Tulare SELPA - Autism Resources

Classroom Supports & Strategies

Within-Task Schedules

What is an Within-Task Schedule?

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A Within-Task Schedule (or Mini Schedule) can be combined with an Across-Task Schedule to provide a student with autism a clear and simple method of determining what is expected within an activity. Each step of the activity can be represented with a visual (or collection of visuals) presented in the exact order in which they occur for the student. This visual system helps a student with autism learn about the steps involved within an activity. It can also support the student ability to independently follow classroom routines and avoid a respondent-only role (acting only when told to do so).

Visual tools such as Within-Task Schedules are also very helpful during times when verbal communication is not effective. They are designed to reduce or eliminate the confusion and stress that students sometimes experience when faced with a multi-step activity. This confusion sometimes leads to behavioral problems that arise when a student is unable to determine what is expected next. Consistent use of a Within-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 will help clarify how to choose and create an appropriate Within-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 included on the visual.

Q. Where should the Within-Task Schedule be located?
A. Choose a location that is easily accessible to the student. If an Across-Task Schedule is being used, the Within-Task Schedule can be located in the same location as or near the Across-Task Schedule, or where the task is to be done. Combining the Within-Task Schedule and the Across-Task Schedule provides a centralized location for these tools. Classroom Daily Schedules can often be modified to match the style and format of the Across-Task Schedule.

Q. How often should the schedule be used?
A. The schedule should be used every day. A specific written step-by-step description of how the Within-Task Schedule is to be used should be provided to any person working with the student.

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.

References:

1. Another View, September 2005, Volume I, Issue 9, Effective Solutions for Autism, Asperger's Syndrome and More, Linda Hodgdon

2. 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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