Using+A+Schedule

__Using a Schedule;__ Students with Autism Spectrum Disorder (ASD) often have a limited understanding of the concept of time and knowing what is happening, these students feel comfortable with regularity, consistency and structure; changes to theses routines can cause considerable amounts of stress and anxiety. A schedule provides a concrete guide for that student’s daily activities and events. A schedule provides repetition so that the child can know what to expect, when it will be over and what to do next. Ideally, a schedule helps communicate clear expectations for the child and should help decrease the need for constant guidance and assistance. The development of a schedule reduces the level of stress associated with these feelings and increases the students’ opportunities for success.

Schedules can cover various time periods and can be presented in a range of formats, but all schedules present the same advantages;

The use of schedules can increase a child’s; – Independence – Understanding – Success – Access to school curriculum – Participation in school community The use of schedules can also decrease a child’s; – Dependency on teacher/teacher aide – Dependency on verbal prompts – Questioning – Behavioural Problem

A schedule can be used for students of any age, from Kindergarten to Year 12, although with the increase of age the use of schedules and timetables should be gradually phased out. It is vital that the child does not become dependent on a concrete timetable, as things are bond to change during their lifetime.

This idea was obtained from; [|Strategies for Teaching Students with Autism Spectrum Disorder and other Students with Special Needs]

__References: __ – Foreman, P. (2008).Inclusion in Action. Second Edition. Melbourne, Australia; Cengage LearningAustralia.