Using Visuals to Support Planning & Sequencing



Using Visual Schedules to Support Planning & Sequencing

Many children/teenagers with Autism Spectrum Disorders have praxis difficulties and find it difficult to remember each step and/or the order or sequence of steps in a task.

Visual schedules are often used with children who find change difficult to cope with. Visual schedules can also support the structuring and sequencing of tasks by breaking down desired tasks into discrete steps (task analysis), reducing the pressure on an individual and allowing them focus their attention and ability on completion of steps rather than the sequence. They also provide a visual prompt or guide as how to complete specific steps in a task.

Visual schedules can be used to guide a child/teenager through activities and routines independently. For example, if the child/teenager knows he/she eats breakfast then brushes his/her teeth (and understands what needs to happen to complete these routines – e.g., bring plate to the sink, then go to the bathroom, etc.), he/she is more likely to initiate these routines independently.

Guidelines when using visuals to support planning and sequencing.

• Visuals should be located in the areas where they will be used, e.g. visual for teeth brushing should be in the bathroom, visuals for dressing should be in the bedroom etc.

• Visuals should be concise and to the point.

• Visuals may be pictures, photos of the child completing the steps, stick images, words & images or just words.

• Visual schedules should be created specifically with an individual child/teenager in mind with consideration of their family/school culture and context, because all families/schools have different approached to completion of tasks.

• There are many easily downloadable images available on Google Images as well as Pinterest.

• Encouraging the child/teenager to participate in the creation of the visual schedules is recommended.

• Visual schedules can be used to encourage children/teenagers to complete all of a task or just some steps in a task, depending on the child’s ability.

• It is usual recommended that visuals for sequencing of steps are laid out ‘left to right’ or ‘top to bottom’.

Sample Visuals

[pic]

In the shower……

|Put water on my hair – count to sixty to make sure my hair is fully wet. |

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|Put shampoo on my hand |

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|Rub my two hands all over my hair to make sure it is sudsey all over (Top, back, sides and front) |

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|Rinse out my hair – count to sixty to make sure all the suds are gone. |

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|Put soap on a sponge – rub it all over my body. |

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|Rinse off the suds, by standing under the shower and counting to sixty. |

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|Turn off shower |

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|Dry your body all over with towel |

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|Put on deodorant |

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|Get dressed |

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