Activity Schedules
visible and accessible manner. Over time, the learner will progress from prompted interaction with the materials to spontaneous interaction coupled while following the schedule. As is true for all ABA interventions, the goal is to make the learner as independent as possible so that he/she can complete the activity, ask for assistance when needed, and enjoy his/her new abilities. The five basic steps in the activity schedule process are as follows: turn to a page, point to the photograph, obtain the materials, complete the activity, and put away the materials. The instructor provides and fades prompts based on the learner’s progress and delivers rewards on the same basis. Oftentimes, beginning learners need frequent reinforcement to stay motivated and on track. The use of an activity schedule does not have to be limited to playing with toys or completing academic tasks. Some clinicians have had great success teaching children and adults with autism how to socialize with their peers using an activity schedule in the initial stages of programming. The ability to follow an activity schedule brings many benefits to the learner such as independence and choice. It can also be generalized to many types of daily activities for learners of all ages.
Learning a new skill or keeping occupied during down time can be difficult for learners with autism. What can you do to help them? An activity schedule is a tool that they can use to help promote their independence during play, leisure, and academic time. An activity schedule is a set of pictures or words that cues a sequence of activities. Additionally, schedules help to promote choice and can set the occasion for initiations to others. Typical materials for an activity schedule include a photo album or three-ring binder, stickers, activity photos, and a preferred item that will serve as a reinforcer for accomplishing the task. Learners are likely to be successful with an activity schedule when they can consistently accomplish the following prerequisite skills: • identify pictures versus background; • match identical objects; • match picture to object; • accept guidance; • use materials appropriately; and • obtain materials from a different location. When selecting activities, keep in mind that they must be familiar or mastered by the learner with autism because you are teaching how to complete the sequence of the activities, not the actual tasks. The activities should be age appropriate and have a clear ending. Toys such as play-do or building blocks are not recommended at first because they do not have a clear ending. Initial items could include puzzles, nesting cups, stacking rings, etc. The schedule should end with a snack or a preferred activity (for example, tickles from a parent). Much of the work leading up to a successful activity schedule experience is preparation. Behavior analysts prepare the materials, rewards, and tokens and organize the environment to display the materials in a
Resource
McClannahan, L. E., & Krantz, P. J. (2010). Activity schedules for children with autism: Teaching independent behavior (2nd ed.). Bethesda, MD: Woodbine House.
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ABA Principles & Methods
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