Workshop Handouts
Discrete Trial form
Cut and Paste master

---

 Student Schedules

---

The schedule helps the student know where to go, when to go, and what is going to happen next. This is one of the most important methods of reducing anxiety for people with autism. The following schedules are what is used in my classroom of students with autism who are 3-8 years old.

Here is a link to a picture collection created by a parent of a child with autism. It contains a variety of icons to use with the PECS system and/or picture/icon schedules. She has more information at: Beyond Autism.

Joe uses a combination picture, icon, and word schedule. He goes to his schedule board, removes the icon that tells him what to do, and carries it to the next activity. At that activity, there is a place (Velcro strip or container) for him to deposit his icon. When he is finished, he returns to his schedule and takes the next icon.

If Joe's next icon is something he has already done (like go to the bathroom) he simply removes it and places it into the finished pocket at the bottom.

Jon can read, so his schedule is comprised of words only. He is beginning to transition to a sentence schedule. That is now a list of "what to do" placed at his work station.

Jon has an arrow at the end of his schedule. He had difficulty remembering which icon to remove once he arrived at this schedule. Now he takes the arrow with his left hand, removes the icon with his right hand, then moves the arrow to where the icon was. Each time he returns to his schedule, the arrow is pointing to the next icon.

Mike is just beginning this system. He needs to be directed to go to his schedule using a transition strip. He then takes the next item (left to right) from his schedule, and goes to where he is directed. The round block has a spindle at the work area as a receiver spot. The cup tells him to go to the snack area, and the diaper means that it is bathroom time.

Beside each student schedule is a pocket which holds a "transition" strip. This is a colored strip used to tell the student to check his or her schedule. I keep the strips in a variety of locations throughout my classroom. When it is time for the student to check his or her schedule, I hand the student the strip while saying "check your schedule."

The student is taught to take the strip to his or her schedule, put it into the pocket and take the next item from the schedule. I teach this "hand over hand." 1)Put the strip into the child's left hand saying "check your schedule.", 2)walk him or her to the schedule, 3) help the student put the strip into the pocket with the left hand, while at the same time reaching for the next icon with the right hand. Then, direct the student to the proper area.

After the student learns to follow the "check your schedule" direction, I do not necessarily remove the strips and pocket. Quite often on difficult days, this cue is still needed to help the student follow through and stay on task.

Typical work stations

This is a set-up for a younger student. Tasks go from the shelf to the finished basket.

The child comes to the work station. He or she can quickly scan to see what work, and how much work because it is on the shelf in clear view. Work is finished when it has all been completed and placed in the "finished" basket. The child knows what comes next, because it is waiting on the blue paper on the second shelf. A staff member may be seated across from the student for guidance.

The child works from left to right -- taking work tasks off the shelf, then pushing them into the "finished" basket when completed. When all items are off the first shelf, the child may have the "reward" item from the lower shelf. This may be a toy or icon to direct him or her to go to another station.  I have found that children over the age of 3 tend to prefer putting items back onto the shelf.  Putting items back where they belong tends to be a better system all around because it teaches the concept of putting things where they belong.  (Remember: They do not take the things apart before returning them to the shelf.  The activity goes back completed.)

The older student set-up is similar. He works from left to right, but places things back on the shelf when finished.

Work Tasks

I use a variety of tasks at the work stations.

Important things to remember about tasks are:
    1) the activities reinforce IEP goals.
    2) the student must be taught how to do the activity (get it, do it, & put it back.)
    3) the objective of the activity must be clear. 
    4) the activities need to be stabilized so they do not spill or scatter.
    5) the concept of "finished" needs to be taught.


Here you will find samples of activities at different levels. The fine-motor/hand-eye coordination activities always begin with one object and one place to put it. Multiple objects with multiple places for things to go is a more advanced step. The activities here should give you ideas to use and expand on for your students. Remember, these are samples of activities I use in my own classroom. They are for younger students.

Rings or disks to put into a slot in a container are an excellent beginning hand-eye coordination activity. The horizontal slot is easier to use, a vertical slot will be more difficult.

Putting a shape into the correct hole can be a bit difficult at first for some children. This has been color coded for easier use. The wooden box is taped into a shoe box for stability. Because some of the children were quite short, I cut down the side of the box so they could see inside.

Tasks can be made from simple materials. The object of this task is for the student to remove the lid from the film container, then put each piece into the correct slot. The lids may be difficult to remove, so they are already partially opened.

Note: The above activities are placed in front of the student so he or she can work from left-to-right.

Similar work tasks called "Shoebox Tasks" can be purchased from Centering on Children, Inc. You will find examples of "Shoebox Tasks" on the Centering on Children Home Page .

This is a combination color sort and fine motor task.                                Matching (numbers to words, or math problems)

Here is a beginning bead-stringing activity. The square beads are attached to the tray with Velcro. When teaching this activity, remember to reinforce concepts: first, next, in, out, through, last, etc.

                    

Lotto games can teach a variety of skills which include: picture matching, icon to picture, word to picture, beginning sounds, & things that go-together. The middle game was made from pictures from two catalogs.   Velcro keeps the picture from moving once the student places it in the correct spot.  The third lotto game was purchased at a school supply store. Once again, Velcro is placed on the pieces for stability.

(1) Tasks for older students may include more academics. Directions should be clear and items should be stabilized in a folder or tray.  (2) Store file folder activities in upright box or basket.  (3) "write on" puzzle is used to create individual games.  The first line is taped to the board.  Students add the rest.  STOP sign attached to paperclip indicates the student should not turn the page.

File folder games make excellent work tasks. Some are attached with Velcro, others use library pockets. I also use little plastic bags for holding the small items.

                      
      Sorting  (by size, color, etc.)                           Assembly                                  Assembly, paperclip color match, color match

Find the gift in every child.

 Classroom arrangement

Classroom arrangement should be a priority when organizing for students with autistic spectrum disorders. Different areas have different purposes. We work in the work area, and we play in the play area. One corner of my classroom is sectioned off and is used for work supplies and work stations only. The cardboard box in the foreground is part of our play area.

This work area has four separate stations for students. Some students have their own stations, some need to share with others. For the most part, the more independent students need their own section and materials, but the younger, less independent students share. Although I can have several students in the area at once, only one student works at a station at a time.

Notice the room dividers are made of a variety of materials. The white wooden ones are 40-inches tall. I purchased the wood at a lumber yard, then cut them and painted them. I put two together with hinges so they make a corner divider. I found that 40-inches is the perfect height for my classroom of 3-8 year-olds. If I am not close by, I can still see them when they are seated, yet they cannot see over the top unless they are taller and standing.

The main wall in my classroom is covered with an orange rubberized material. I have chosen to cover this with white butcher paper.

My Stations and Activities:

• Work systems area (shown above): activities are structured to reinforce specific IEP goals such as fine motor, reading readiness, math readiness, vocational skills, and leisure skills, Independent work skills are stressed.
• One-to one teaching area: activities are structured for direct teaching of IEP goals.
• Office area: set up for independent work
• Play area: activities include free play, structured play, and leisure skills and is located near the back door
  and small play yard.
• Board game time: after lunch recess all students participate in small group games. This consists of a variety of multi-level board games reinforcing skills and learning to wait, take turns, and share.
  
  Teacher and assistants rotate through all areas (including toileting) on a weekly basis.