Visual Timetables ?

[cyberseraphim]

DS1 (ASD) is quite flexible considering the dx. He does get a bit upset if we can't do a favourite activity but saying 'Later' or 'No not now' seem to work for him and he calms down. I have been given a visual timetable by the NHS SALT and I was really pleased to see how quickly he recognised the symbols as they are more abstract than his photo book. What is the best way to actually use the timetable for this type of child? I want him to be able to use a timetable but I don't know where to start. Our days vary quite a lot and we have no fixed schedule as such. Should I ask him to pick a symbol instead of asking him where he would like to go?

Bumping for you - have you done TEACH?

I would give him a choice using the symbols (maybe up to 4 choices) and then let him put his choice onto the schedule. You could decide what activity to do in the morning and maybe let him chose a activity/place to go in the afternoon.

HelensMelons- what does TEACH involve? Dd2's sn nursery have suggested TEACH for when dd2 starts mainstream but i'm not sure what it is .

Hi Marne

I am looking through my TEACCH stuff so will summarise what it says - my ds2(asd)'s school have this as well.

It was developed in the early 70's and basically it's a broadly based intervention building on existing skills and interests. It's about organising the physical environment, developing schedules and work systems using visual material which gives kids independence of direct adult prompting or cueing. It's very successful and effective.

Use of Daily Schedules: the purpose of which is to assist the student with the concept and sequence of different events, moving from one activity to another independently using the visual cues (could be picture or written word) (timetable).

Use of Individual Work Systems: a systematic way for the student to receive and understand information, eg 1) What Work; 2) How much work?; 3) How do I know when I am finished?; 4) What happens next? Sorry this is so long but also:

www.teacch.com or
The TEACCH approach to autism spectrum disorders (Gary Mesibov, Victora Shea and Eric Schopler, 2005)

Hope that helps, have found all the info from the course we did. It was really helpful.

I used to have up to 4 symbols at a time. The first strip of symbols would be for routine stuff like brushing teeth, eating breakfast, getting dressed etc. (Your ds might not need that level of planning). The strip would then be cleared and used for activities. If outside the home it would also include transport, so:

1. Walking

2. Library

3. Shop

4. Home

If we were staying at home it would include things like snack time or lunch to give them a better idea of how long the activity would last.

Picking a symbol sounds like a good idea if your ds is okay with being given choices.

Cypher, has your SALT not shown you how to use it?

Yes - and it is a great schedule as she has given me lots of symbols that reflect his interests - Starbucks, Costa Coffee, MacDonalds, Big Wheels ! but I got the impression that I am to use it when he is stressed or upset but he does not really get upset and he understands a lot of simple language. I think I would like to use it to improve his sense of time so that he can start to understand concepts like yesterday and tomorrow.

Cyber- At the moment we are talking about schedules on our early birds course, we were told that 'if you are going to use schedules its best to use them every day (not just when the child is stressed)'. We have started using them with dd1 (AS) she has no speech problems but needs prompting to get dressed etc. Dd1 has no sense of time, we have just bought a 5 minute timer which is great to use for things like TV, waiting for food etc (i say to her '5 more minutes then the tv is going off' and i give her the timer), its a sand timer so she can watch the sand go down, so far this is working well.

HelensMelons- thank you for the info, dd2 is using schedules at her sn nursery and we have started using them at home, TEACH sounds as though it will be very useful to dd2.

It's not Early Bird but I think the schedule is based on TEACCH ideas - which is what they use at the school DS1 might go to. DS1 does understand (in a way) what '5 more minutes then we go' means and he responds to it and he can change activity without stress. I think I will put 2 symbols - Garden and Cafe on the schedule and get him used to the idea that they correspond to activities we do. I do think he will benefit from the schedules but when you don't have a specific problem in mind, it's a bit harder to get started.

I don't mean we haven't got problems ! Autism is one big problem but I need to sort out in my mind what the day to day small problems are so that I can use the schedule to overcome them.

Early birds is a course run by the NAS, not a system like TEACH, it goes into detail about using schedules, communication aids and gives advice on AS/ASD, the schedules and symbols are the same as they use in Schools and playgroups for ASD children.

I think schedules are a great idea for any child, adding choice will keep his interest and make it more fun. At the moment with dd2 we do not use choice as she is learning PECS and i don't want to confuse the two as they both use the same symbols.

Cyber,I've written a long piece here about what I (as a salt) find really helps with managing time.
Post at 18:00:49 on 28 November if it doesn't bring you in at the right spot.It's a long thread but really good one.

Here

Thanks very much - is printing out now !