Visual Schedule Research Paper

Time is needed for teachers and specialists to meet and create well-constructed plans to identify and implement modifications the, accommodations, and specific goals for individual students. Collaboration must also exist among teachers, staff, and parents to meet a student’s needs and facilitate learning at home.

A lot of people don’t realize the challenges of living with a child who has been diagnose with Autism can be. It is a twenty-four-hour seven day a week job no vacation, no sick time and no pay. From the time the child is diagnosed it is a constant worry especially if the parents don’t know much about the condition. It starts with continuous Doctor visits, social services, and therapy sessions, just to figure out how serious the condition may be and what level of the disability the child has and this is only this beginning. Next, to find the tools the child needs to overcome the disability, like learning development and cognitive process, social skills, comprehension capabilities, and many more depending on the severity of autism.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

Each student 's ability and their unique daily schedule is assessed before priming instructions are formed. The article, Priming as a Method of Coordinating Educational Services for Students With Autism concludes that problem behavior decreased and academic progress increased when priming preceded curricular activities (Koegel, Koegel, Frea & Green-Hopkins, 2003). It further states, students with ASD display lack of motivation for completing academic tasks, yet when the

Teachers and the Child Service workers will create a visual picture schedule outline Makhail’s morning routines to help him express his needs and transitions.

This is an anti-smoking advertisement geared towards parents of young children. The advertisement is overall plain and simple; it gets straight to the point when you look at it and utilizes a dark theme. This anti-smoking advertisement is trying to evoke a sense of “parental guilt” into parents who smoke. The way the advertisement is able to do this is through the use of an optical illusion, use of text and the use of negative space.

Studies have shown special education students who are dual diagnosis will be treated with insufficient care (Jamie & Knowlton, 2007). Nevertheless there is hope and it’s called a visual aid (Jamie & Knowlton, 2007). Research has determined that the different types of visual aid that are helpful with students who are dual diagnosis are icons, comic strips, visual cues, choice boards and token boards for doing a decent job (Jamie & Knowlton, 2007). With seeing that students can be taught using visual aide a recent study was conducted on the effectiveness of using visual aids (Jamie & Knowlton, 2007). The recent study was conducted on children who has been diagnosed with dual diagnose and show signs of mental retardation (Jamie & Knowlton, 2007). In the study there were three specific ideas that the researchers where able to concluded (Jamie & Knowlton, 2007). The first result was that it was discovered that visual cues do indeed help immensely when they are being involved in helping students (Jamie & Knowlton, 2007). The second result was that in addition to visual cues the visual schedules, rating scale and comic strips were all helpful with special educated individuals with dual diagnosis (Jamie & Knowlton, 2007). And the last result from the study was that when a student becomes more satisfied the more they would need to push their selves to the next level (Jamie & Knowlton,

There are several different types of schedules that can be as simple as a “To do List” or as complex as a plan for a construction project.

schedule on task performance of children with autism and intellectual disability: A pilot study. British Journal of Occupational Therapy, 79(9), 530-539. http://doi.org/10.1177/030802216639989

Waters and Lerman (2009), claim that only utilizing visual schedules does not reduce challenging behaviors. They discuss the significance of pairing visual schedules with extinction as well as differential reinforcement of other behavior (DRO) to diminish transition-related behavioral problems. This particular study involved two six-year old students diagnosed with Autism who were provided with two to three sessions each day for three to four days per week. In these sessions, each student underwent three different transitions with a therapist. Both students were provided a verbal prompt and visual schedule (representing current and upcoming activities and/or tasks) in the first transition. In the second transition, extinction and DRO were utilized. The therapist used a three-step promoting procedure and provided the students a reward (candy) if they transitioned between activities without exhibiting challenging behaviors. In the last transition, extinction, DRO, and visual schedules were implemented. The result of the study demonstrated that extinction, DRO, and visual schedules should be used in unison to diminish challenging behaviors because visual schedules alone do not decrease

There are many ways to successfully aid them in making it through the class period, including providing the mentee with consistency by supplying them with a schedule that outlines the structure of the class. People with Autism or Asperger Syndrome crave consistency, structure, and predictability and if these elements are not present, they will mentally breakdown. Likewise, there is an underlying routine for every class period, even though a new subject is constantly taught by the teachers. As a mentor, it would be beneficial to create a schedule for the mentee, so, therefore, the structure and order that they crave is evident in the classroom environment. For this reason, the student might begin to feel comfortable, which would allow them to have a greater capability to focus on the specific tasks. In addition, another way to help the mentee in the classroom setting is to break down the information that was taught or attempt to present it to them in a different manner, if they do not understand it. Students with Autism or Asperger Syndrome sometimes struggle to understand the lesson as they cannot process the way the teacher has expressed it to the class. It then might be harder for them to complete an assigned task about that topic and by breaking it down, they will be able to complete more work. Also, there are many advantages to presenting the information to them in a different manner, including

Consequently, research carried out by Ahissar, (2004) has also suggested that many children learn better when they have pictures to help them. This is as a lot of children are visual learners, which means they learn by seeing things rather than listening. This resource hence assists children who may suffer from anxiety which is mostly due to them being new to the setting or them not being able to understand routines. Lewalter, (2003) has stated that a visual routine is required as many children learn better when they are supported with photographic images, this is as they tend to mainly be visual learners. Therefore, visual routine can maximise a child’s strengths to develop in areas that they find more difficult.

To address Mark’s short-term memory issues in the classroom, a developed lesson plan and accommodations should be implemented in an appropriate way for his cognitive ability and his need. Mark should have access to a visual schedule in the classroom, but also on his person. Because, he attends Middle School he carries a binder with him between classes. A visual schedule would help Mark with transitioning between classes independently. He also, wears a digital watch school staff and adults at home should continue to help Mark identify time. He doesn’t always understand time, however, he can usually match a time written in digital form (11:30), to an event. An example would be to show him that lunch is served at noon (12:00), show him how this is written in digital form and reiterate the information on his visual schedule.

Autistic students need things to be precise and in sequence. The precision comes with knowing what will stimulate a student's brain. Sequence can help with setting a pattern for the students to follow to keep them on a routine. This position requires a lot of attention to details.

For young children who have difficulty communicating, visual schedule can be extremely helpful in allowing them to understand and see what is coming up next in their day. This can assist students who struggle to transition from one activity to another (Meadan, Ostrosky, Triplett, Michna, & Fettig, 2011). They can also be used to help children increase attention on the task and decrease dangerous and disruptive behaviors (Massey & Wheeler, 2000). A visual schedule allows a child to anticipate what is forthcoming in the day and when the child learns how to follow a schedule, it can be used as a way to more easily help explain changes in a routine (Quill, 1995).