Using Visual Schedules

We have come to the third strategy that was discussed in our poster presentation which was recently presented at the 4th NECIC in Sibu, Sarawak. We shared three strategies on how to increase predictability, prepare children for change and teach them coping strategies. The first two strategies that we shared in our previous blogs entries were social stories and video modelling. These visual strategies also serve as communication tools when explaining to our children about upcoming changes and expected behaviours. Below is a review of the third strategy. 

Strategy: Visual Schedule 

What it is

Pictures or symbols that represent expected activity or changes 

Pictures are arranged in one consistent sequence 

Variety of visual schedules 

First Then Board 

Calendar 

Task Schedule 

How to use it

Simplify and individualize visuals according to your child’s need 

Use consistent visuals when teaching new skills 

Pictures can be substituted with words if your child has reading comprehension 

When to use it

This is a useful strategy to increase predictability and understanding routine. 

To teach specific skills with multiple steps First Then Board (ex. First, eat. Then, watch T.V.) 

• Task Schedule (school and classroom, community outings, new skills/routines, etc.) 
• Calendars: Daily Routine (Waking up and then going to bed) 
• Weekly Calendar (public holidays, doctor visit, play dates) 
• Monthly Calendar (longer school holidays, vacation, daddy away for work 

Implementation 

Teach child to understand visuals by pairing visuals with items or activity. Introduce First-Then Board to teach child to tolerate and understand transitions. Gradually increase level of difficulty – easy transitions to difficult transitions. Increase the number of visuals and transitions. For example a schedule board with 3 – 4 steps within a play session. 

Introduce and explain the whole schedule with your child prior to the routine/event. Then show your child the visual of the current step before executing it. Once the step is done, show the child the visual board, and label the end of the particular step by removing the visual card. Repeat the same for the following steps. 

You can include a “FINISH” visual to indicate the end of the event or the routine. Consistently pairing the correct visual with specific step/activity is important for child to understand and learn predictability through the schedule. Involve your child when altering the visual schedule in case of changes in the routine. 

The strategies that we have shared with you over the past few weeks have worked very well with our children who are on the Autism Spectrum. However, we’ve also found that the strategies work well for typical developing children, especially visual learners. Continue to experiment with each strategy and you may find that for your child, one strategy may work better than the others. At the end of the day, you know your child best. So, do what works for your child! 

Written By 

Huey Sien 

Senior Consultant, EAP Malaysia