Helping Children with Autism using Picture Schedules

by Cheryl Miller CCC MS-SLP.

What is a picture schedule and how does it used in helping Children with Autism?

• Vertical or horizontal strip.
• With pictures displaying what will happen in a sequence from first to last.

Why a schedule, that uses Pictures?

• To improve receptive language skills. (The understanding of language.
• To help provide structure, often decreasing negative behaviors.
• To use as a supplement with verbal directions to reinforce following a command.
• To increase understanding of new vocabulary.
• To aid in learning how to do a particular task.
• To help teach the concept of sequencing and ordinal terms. eg first, next, last.
• To promote INDEPENDENCE (the ultimate goal) by reinforcing individual to complete task/tasks on his/her own without requiring additional cues.

Who is a candidate?

• Individuals who have difficulty understanding what others are attempting to communicate to them verbally. An added visual cue on a picture schedule could facilitate his/her ability to comprehend the message.
• Individuals with
• limited verbal ability. (To expand picture vocabulary).
• Individuals with negative behaviors/sensory/attention issues who need structure. Many times when he or she knows what is coming next. What is expected of him or her and when he or she can visually see the positive reinforcer to be received at the end of a task, negative behaviors tend to decrease.
• Individuals that have difficulty following through with a sequential task For example hand washing, can benefit from a picture schedule.
• Individuals learning sequencing skills.
• Individuals using a picture communication system, to introduce new vocabulary.

Which one do I use Vertical or Horizontal?

• Either is fine. There is the argument that horizontal is better because it promotes literacy skills - we read from left to right. However, we also read from the top to the bottom of the page, vertically. Your choice.

What is the pocket for?

• Pictures are to be placed into the pocket as each event/task/or portion of the task is completed.

How do I use the schedule?

• Display pictures in sequential order depicting tasks/events to take place. Use the hook side of Velcro on the back of picture.
• Place schedule in a place within the individuals reach.

If individual is having behavioral issues and chooses to pull all pictures off the schedule. Possibly pulls the schedule itself off of the wall. Secure schedule in a place where he or she has access to it, only when assisted to use the schedule. Like outside of the room, or on the opposite side of the door.

• Secure the corners so the schedule stays in place when the pictures are removed.
• Initial use should include pictures of activities the individual enjoys. Include written description with each picture). For example…

-A young child may have a schedule depicting toys to be played with

that day in order: blocks, playdough, bubbles.

-A school age child may have a schedule depicting fun places they like to go to be visited in a sequence: McDonalds, park, movies, etc.

-A teenager may have a schedule depicting the steps on how to cook his or her favorite food, like making pizza.

-An adult may have a schedule depicting the steps on how to create something related to his or her favorite hobby. For example, cutting flowers and making a bouquet.

• Initially, you may need to begin with only a few pictures/activities, for short periods of time. Slowly increasing number of pictures/activities as tolerance level increases.

• If working on attention span, use a timer to signal when it is time to move to the next activity. (Note that some children with sensory issues are hypersensitive to the buzzing noises many wind up timers emit. Battery operated timers may work better in this case.) Begin with short time increments working up to longer periods of time per activity.
• After initially using schedule for preferred activities, slowly add less preferred activities to the schedule.
• When beginning with placing less preferred activities on the schedule, adding a reinforcer/ or multiple reinforcers to the list may be helpful…especially with those displaying negative behaviors, or noncompliance. For example… blocks (preferred), put clothes in basket (un-preferred), snack (preferred).

• Actual use: You may initially have to physically assist individual in taking the first picture (top picture for vertical schedule, picture on left for horizontal schedule). Make sure they are looking at the schedule. You verbalize the task to be done and read the first have them take the picture to the activity/event. Once completed have him/her put the picture in the finished pocket and take the next one in order (*Note: it may take many trials until the individual understands the concept of sequence and can follow through with visual direction on his/her own. Depending on the cognitive level of the individual they may not grasp the concept and may always need assistance. However, keep at it. Sometimes he/she may be understanding more than you think.)