make choices about what they want to do
When to Use Visual SchedulesSavner and Myles
Not following directions
Just standing there looking at you
Walking away
Tantrum
Continues doing whatever he was doing
When to Use Visual SchedulesJoanne Cafiero, JHU
Always missing assignment due dates
Looses their homework
Disorganized written samples
Difficulty transitioning
Memory Strategies Visual (text, pictures, display, size, color) Sound (silence, text-speech, digitized) Linear (chronological, alphabetical) Markers (done/task) Timers (visual or sound) Durability (laminate, contact)
Technology Options Electronic text Text to picture systems Picture cue cards Timer systems AAC systems (operated by partners)
Using Calendars Common tool in any setting Give valuable information Not recitation of days of the week Specific to an individual Only put information that is meaningful to
person Organize life as to sequence & time concepts Cross out events as they occur
Example of Calendar Contents School/work days vs
not school/work days Special events Irregular activities People coming/going Length of time
Appointments Who will be home
after school Babysitter Leaving/coming to
school/work early/late When to bring things
to school/work
Using Visual Schedules Sequence of activities throughout a day When it is time to move from 1 activity to another Encourage organizations, understanding and
therefore cooperation Useful in redirecting back to activity Foundation point for many other communication
tools Changes in normal pattern of activities
Mini Schedules Supplement daily schedule Cover only 1 activity or part of an activity Direct choices/sequence of the activity More detailed than daily schedule Structure to teach independent work habits Independent for longer portions of the day.
Mini Schedules Independent for longer portions of the day. More detailed list May have removable pieces to carry
between steps Cover up steps as activity progresses
Auditory Schedules Sequences activity or steps within Redirecting back to activity Develop independence Remind user what to do next at
predetermined time Reduce prompting by staff Learn new activities/tasks
Transition Helpers Resistance to change & cling to routine Strategies to avoid problems Change is a fact of life Pre-warning to change of event May not be needed daily
What is the student thinking? I like what I’m doing & I don’t want to change. I don’t want to stop because I may never be able to do this
again. I don’t like to stop immediately, I need some preparation that
a change is coming. I need to know when I can return to this activity. I don’t like the upcoming activity. I don’t understand what is going to happen or where I am
going. I know what I am supposed to do, but doing it my way gets
me more attention.
Timers Auditory or visual or both Mark the length of time to do an activity or
how long until an activity is over Can be used for how long an activity or task
has taken.
Social Stories Use with social activities when user has
trouble with subtle cues. Script out what to do and what to say. Comment on emotions.
Behavior Supports Means of communicating ‘no’ Management of the environment Expected behavior during an activity ‘seat
behavior’ May be a delineation of space
Using Information Sharers Communicate between home and
school/work Assist in recalling daily activities Serves as a conversational starter Helps to develop skills such as
conversational turn taking Assist in recalling special events
Checklists/Organizers Break down components needed in an
activity How to do manual Detail step by step directions More mature looking than some picture
schedules Promote independence in follow through
activities such as homework
Learner Profile Struggles with timetables Homework notebooks Organizing course notes and handouts Studying for tests Working effectively on long-term projects
Reference Savner, J.L. & Smith, Myles, B. (2000). Making visual supports work in the
home and community: Strategies for individuals with autism and Asperger’s syndrome. Autism Asperger Publishing Co.: Balto. MD.