Tulare SELPA. Autism Resources

Classroom Supports & Strategies

Across-Task Schedules

What is an Across-Task Schedule?

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Often referred to as a visual schedule or daily schedule, an Across-Task Schedule is a learning support that can provide a student with autism a clear and simple method of determining what to expect throughout the day. The Across-Task Schedule accomplishes this by representing each activity with a visual (or collection of visuals) presented in the exact order in which they will occur for the student. Not only does this visual system help a student with autism learn about the concept of time, it can also provide an opportunity for the student to escape from a respondent-only role (acting only when told to do so) to having the ability to independently follow classroom routines.

Visual supports have proven to be very helpful during times when verbal communication is not effective. Communication tools such as Across-Task Schedules are designed to reduce or eliminate the confusion and stress that students sometimes experience when moving from one activity or place to another. This confusion sometimes leads to behavioral problems that arise when a student is unable to determine what to expect next. Consistent use of an Across-Task Schedule can significantly reduce the confusion about where to go or what to do, allowing the focus to be on helping the student become a more confident learner and communicator.

The following Questions and Answers may help clarify how to choose and create an appropriate *Across-Task Schedule.

Q. What type of visuals should be used (e.g. objects, objects with written word, photos, photos with written word, picture symbols, picture symbols with written word, written word only)?
A. The visual used should be based on the student's current level of symbolic development. This can be determined by asking the question, "Does the student best understand objects, photos, picture symbols/icons or printed words"? The more abstract the visual, the more difficult it may be for the student to identify. Objects and photos are the least abstract and therefore are usually a good place to start. In most cases, the written word should also be included on the visual.

Q. Where should the Across-Task Schedule be located?
A. Choose a location that is easily accessible to the student. If possible, pick a location that is central to most activities. In some cases, schedules are designed to be carried by the student.

Q. How often should the schedule be used?
A. The schedule should be used every day. The student's team should agree upon and document the Across-Task Schedule routine and make it available to all persons who will be working with the student. (See example.)

Because one of the goals of this tool is to provide clarity and predictability for the student, here are some things to consider:

Who will set up the schedule daily before the student arrives?

How is it to be setup? (click for an example - Word doc)

How will the schedule be updated? (click for an example - Word doc)

How will unexpected changes be handled? For example, a rainy day schedule cancels outside play or an activity which may occur at an unknown time during the school day such as school pictures or a fire drill.

*Across-Task Schedules may eventually become the calendars or organizers that adults use to manage their days. This visual support used early in a student’s school experience has been especially helpful in providing a foundation for the challenges of managing middle school and high school schedules.

References:

1. Augmentative Communication News, November 2003, Vol. 15, #4, AAC and Autism. In collaboration with Emily Rubin, Pat Mirenda and Howard Shane, this issue investigates what is currently known about ASD and how AAC approaches serve this population.

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