{"id":901,"date":"2015-10-13T10:46:24","date_gmt":"2015-10-13T15:46:24","guid":{"rendered":"http:\/\/wp.lps.org\/pbis\/?page_id=901"},"modified":"2019-03-12T13:18:18","modified_gmt":"2019-03-12T18:18:18","slug":"visual-schedules","status":"publish","type":"page","link":"https:\/\/home.lps.org\/mtssb\/autism-best-practices\/visual-schedules\/","title":{"rendered":"Visual Schedules"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"901\" class=\"elementor elementor-901 elementor-bc-flex-widget\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section data-particle_enable=\"false\" data-particle-mobile-disabled=\"false\" class=\"elementor-section elementor-top-section elementor-element elementor-element-b52c171 elementor-section-full_width elementor-section-height-default elementor-section-height-default\" data-id=\"b52c171\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-46193a3\" data-id=\"46193a3\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b153ca8 elementor-widget elementor-widget-heading\" data-id=\"b153ca8\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Visual Schedules<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section data-particle_enable=\"false\" data-particle-mobile-disabled=\"false\" class=\"elementor-section elementor-top-section elementor-element elementor-element-6fe1a722 elementor-section-full_width elementor-section-height-default elementor-section-height-default\" data-id=\"6fe1a722\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-511e8ee6\" data-id=\"511e8ee6\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5b6f315d elementor-widget elementor-widget-text-editor\" data-id=\"5b6f315d\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><a href=\"http:\/\/home.lps.org\/pbis\/files\/2016\/08\/VisualSchedules.pdf\">Visual Schedules Protocol<\/a><\/p><p><a href=\"http:\/\/home.lps.org\/pbis\/files\/2015\/10\/VisualScheduleRubric.pdf\" rel=\"\">Visual Schedule Rubric<\/a><\/p><h3>What and Why:<\/h3><p>One component of structuring an environment by telling a student what activities will occur and in what sequence. They assist with sequential memory, organization of time, language comprehension, decreasing anxiety levels, and helping a student transitioning independently.<\/p><h3>Materials Needed:<\/h3><ul><li>Materials will vary. Some examples include:<\/li><\/ul><p><a href=\"http:\/\/home.lps.org\/pbis\/files\/2015\/10\/visual-schedule.jpg\"><img fetchpriority=\"high\" decoding=\"async\" class=\"wp-image-912 alignnone\" src=\"http:\/\/home.lps.org\/pbis\/files\/2015\/10\/visual-schedule-300x287.jpg\" alt=\"visual schedule\" width=\"454\" height=\"434\" srcset=\"https:\/\/home.lps.org\/mtssb\/files\/2015\/10\/visual-schedule-300x287.jpg 300w, https:\/\/home.lps.org\/mtssb\/files\/2015\/10\/visual-schedule.jpg 644w\" sizes=\"(max-width: 454px) 100vw, 454px\" \/><\/a><\/p><h3>How and When to Implement:<\/h3><ul><li>In developing a visual schedule, the following student questions need to be answered:<ul><li>What am I expected to do?<\/li><li>How much am I expected to do?<\/li><li>How will I know when I am finished?<\/li><li>Where do I put my finished work?<\/li><li>What will I get when I&#8217;m done or what do I do next?<\/li><\/ul><\/li><li>This would be useful when a student needs support with completing daily routines.<\/li><li>Implement throughout the day to provide visual support of a student\u2019s routine.<\/li><li>Teach\/model using the visual support when first introduced.<\/li><li>When coaching or prompting, point to individual visuals using limited verbal information.<\/li><li>The goal is to extinguish pointing and verbal so that the student is able to use the visual support independently.<\/li><\/ul><h3>Things to Consider\/Problem Solving:<\/h3><ul><li>Think about the number of icons displayed at one time.<\/li><li>Think about if the visuals will be real objects, real pictures, symbols, or words.<\/li><li>Think about creating mini-schedules to break down steps within a task.<\/li><li>When a student is responding, continue utilizing this support and keep visuals in place even when a student has memorized their schedule\/routine. The team may want to consider moving towards a more student directed or age appropriate visual support (e.g. calendar on iphone).<\/li><\/ul><h3>Useful Resources to Learn More:<\/h3><p><a href=\"http:\/\/www.specialed.us\/autism\/structure\/str11.htm\">http:\/\/www.specialed.us\/autism\/structure\/str11.htm<\/a><\/p><p><a href=\"http:\/\/www.pbisworld.com\/tier-2\/individual-visual-schedules\/\">http:\/\/www.pbisworld.com\/tier-2\/individual-visual-schedules\/<\/a><\/p><p><a href=\"http:\/\/wp.lps.org\/pbis\/autism-best-practices\/\"><img decoding=\"async\" class=\"alignnone size-medium wp-image-1174\" src=\"http:\/\/home.lps.org\/pbis\/files\/2015\/10\/Autism-300x90.jpeg\" alt=\"Autism\" width=\"300\" height=\"90\" srcset=\"https:\/\/home.lps.org\/mtssb\/files\/2015\/10\/Autism-300x90.jpeg 300w, https:\/\/home.lps.org\/mtssb\/files\/2015\/10\/Autism.jpeg 410w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/a><\/p><p>Click to return to Best Practices for Supporting Students with Autism<\/p><p>Information compiled by Lincoln Public Schools Autism Team \u00a0(September 2015)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Visual Schedules Visual Schedules Protocol Visual Schedule Rubric What and Why: One component of structuring an environment by telling a student what activities will occur and in what sequence. They assist with sequential memory, organization of time, language comprehension, decreasing anxiety levels, and helping a student transitioning independently. Materials Needed: Materials will vary. Some examples [&hellip;]<\/p>\n","protected":false},"author":364,"featured_media":0,"parent":897,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-901","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/901","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/users\/364"}],"replies":[{"embeddable":true,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/comments?post=901"}],"version-history":[{"count":2,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/901\/revisions"}],"predecessor-version":[{"id":2267,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/901\/revisions\/2267"}],"up":[{"embeddable":true,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/897"}],"wp:attachment":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/media?parent=901"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}