DAILY VISUAL SCHEDULE By - University Of Rochester
ROCHESTER REGIONAL CENTER FOR AUTISMSPECTRUM DISORDERSSELF-STUDY GUIDECD TRAINING SERIES – Volume 1DAILY VISUAL SCHEDULEByCaroline I. Magyar, Ph.D.Copyright 2008 University of RochesterThis CD was supported in full by the Rochester Regional Center for AutismSpectrum Disorders, a statewide initiative coordinated by the University at AlbanyCenter for Autism and Related Disabilities and funded through the StateDepartment of Education, the University of the State of New York.Copyright 2008 University of Rochester1
INTRODUCTIONThe DAILY VISUAL SCHEDULE CD is one in a series of training CD’sdeveloped, produced and distributed by the Rochester Regional Center for AutismSpectrum Disorders, University of Rochester. This product is designed forcommunity education specific to the assessment and treatment of individuals withan autism spectrum disorder. Information provided at the time of this production isbased on the best available evidence for effective assessment and treatmentpractices in autism spectrum disorders. This CD is provided for informationalpurposes only.PURPOSEThe purpose of this CD is to assist viewers caring for or educating individuals withan autism spectrum disorder to acquire the skill of assessing for and developing aDAILY VISUAL SCHEDULE. This CD is designed for self-study by viewers.DISCLAIMERThe CD or its associated training materials (“Materials”) are designed to helpviewers develop effective teaching strategies for children with an autism spectrumdisorder. The technical application of any of the information or guidance containedin the Materials may vary widely based on the specific facts involved and are notan exhaustive resource on the topic covered in the Materials. Therefore, theMaterials should not be used as a substitute for professional assessment andjudgment. Although the information is believed to be accurate and reliable, allMaterial is provided “AS IS” WITHOUT WARRANTIES OF ANY KIND,EITHER EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO,MERCHANTABILITY, NON-INFRINGEMENT OR FITNESS FOR APARTICULAR PURPOSE. The University of Rochester shall not be liable for anydamages, including direct, indirect, special or consequential damages, which mayarise out of the use of these Materials.Copyright 2008 University of Rochester2
TABLE OF CONTENTSPageSlides5-27Acknowledgements & Reference28AppendicesATest Your Knowledge: Pre-Training Knowledge Questionnaire29BInventory of Need30CSample Sequential Analysis Form & Data Sheet31DPlanning Worksheet32ETest Your Knowledge: Post-Training Knowledge Questionnaire33FTest Your Knowledge: Answer Key34GAdditional Resources35Copyright 2008 University of Rochester3
Daily Visual ScheduleWhat it is & How to do itByCaroline I. Magyar, Ph.D.DirectorRochester Regional Center for Autism Spectrum DisordersCopyright 2008 University of Rochester4
LEARNING OBJECTIVES Increase knowledge of how a daily visualschedule can assist an individual with an autismspectrum disorder to be more independent– Learn the process for assessing the need fora daily visual schedule– Learn the steps to developing a daily visualschedule– Learn how to teach following a daily visualschedule– Learn how to evaluate independentschedule following behaviorNOTES:Copyright 2008 University of Rochester5
Pre-Training Knowledge QuestionnaireTest Your Knowledge Turn to page 29, Appendix A, of your SELFSTUDY guide. Complete the PRE-TRAINING knowledgequestionnaire. Pause the CD while you complete thequestionnaire.Pause CDCopyright 2008 University of Rochester6
LEARNING OBJECTIVEIdentify how a Daily Visual Schedule can support an individual withan autism spectrum disorderWhy is a Daily Visual Schedule an Effective EnvironmentalSupport for an Individual with an Autism SpectrumDisorder? Schedules establish routines– Predictability Schedules allow individuals with ASD to become moreindependent– Make clear expectations, obligations, commitments,and activities to be accomplished Schedules allow individuals with ASD to become moreself-sufficient– Choice making– Self-determination Schedules create framework for the individual to engagein social interactionNOTES:Copyright 2008 University of Rochester7
LEARNING OBJECTIVELearn how to assess the need for a Daily Visual ScheduleIs a Daily Visual Schedule Appropriate for All Individualswith an Autism Spectrum Disorder?Assessing Need & ReadinessAnswer the Following Questions:– Does the individual need assistance with independentroutine following, task completion?– Can he/she discriminate a visual cue from thebackground?– Can he/she match object to object?– Can he/she match picture or word to object?– Will the individual allow someone to initially assisthim/her to develop and/or use the schedule?Pause the CD and review the Inventory of Need Form on page30, Appendix B.KEY POINTS-need to assess for pre-requisite skills-need to determine if the individual requires a daily visualscheduleCopyright 2008 University of Rochester8
LEARNING OBJECTIVEIdentify the steps to developing a Daily Visual ScheduleOnce You Have Determined That a DailySchedule Would be Beneficial to an IndividualWhat Do You Do Next? Identify the sequence of activities to be performed Label each of the activities Select the format for each schedule– Potential Formats: Objects, Pictures or Symbols,Picture/Symbol-Word, Word only,Combination– Potential Alignments: Horizontal (left to right) or vertical (top tobottom) layout– Location: Location chosen based on access and ease ofuse Identify a reinforcement system (if necessary)TURN TO PAGES 31 & 32, Appendix C & D OF YOURSELF-STUDY GUIDE. There you will find the SEQUENTIALANALYSIS FORM AND PLANNING WORKSHEET.Complete these forms as directed.Press Pause NowCopyright 2008 University of Rochester9
LEARNING OBJECTIVEIdentify the various options you have to choose from in format and alignmentEXAMPLES OF SCHEDULES Formatting Examples– Objects– Pictures or Photos– Symbols– Written– Combination Alignment Examples– Vertical– HorizontalNOTES:Copyright 2008 University of Rochester10
Example: Symbol Format & Vertical AlignmentFORWARD TO THE NEXT SLIDECopyright 2008 University of Rochester11
Example: Written Word Format & VerticalAlignment Schedule for Monday, October 5thHomeroomScienceResource RoomMathLunchNurseSocial StudiesELAResource RoomHomeFORWARD TO THE NEXT SLIDECopyright 2008 University of Rochester12
Examples:FORWARD TO THE NEXT SLIDECopyright 2008 University of Rochester13
FORWARD TO THE NEXT SLIDECopyright 2008 University of Rochester14
SCHEDULELook at a BookMatching GameNumber ActivityTake a Break!Memory GameDrawing TaskBlock TaskAll Finished!FORWARD TO THE NEXT SLIDECopyright 2008 University of Rochester15
FORWARD TO THE NEXT SLIDECopyright 2008 University of Rochester16
LEARNING OBJECTIVEIdentify considerations in setting up the scheduleNow That I Have Planned The Schedule, What Do I DoNext? Develop the materialsAssemble the scheduleDetermine the location for each of the schedulesReview the schedule(s) with the individual and reviseas necessaryNOTES:Tip: Remember that the materials, format and location of where youplace the schedule should be determined based on your assessment ofthe individual’s needs and abilities, and the situation and context inwhich the individual will use the schedule.Copyright 2008 University of Rochester17
LEARNING OBJECTIVEIdentify methods for teaching the scheduleHow Do I Teach the Individual to use his/her Schedule? There are 2 general methods for teaching schedulefollowing– Direct Instruction: verbal instruction & modeling– Shadowing with Graduated Guidance and SpatialFading Review schedule when first establishing it,but NO TALKING WHEN TRAINING!!!NOTES:Copyright 2008 University of Rochester18
LEARNING OBJECTIVESIdentify the method of direct instructionExamples Direct gestureandprompt.Provide theindividual theopportunity toindependentlyreview theschedule.KEY POINTS-Instructor instructs-Student practicesCopyright 2008 University of Rochester19
Example Direct InstructionInstructor Reviews Individual PracticesCopyright 2008 University of Rochester20
LEARNING OBJECTIVEIdentify the method of Direct InstructionExamples Direct InstructionKEY POINTSInstructor provides correction and feedback to assist theindividual in learning his scheduleCopyright 2008 University of Rochester21
LEARNING OBJECTIVEIdentify the method of shadowing with graduated guidance and spatial fadingExamplesShadowing with Graduated Guidance and Spatial FadingKEY POINTS-Note the distance between the instructor and the individual-Note the relative placement of hand support as the instructorfades physical assistance-No verbal prompts or instructionCopyright 2008 University of Rochester22
ExamplesShadowing with Graduated Guidance and Spatial FadingKEY POINTAdjust your position to maximize assistance with the leastrestrictive promptCopyright 2008 University of Rochester23
ExamplesShadowing with Graduated Guidance and Spatial FadingNOTES:Copyright 2008 University of Rochester24
LEARNING OBJECTIVEIdentify a method for evaluating progressHow Do I Know When the Individual No Longer RequiresAssistance to Follow the Schedule? Evaluation is essential Start with a baseline assessment– Record which part of the task analysis/sequencethe individual can complete independently orwith a prompt Collect data each time the individual uses his/herschedule When the individual’s performance reaches apredetermined criterion (e.g., / 95% totalindependence for 1 month) then fade assistanceTurn to page 31, Appendix C of your Self Study Guide for aSample Sequential Analysis Form and Data SheetCopyright 2008 University of Rochester25
LEARNING OBJECTIVEIdentify the steps to developing and using a Daily Visual ScheduleSummarySteps to Developing & Training a Daily VisualSchedule AssessDevelop ScheduleTrain/InstructEvaluateTurn to page 32, Appendix D of your Self Study Guide toreview a Planning Worksheet.PRESS PAUSE NOWCopyright 2008 University of Rochester26
Post-Training Knowledge Questionnaire Turn to page 33, Appendix E of your SELF-STUDYguide. Press pause now. Complete the POST-TRAINING knowledgequestionnaire. Score both pre and post-training questionnaires usingthe answer key found on page 34, Appendix F ofyour SELF-STUDY guide. Compare your scores. Return to the CD for review if needed.Copyright 2008 University of Rochester27
Thank you to the many supporters and contributors to thisTraining CD New York State Education Department S.U.N.Y at Albany, Center for Autism and Related Disabilities Department of Pediatrics, Division of Neurodevelopment &Behavioral Pediatrics, University of Rochester School of Medicine& Dentistry Lori Sorber, Special Education Teacher, Teresa O’Leary, Speechlanguage Pathologist & Sue Lindner, Assistant Teacher, Monroe #1 BOCES for supplying some of the examples of the visualschedules James Kannisto & Donald Bullen, child models Lisa Rodgers, RRCASD Coordinator; adult model Caroline I. Magyar, Ph.D., RRCASD Director; adult model Jill Johnson, RRCASD Administrative Assistant; digital camera Parents and professionals who participated in the initial piloting ofthis CD.Produced and Published By:Rochester Regional Center for Autism Spectrum Disorders, Universityof Rochester, School of Medicine & Dentistry, Caroline I. Magyar,Ph.D., Copyright 2008, University of RochesterReference:McClannahan, L.E., & Krantz, P.J. (1999). Activity schedules forchildren with autism: Teaching independent behavior. Bethesda, MD:Woodbine House.Copyright 2008 University of Rochester28
Appendix ATest Your Knowledge: DAILY SCHEDULEPre-Training Knowledge QuestionnaireName:Date:Directions: for each question circle the best answer.1. Individuals with ASD often benefit from a Daily Schedule because it:a. Allows individuals with ASD to look at picturesb. Establishes routinesc. Promotes independence in completing personal and social responsibilitiesd. Answer choices b & c2. All individuals with ASD can use a Daily Schedule?TrueFalse3. is the procedure that needs to be completed prior to developing aDaily Schedule for a specific routine.a. Sequential analysisb. Step planc. Routine planningd. None of the above4. What are the primary methods used when teaching a Daily Schedule?a. Verbal prompting until the individual follows the routineb. Shadowingc. Graduated guidance and spatial fadingd. Answer choices b & c5. Performance data needs to be used to determine when the individual has reachedindependence in following his/her schedule?TrueFalseDo not Score.Return to page 7 of your Study Guide.Copyright 2008 University of Rochester29
12345678910111213Appendix BInventory of Need: Daily ScheduleChild/Adult Name: Evaluator: Date:Directions: Read each question and answer based on your knowledge of the individual you are assessing.Follow teaching suggestions for determining what the individual’s schedule needs are.SKILLY/NPrompt LevelTeaching SuggestionsPREREQUISITESCan he/she identify a picture from theIf N teach skill firstbackground?If Y assess #2Can he/she identify identical objects?If N teach skill firstIf Y assess #3Can he/she identify picture-objectIf N teach skill & use objects in schedulecorrespondence?If Y assess #4Can he/she identify written wordIf N teach skill & use pictures in scheduleobject/picture correspondence?(#4)If Y assess #5Does he/she allow physical/manualIf N teach improved tolerance forassistance to complete activities?physical/manual assistanceIf Y assess #6 & #7LEVEL OF INDEPENDENCEDoes he/she initiate routines onIf N assess #8his/her own without prompting?If Y assess #7Does he/she complete routines onIf N assess #9his/her own without prompting?If Y assess #10Begin teaching at current prompt level usingIf he/she requires some prompting toFewgraduated guidance and spatial fading.initiate routines, indicate the level ofModerateprompting he/she requires.All the time(circle bestchoice)If he/she requires some prompting toFewBegin teaching at current prompt level usingcomplete routines, indicate the levelModerategraduated guidance and spatial fading.of prompting he/she requires.All the time(circle bestchoice)Does he/she start new activities orIf N assess #11routines without prompting?If Y assess #12Begin teaching at current prompt level usingIf he/she requires some prompting toFewgraduated guidance and spatial fading.initiate new activities or routines,Moderateindicate the level of prompting he/sheAll the timerequires.(circle bestchoice)Does he/she complete new activitiesIf N assess #13or routines without prompting?If Y doesn’t need daily schedule at this timeBegin teaching at current prompt level usingIf he/she requires some prompting toFewgraduated guidance and spatial fading.complete new activities or routines,Moderateindicate the level of prompting he/sheAll the timerequires.(circle bestchoice)PERFORMANCE CRITERIA: Y greater than or equal to 90% of the time; N less than 90% of the timeReturn to page 9 of your Study Guide.Copyright 2008 University of Rochester30
Appendix CSequential Analysis Form & Data Sheet: Daily ScheduleChild/Adult Name: Evaluator: Date:Directions for Completing a Sequential Analysis:1. Identify the Routine Sequence you want to teach.2. Complete the routine yourself a few times.3. Write down each step of the routine.Example:#Routine Sequence of Activities /Routine Sequence: School Day1Arrival2Homeroom3Earth Science4Band Practice5Lunch6Algebra7Language Arts8Home & Careers9Physical Education10 Resource Room11 Homework Club% Completed IndependentlyDATA SHEETDirections: for data collection and progress monitoring complete the following:1. Write in each activity that comprises the routine.2. Each training session, place a or – in the appropriate column for each activity completedindependent of prompts or with prompts, respectively.3. Calculate the percentage of each teaching trial.4. Track progress toward Mastery Criteria.Mastery Criteria: completes all steps without assistance 90% of the time or more each day for 1month.5. Re-assess if the individual is not making progress.#Routine Sequence of ActivitiesRoutine Sequence: /-Teaching Procedure & Progress Monitoring:1. Use shadowing, graduate guidance and spatialfading.2. Score for correct/independent; - forincorrect/prompted.3. Graph total percent of steps completed correctly,as calculated by number of ’s over total steps.IF YOU ARE COMING FROM PAGE 9 OF YOUR SELF-STUDY GUIDE, CONTINUEONTO THE PLANNING WORKSHEET ON PAGE 32IF YOU ARE COMING FROM PAGE 25, RETURN TO PAGE 26 OF YOUR SELF-STUDYGUIDECopyright 2008 University of Rochester31
Appendix DPlanning Worksheet: Daily ScheduleChild/Adult Name: Evaluator: Date:Directions: Answer each question based on your knowledge of the individual and contentcontained in the training.STEPSActivityWhat activity or routine are youscheduling? Complete Sequential AnalysisForm-Appendix D.FormatWill you be using objects, pictures,symbols, words, combination?AlignmentWill you be using a vertical or horizontalalignment?Location(s)Where will the schedule be placed?Training PlanWhat level of prompting will you begin at?Where will you be training initially?How will you help the individual use theschedule across situations?Social OpportunityWhat is/are the socialopportunity/opportunities that you willembed within the schedule?Special ConsiderationsDoes the individual require modification tothe schedule materials because of visual,motor or other impairments?Evaluation Plan: Progress MonitoringEstablish a mastery criteria: completes allsteps without assistance 90% of the time ormore each day for 1 month)PLAN/NOTESPROBLEM-SOLVING TIPSIf individual is not meeting the criteria, re-assess and modify plan.If the individual demonstrates good acquisition of skill, begin to fade assistance.IF YOU ARE COMING FROM PAGE 9 OF YOUR SELF-STUDY GUIDE,RETURN TO PAGE 10IF YOU ARE COMING FROM PAGE 26 IN YOUR SELF-STUDY GUIDE,RETURN TO PAGE 27 OF YOUR SELF-STUDY GUIDECopyright 2008 University of Rochester32
Appendix ETest Your Knowledge: Daily SchedulePost-Training Knowledge QuestionnaireName:Date:Directions: for each question circle the best answer.1. Individuals with ASD often benefit from a Daily Schedule because it:a. Individuals with ASD like to look at picturesb. Establishes routinesc. Promotes independence in completing personal and social responsibilitiesd. Answer choices b & c2. All individuals with ASD can use a Daily Schedule?TrueFalse3. is the procedure that needs to be completed prior to developing aDaily Schedule for a specific routine.a. Sequential analysisb. Step planc. Routine planningd. None of the above4. What are the primary methods used when teaching a Daily Schedule?a. Verbal prompting until the individual follows the routineb. Shadowingc. Graduated guidance and spatial fadingd. Answer choices b & c5. Performance data needs to be used to determine when the individual has reachedindependence in following his/her schedule?TrueFalseScore Pre & Post-Training Knowledge Questionnaire.Compare Scores Using the Answer Key, page34, Appendix FCopyright 2008 University of Rochester33
Appendix FTest Your Knowledge: Daily ScheduleAnswer KeyName:Date:1. Individuals with ASD often benefit from a Daily Schedule because it:a. Individuals with ASD like to look at picturesb. Establishes routinesc. Promotes independence in completing personal and social responsibilitiesd. Answer choices b & c2. All individuals with ASD can use a Daily Schedule?TrueFalse-need to assess to determine if theindividual has the prerequisite skills. If not, then teach those skills first before introducinga Daily Schedule.3. is the procedure that needs to be completed prior to developing aDaily Schedule for a specific routine.a. Sequential analysisb. Step planc. Routine planningd. None of the above4. What are the primary methods used when teaching a Daily Schedule?a. Verbal prompting until the individual follows the routineb. Shadowingc. Graduated guidance and spatial fadingd. Answer choices b & c5. Performance data needs to be used to determine when the individual has reachedindependence in following his/her schedule?True-want to avoid prompt dependencyFalseCopyright 2008 University of Rochester34
Appendix GAdditional ResourcesTo assist you with making materials for a Daily Visual Schedule, here are someadditional resources that you may want to consider: Digital photos taken with any digital camera Mayer-Johnson 2008 picture/symbol materials (retrieved 4/30/29)http://www.mayer-johnson.com/ Microsoft 2009 Products such as Clip Art, Outlook etc (Google TMMicrosoft) Various PDA’sCopyright 2008 University of Rochester35
Increase knowledge of how a daily visual schedule can assist an individual with an autism spectrum disorder to be more independent – Learn the process for . assessing. the need for a daily visual schedule – Learn the steps to . developing. a daily visual schedule – Learn how to . teach. following a daily
schedule several times before assuming they know the routine. Initially this may require a daily review. Question them about the schedule, role play examples and nonexamples of expectations regarding the schedule, and give students an opportunity to ask questions. Present/review the schedule.Present/review the schedule.Present/review the schedule.
Daily Schedule Template . Daily Schedule Example . Daily Schedule Example Using Stickie Notes . Morning Meeting Checklist Example . Guided Reading Time Checklist Example . Math Time Checklist Example . Monthly Schedule Template . Monthly Schedule Example . College Weekly Schedule Template
400mg daily w/food With TDF, H2RA or PPI: ATV RTV 300/100mg daily w/food With EFV: ATV RTV: 400/100mg daily w/food Pediatric 6yr: 15-24kg; ATV RTV 150/80mg daily; 25-31kg: 200/100mg daily; 32-38kg 250/100mg daily; 39kg 300/100mg daily w/food 13yr, 39kg and unable to tolerate RTV: ATV 400mg daily w/food Experienced Adult
2.2 Daily Deal Services Many daily deal companies are using Twitter for business. Daily deal sites offer customers daily discounts, called deals, on products or services. The daily deal business model is increasing in popularity, and more than 200 daily deal companies exist in the United States as of December 2010. Groupon and LivingSocial
Schedule 5 - Exception reporting and work schedule reviews 38 Schedule 6 - Guardian of safe working hours 45 Schedule 7 – Champion of Flexible Training 49 Schedule 8 - Private professional and fee-paying work 51 Schedule 9 - Other conditions of employment 54 Schedule 10 - Leave 57 Schedule 11 - Termination of employment 67
award, now that the construction schedule may soon become a contract document in Nigeria, Quantity Surveyors should develop competencies to be able to evaluate the contractor's schedule and recommend appropriate contractor for the award. KEYWORDS: Schedule evaluation, Schedule quality, Schedule conformance scoring, Quantity Surveyors
social development. Visual processing refers to a group of skills used for interpreting and understanding visual information. The evaluation may include testing for visual spatial orientation skills, visual analysis skills, including auditory-visual integration, visual-motor integration skills and rapid naming.
Kirsty Harris (Anglia Ruskin University) Now and in Ireland. Chair: Beatrice Turner (Newcastle University) Exile, Emigration and Reintegration: The journeys of three United Irish poets . Jennifer Orr (Trinity College Dublin) Cross-cultural borrowings and colonial tensions in the elegies on the death of Robert . Emmet . Alison Morgan (University of Salford) Anacreontic Imports: Thomas Moore and .
