Visual timetables are often used with pupils with an ASD (Autism Spectrum Disorder). They are a method of presenting information in a visual format. When producing a visual timetable for the first time, there are some basic and very helpful concepts to bear in mind.
Audience
The audience is the individual who will be using the visual timetable. It is often best to have one per child wherever possible. If possible, have a picture and their name at the very top of the timetable. You need to assess their cognitive ability before deciding how to present the information. Does that child use PECS (Picture Exchange Communication System)? Is the child in mainstream or a special school? In which year group, and how and where can this be implemented?
How much the child can cope with a now and next activity might be as much as the child can cope with. Alternatively, half a day might be enough. Some might need the full day up to see when they can go home. Lastly, it could be a combination of now and next on their table with a full days activity on the wall.
What symbols to use?
Some people simply think that a visual timetable is an aid to get a child through a certain number of years. It is actually implementing a lifelong strategy. At its most basic, it could take the form of using the PECS or Makaton Symbols to denote the subject. For the higher levels, this can take the form of words. See below for a rough guide to progression:
- Makaton/PECS Symbols
- Pictures
- Photographs
- Words
There are no hard and fast rules for where to start an individual, particularly when working within the mainstream. Depending upon the communication and form of communication the individual is used to, that should be where you start.
Personally, whatever symbols you are using, it is important to have the word on the card. The word should be in the same place as the PECS symbols you use, if appropriate, so the child is always used to looking in the same place. I have heard of non-verbal ASD children still reading. It is difficult with some ASD children to work out their ability, as they do not follow the average development of a child.
Principles
There are a few principles that the visual timetable really needs in order to be a visual timetable. An important concept is that of finished. This is to reinforce and allow for transition. This is something that individuals with ASD often struggle with.
Another key aspect is that a visual timetable start from the bottom and work down. However, it is possible to have this on a key chain providing there is a clear place to start, so that the strategy could be adopted by an individual with Aspergers in a secondary mainstream environment.
Lifelong strategy: A visual timetable is not a strategy in order to start and transition into a different strategy. It is the strategy for organising a life. Its format may change. The symbols on the timetable could change and even be words. It may even progress onto a discrete keying or karabina.
Oops: Life is not as black and white as a timetable. Make sure you build in the chance to make a mistake and replace it with something else from the start. This is easiest to do from the beginning. There are a variety of ways of doing this including using an ‘oops card’ or using a cross with an arrow to a different activity. This should not be used from the beginning of the day, but introduced at the teacher’s discretion. At first, it should be an enjoyable activity for the child to get them used to it. Then move onto less enjoyable actvities in small steps in order to provide the transition and generalisation of the skill.
The key points to remember for a visual timetable are: a visual timetable is not PECS. It is true there are similarities in the way some children in particular use PECS and a visual timetable, but there is no exchange of the symbol.
Visual Timetables are a lifelong strategy. For individuals with Autism, their needs and wants are not grown out of. Visual timetables work with the fact that they are visual learners. They provide vital structure and aid with transition throughout the day.
A visual timetable should include words. It will have a form of picture/symbol/photo for lower ability, but sometimes evolves into just words.
A way of changing the timetable at the teacher’s discretion is vital from the start.
There needs to be a method of the activity being finished.
Jonathan Fant - I have worked in Youth based Charities, I am currently working as a Learning Support Assistant. I have experience primwith ...
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