That was my reaction when one of the
many professionals we were seeing at the time told me my daughter
needed a schedule. I was the one who needed the schedule! I was the
one taking my non-verbal, two year old to this doctor visit, that
therapy visit, and to see yada-yada professional each week. She
needed a schedule? So I took a deep breath and went there. I asked
exactly what kind of schedule my daughter needed at the age of two
and exactly how was this going to work? WOW! Did I ever get an
education that changed her life and ours.
Here is what that professional began to
explain to me. The schedule would be a way for my daughter and I to
communicate with one another. I was skeptical to say the least, but
I knew I would give it a try. The more I listened, the more
this schedule began to sound a little like my “to-do” list that
got me through my days. Basically the schedule would outline for my
daughter what activities were going to happen and in what order.
Autism 101- our kids are visual learners and mine was certainly not
verbal. So visual it was going to be.
BUT you have to learn to crawl before
you can walk. So we started with an object schedule. This is a
schedule using an object related to the activity that is about to
happen. I would only show 2 or 3 objects at a time related to the
activities we were doing and then I had a shoebox that had the word
“finished” written on it, where she would place the object when
we were done with the activity. This way she would know it was over.
A bowl to indicate breakfast
a toothbrush to indicate brushing
teeth
sock to indicate getting dressed
I would walk with her and the bowl to
the kitchen to let her know that we were having breakfast. After
breakfast the bowl would go into the “finished” box. Then we
would go back to the schedule and get the toothbrush and head to the
bathroom for brushing teeth with a different toothbrush and then walk
the object toothbrush to the “finished” box and so on. We
continued on with this schedule until I thought she was able to
follow a picture schedule. The picture schedule would work the same
way. We have since transitioned to an all word schedule. The
picture below is a great example of how the transition takes place
over time for someone who has Autism and is able to go to a complete
word schedule. In fact, using a combination of pictures and words
together during times of stress is a great way to relieve anxiety in
a student learning a new skill or making a big transition.
Here is a sample of a morning picture schedule.
Here is a sample of breaking down a actual activity into individual parts. Kind of like a schedule/work system. It helps to serve as a reminder to complete each part of the activity.
Wait! That is too much for me as a
parent and I can't see how our family can live with such a strict
scheduled out day like that! Is that what you are thinking? I was
right there with you. I quickly realized that once my daughter had
learned the routine of a schedule and she really liked knowing what
was next, that I had built in flexibility! All I had to do was to
let her know in advance. I just did not fill in her schedule too far
in advance. Choices and flexibility can be built into schedules.
Schedules can relieve anxiety and is a vital step to independence
beyond the classroom and the home. Let me ask you this, what if all
the data from your calendar got deleted or you lost your day-timer?
I would be stressed if that happened to me, so go ahead and take that
leap. Try out schedules!
Schedules are for everyone!
Make-A-Schedule is the perfect program for parents setting up picture
schedules at home.
How have schedules made a difference for you?
