Visual Schedule

[Guest guest]

My son, GW, obsesses about activities during the day also. He always wants to know what is coming next....and so on and so forth.... at school, he used a visual schedule, and that seemed to help because he could see the activities occurring...plus, the activity schedule was velcrod, so once the activity was done, he removed it from the chart. I have implemented the same kind of chart here at home....it took awhile to make, I bought posterboard, then used Microsoft images to make pictures of various activities that we do, including birthdays, park days, pool days etc....then I laminated the pictures and added velcro to the pictures and posterboard. Activities like breakfast, lunch, and dinner, and before bed snack are always on the posterboard. There are also no times listed whatsoever....or GW would watch the clock.... On the posterboard, I have GW's name, and ten to twelve velcro

dots....every morning I just stick up whatever activities GW will be responsible for that day. It has helped keep him from asking "what's next" ...but sometimes he will still ask when and what time.~but not as much Apriljerzyannie@... wrote: He follows a visual schedule in school and can read so he knows the routine. He just gets so obsessive. I feel the staff needs to reward, set consequences, etc. I mean he's in a special (autism) room at camp and in school. But I cannot

jump in when i'm not there with him.

[Guest guest]

My son, GW, obsesses about activities during the day also. He always wants to know what is coming next....and so on and so forth.... at school, he used a visual schedule, and that seemed to help because he could see the activities occurring...plus, the activity schedule was velcrod, so once the activity was done, he removed it from the chart. I have implemented the same kind of chart here at home....it took awhile to make, I bought posterboard, then used Microsoft images to make pictures of various activities that we do, including birthdays, park days, pool days etc....then I laminated the pictures and added velcro to the pictures and posterboard. Activities like breakfast, lunch, and dinner, and before bed snack are always on the posterboard. There are also no times listed whatsoever....or GW would watch the clock.... On the posterboard, I have GW's name, and ten to twelve velcro

dots....every morning I just stick up whatever activities GW will be responsible for that day. It has helped keep him from asking "what's next" ...but sometimes he will still ask when and what time.~but not as much Apriljerzyannie@... wrote: He follows a visual schedule in school and can read so he knows the routine. He just gets so obsessive. I feel the staff needs to reward, set consequences, etc. I mean he's in a special (autism) room at camp and in school. But I cannot

jump in when i'm not there with him.

[Guest guest]

This is a great topic for discussion. I am a teacher and have

developed a visual schedule bord for two students. No times or limits

are on the board. Both students are learning what the board is used

for, but they get of task quite easily. Rewards are no problem since I

know what both of them like and use them appropriately. One of the

boys is very verbal and obsessed with " What is for lunch " and anything

that he knows is coming up in the day. The other is non verbal and

makes little to no eye contact. He likes to make marks on paper and

would do this all day if allowed. He also has a big problem changing

tasks and will scream and knock everything on the floor if he does not

get his way. Any ideas related to consequenses for bad behavior would

be helpful.

Thank you

>

> He follows a visual schedule in school and can read so he knows the

routine. He just gets so obsessive. I feel the staff needs to

reward, set consequences, etc. I mean he's in a special (autism) room

at camp and in school. But I cannot jump in when i'm not there with

him.

>

[Guest guest]

I don't know about other kids, but the only thing that works for Karac is positive reinforcement for appropriate behavior, i.e. "Karac good not tearing the papers; here is a gummie". Karac use to scream in church. It took about a year of reinforcing sitting quietly on a variable ratio schedule to eliminate the screaming. That is the only way I have found to eliminate any inappropriate behavior with one exception; some behavior I just use extinction. Pat K

[Guest guest]

I don't know about other kids, but the only thing that works for Karac is positive reinforcement for appropriate behavior, i.e. "Karac good not tearing the papers; here is a gummie". Karac use to scream in church. It took about a year of reinforcing sitting quietly on a variable ratio schedule to eliminate the screaming. That is the only way I have found to eliminate any inappropriate behavior with one exception; some behavior I just use extinction. Pat K

[Guest guest]

Tami,

Thank you for sharing your success story. I will research the use

of restraints in my school distrit. Like you, I hate to do things

like this, but if monitored closely and removed when vilolent

behavior stops it could prove to be a useful tool in stopping

someone from hurting themself. I appreciate your help and will note

it in my bag of tricks.

>

> Hi ,

> My son used to be the same way when transitioning. He would

throw horrible fits. At age 2-4 years - The only thing I found that

worked was putting him in a high chair that restrained him. I

didn't restrain him to be mean, but it was the only way he

understood that he was in a time out chair, we called it a cry chair

(if he was not restrained, I would have to hold him there or he

would just get up, so the high chair worked great). When he was in

the chair he could cry all he wanted and when he stopped, I let him

out. After he was a bit older, I just put him in a regular chair.

Since he hated having to sit in the cry chair, he immediately quit

crying. Now, all I have to say is, " do you want to sit in the cry

chair " and he stops immediately. His language is better now (age

5), so when he has a tantrum, I realize its because he forgets he

can verbalize why he is mad. So, now, I say " talk regular " (instead

of tantrum) and I make him tell me why he is mad. Now that he

> can use words to express his throughts, he tantrums much less.

Before he could talk, I would try to say for him what I thought he

was mad about. That is just my experience, don't know if this

system will help for you or not. Good luck!

[Guest guest]

Tami,

Thank you for sharing your success story. I will research the use

of restraints in my school distrit. Like you, I hate to do things

like this, but if monitored closely and removed when vilolent

behavior stops it could prove to be a useful tool in stopping

someone from hurting themself. I appreciate your help and will note

it in my bag of tricks.

>

> Hi ,

> My son used to be the same way when transitioning. He would

throw horrible fits. At age 2-4 years - The only thing I found that

worked was putting him in a high chair that restrained him. I

didn't restrain him to be mean, but it was the only way he

understood that he was in a time out chair, we called it a cry chair

(if he was not restrained, I would have to hold him there or he

would just get up, so the high chair worked great). When he was in

the chair he could cry all he wanted and when he stopped, I let him

out. After he was a bit older, I just put him in a regular chair.

Since he hated having to sit in the cry chair, he immediately quit

crying. Now, all I have to say is, " do you want to sit in the cry

chair " and he stops immediately. His language is better now (age

5), so when he has a tantrum, I realize its because he forgets he

can verbalize why he is mad. So, now, I say " talk regular " (instead

of tantrum) and I make him tell me why he is mad. Now that he

> can use words to express his throughts, he tantrums much less.

Before he could talk, I would try to say for him what I thought he

was mad about. That is just my experience, don't know if this

system will help for you or not. Good luck!

[Guest guest]

---Hi,

I have a student who has tantrums, refuses to work, etc.

Unfortunately, he learned over the years that time-out meant he

didn't have to work. He will actually break a pencil and say, " He

broke pencil. Time-out. No work. " Time out was a REWARD! What I

do is sit my chair behind his (like a choo-choo train) and put a

weighted lap blanket on him. My arms are around him holding the

corners of the blanket. Then I just make sure my head is out of head-

but range and wait him out. Every minute or two I say, " When you are

ready we will work. " It used to take up to 30 minutes, but now he

knows that he isn't getting up and it takes only 5-10 minutes. It

takes patience and NO negative reinforcement- you cannot respond to

anything he says, cries, etc or give up, because then you just raise

the threshold for his behavior the next time. Hope this helps-

sitting behind him is not technically restraint, but it still

prevents him from moving.

AMY

> Tami,

> Thank you for sharing your success story. I will research the

use

> of restraints in my school distrit. Like you, I hate to do things

> like this, but if monitored closely and removed when vilolent

> behavior stops it could prove to be a useful tool in stopping

> someone from hurting themself. I appreciate your help and will note

> it in my bag of tricks.

>

>

>

>

> >

> > > worked was putting him in a high chair that restrained him. I

> didn't restrain him to be mean, but it was the only way he

> understood that he was in a time out chair, we called it a cry

chair

> (if he was not restrained, I would have to hold him there or he

> would just get up, so the high chair worked great). When he was in

> the chair he could cry all he wanted and when he stopped, I let him

> out.

[Guest guest]

---Hi,

I have a student who has tantrums, refuses to work, etc.

Unfortunately, he learned over the years that time-out meant he

didn't have to work. He will actually break a pencil and say, " He

broke pencil. Time-out. No work. " Time out was a REWARD! What I

do is sit my chair behind his (like a choo-choo train) and put a

weighted lap blanket on him. My arms are around him holding the

corners of the blanket. Then I just make sure my head is out of head-

but range and wait him out. Every minute or two I say, " When you are

ready we will work. " It used to take up to 30 minutes, but now he

knows that he isn't getting up and it takes only 5-10 minutes. It

takes patience and NO negative reinforcement- you cannot respond to

anything he says, cries, etc or give up, because then you just raise

the threshold for his behavior the next time. Hope this helps-

sitting behind him is not technically restraint, but it still

prevents him from moving.

AMY

> Tami,

> Thank you for sharing your success story. I will research the

use

> of restraints in my school distrit. Like you, I hate to do things

> like this, but if monitored closely and removed when vilolent

> behavior stops it could prove to be a useful tool in stopping

> someone from hurting themself. I appreciate your help and will note

> it in my bag of tricks.

>

>

>

>

> >

> > > worked was putting him in a high chair that restrained him. I

> didn't restrain him to be mean, but it was the only way he

> understood that he was in a time out chair, we called it a cry

chair

> (if he was not restrained, I would have to hold him there or he

> would just get up, so the high chair worked great). When he was in

> the chair he could cry all he wanted and when he stopped, I let him

> out.

[Guest guest]

Hey there! I am new here, and also fairly new (February) to the

diagnosis. My son was diagnosed with Aspergers, anxiety and ADHD in

Feruary. We knew the anxiety, not the others. One of the things I have

been working on for G is a visual schedule (he is six going into grade

2) does anyone out there have a good resource for creating a visual

schdeule?

Charlene

[Guest guest]

Hi Charlene,

I'm so new to this whole thing that I'm not sure I even know what a

visual schedule is. My assumption is that it is a schedule of daily

activities accompanied by a picture so that he knows what comes next

and made transitions easier. Do you need a schedule for home for the

summer, or do you home school? I don't know good resources, but I did

here a neat idea of taking a digital picture of your son doing what it

is you want him to do and using the pictures as his schedule. For

example take a picture of him brushing his teeth and have that put up

for his teeth time. I think also at this age, a good idea would be to

have the words written down next to the picture (especially if your ds

is having difficulty reading). And, if you want to practice time

telling, you could have a clock next to each picture showing the time

and have a real clock next to your schedule. Although, that might

create an issue of him being too rigid with the schedule, but it might

also put him in a position to be more self-sufficient.

Jill

>

> Hey there! I am new here, and also fairly new (February) to the

> diagnosis. My son was diagnosed with Aspergers, anxiety and ADHD in

> Feruary. We knew the anxiety, not the others. One of the things I have

> been working on for G is a visual schedule (he is six going into grade

> 2) does anyone out there have a good resource for creating a visual

> schdeule?

>

> Charlene

>

[Guest guest]

Hi Charlene

The site www.dotolearn.com has many ideas and some free pictures to download. I made a basic weekly calendar for (4 years) using laminated A4 pages. I used a page a day from Monday to Friday(each a different color). They are up on the wall in the kitchen, starting at Monday on the left and ending with Sunday on the far right. Each page has the day written at the top. Next to the name of the day I have a piece of velcro. To show him which day we are on, I stick a small photo of him on the velcro next to the name of the day. There are also 10 pieces of velcro, 5 down the left and 5 down the right of the page. I use pictures in the order in which things are going to happen. Eg. Sunday first picture on left bread and tea for breakfast, picture of church, picture of cake to indicate a birthday party, picture of pasta for lunch, picture of home to indicate going home, picture of supper, picture of bath, picture of bed. We have many pictures, some clip art, some from do-2-learn, some we got from school, all +- 2x2cm. We show school, granny, farm, meals of different kinds, restaurants, shopping mall, hair cut(scissors and comb) etc. He is a very anxious little boy, and having this schedule which shows him what comes next has definitely decreased some of the anxiety about not knowing what to expect. Every now and then he runs back to the wall to see what's next. At night, after he goes to sleep I put up all the available info on the following day. In the morning we go to the chart and discuss the day and if plans change we both go to the wall and he helps me make the changes by removing and replacing picture cards. All picture cards have velcro on the back, so they are easy to change around. Sometimes we will make the next days chart together before he goes to bed, especially if the next day is something very out of the ordinary, This way he is better prepared to deal with big things like parties and holidays away from home. He loves going away on holiday, but I like to prepare him anyway.

Hope this helps.

Mirinda (, 4 years almost HFA, Annika 19 months NT so far)

South Africa

[Guest guest]

Wow! I find this interesting and may even try it with (12). thanks for the information.

Jan

Janice Rushen

Mom, Mentor, Wife, Teacher, Advocate, Accountant,

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From: Mirinda Nel <mirinda.nel@...>Subject: ( ) Re:Visual Schedule Date: Monday, June 23, 2008, 2:46 AM

Hi Charlene

The site www.dotolearn. com has many ideas and some free pictures to download. I made a basic weekly calendar for (4 years) using laminated A4 pages. I used a page a day from Monday to Friday(each a different color). They are up on the wall in the kitchen, starting at Monday on the left and ending with Sunday on the far right. Each page has the day written at the top. Next to the name of the day I have a piece of velcro. To show him which day we are on, I stick a small photo of him on the velcro next to the name of the day. There are also 10 pieces of velcro, 5 down the left and 5 down the right of the page. I use pictures in the order in which things are going to happen. Eg. Sunday first picture on left bread and tea for breakfast, picture of church, picture of cake to indicate a birthday party, picture of pasta for lunch, picture of home to indicate going

home, picture of supper, picture of bath, picture of bed. We have many pictures, some clip art, some from do-2-learn, some we got from school, all +- 2x2cm. We show school, granny, farm, meals of different kinds, restaurants, shopping mall, hair cut(scissors and comb) etc. He is a very anxious little boy, and having this schedule which shows him what comes next has definitely decreased some of the anxiety about not knowing what to expect. Every now and then he runs back to the wall to see what's next. At night, after he goes to sleep I put up all the available info on the following day. In the morning we go to the chart and discuss the day and if plans change we both go to the wall and he helps me make the changes by removing and replacing picture cards. All picture cards have velcro on the back, so they are easy to change around. Sometimes we will make the next days chart together before he goes to bed, especially if the next day

is something very out of the ordinary, This way he is better prepared to deal with big things like parties and holidays away from home. He loves going away on holiday, but I like to prepare him anyway.

Hope this helps.

Mirinda (, 4 years almost HFA, Annika 19 months NT so far)

South Africa