At a recent In-Home PECS Support visit, I had a conversation with a parent which reminded me how versatile and crucial visual schedules can be in all our lives, no matter how we communicate. With that in mind, I would like to share some tips on how to make the most of using visual schedules for any learner, in any environment.
Generally, we all like to know what the day ahead is going to look like. Most days begin with us getting up and thinking, what am I doing today? We reference our diary or look at our phones to see what we have scheduled. These help us to be in the right place at the right time. It is the same for our learners.
Just like a calendar, visual schedules can help give our learners a greater understanding of what activities they will be doing. A visual schedule can:
- support learners organisational skills
- give a greater awareness of upcoming expectations
- support a greater degree of independence to cope with what the day will bring
- promote inclusivity by giving our learners a way of planning their own day
- assist with comprehension and understanding of their environment
- reduce resistance to non-preferred activities such as tooth brushing
- help with successful transitioning between activities
Visual Schedules for Expressive and Receptive Communication
Visual schedules can be used expressively as well as receptively. For example, if you have a learner who is using PECS at Phase III or above, who requests something that is not currently possible, you can direct them to a visual schedule. Help them to place the picture that they are requesting in an appropriate place on the schedule. Now the answer is no longer ‘no, we can’t do that’, but becomes, ‘yes, of course we can do that, at this time, look!’
Visual Schedules Give Predictability
Some people love surprises and thrive on them, others love predictability. By giving our learners a visual representation of what the day ahead looks like, we are giving predictability which can help to reduce anxieties. Visual schedules can help to foster a calmer environment for everyone.
Setting Up a Visual Schedule
To set up a visual schedule you will need pictures that represent:
- the different places that your learner might visit
- activities that the learner will participate in
- different routines that need to be completed, such as getting dressed, or preparing to go to bed
Place some hook and loop fastener in a vertical line within reach of your learner. It could be stuck to a wall or placed on a portable surface, such as a clipboard. Visual schedule kits are available to purchase, such as this one from our shop. Ideally a ‘finished box’ should be nearby for the learner to place pictures of the activities that have either finished or been completed. When out and about you may prefer to use a compact schedule like this.
Start off by teaching the outcome of one symbol at a time, as a learner demonstrates understanding of these symbols you can build several together in a row. You could start off by simply giving order and predictability to a morning routine and slowly build to ordering the sequence of the whole day’s activities. It is up to you, and the ability of your learner, as to how many pictures you aim put on their visual schedule board.
Visual Schedules for Increasing Motivation
Visual schedules can be used as a tool to help increase the motivation of learners to complete less desired routines and tasks. By ordering preferred activities after the completion of less motivating activities learners are encouraged by a visual reminder of what comes after the completion of the current task. If your learner would prefer to play on a tablet, rather than get washed and dressed, then place a picture of the tablet at the end of the schedule to help increase motivation to complete the less motivating activities.
Visual Schedules can be Instructional and Interactive
Why don’t we include our learners in planning the day? We can add the activities that need to occur, for example, getting washed, getting dressed, having breakfast, and going to school, but why don’t we let our learners choose some activities that they would like to do after school or at the weekend. Obviously, this would need some negotiation… we can’t go to Disney Land, everyday!
Over time you can increase the number of pictures used, the complexity of the requirement and the amount of time that is covered over one day. I recommend slowly working up from one day to one week to, one month, depending upon your learner’s ability.
Teaching ‘Surprise’!
Whilst the visual schedule helps to bring/teach an element of predictability to the structure of the day, we all know that not every day goes to plan. By teaching a picture of SURPRISE you are giving yourself more time to think of an alternative if your plan is not possible. Top tip: make the surprise a GOOD one to begin with!!
I hope this gives you a few ideas to help you get through the day… one activity at a time!
Read one parent’s experience of introducing a visual schedule to her autistic son.
By Andy Yates, Pyramid Consultant
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