Using a Visual Schedule

“If you’ve met one person with autism, you have only met one person with autism.”- Dr. Stephen Shore

Any person can be going through a difficult time during quarantine, especially anyone with special needs.

As a behaviour therapist, I predominantly work with younger children (18 months- 6 years). I strongly believe in early intervention as I have seen that it really helps. When a younger child is able to learn something, they unlock so much potential for their older self. For example, when a younger child is taught how to communicate, they will usually continue to communicate as they get older. However, if a child is older and unable to communicate, it is harder for them to learn.

Children of all ages and abilities build routines into their day. Many children with autism tend to be rigid with their schedule and want it to be consistent every day. For example, one of my clients, John*, comes home from school every day and is presented with water and crackers as a snack. One day, his grandmother made french fries for his after-school snack. When John reached home, he was very upset and refused to eat. He only wanted his usual snack.

Something very small such as an after-school snack can have a big impact and set the tone for the rest of the day. There are various ways to overcome any changes to typical schedule.

Some examples include:

1.    A visual schedule helps the child see what’s coming up next and they might be able to have some control to choose what happens next.

2.   Options being presented. A parent can offer two different things to a child and the child will be able to pick one. Make sure that you are offering things that you can guarantee.

3.   A “first and then” visual. This visual is very useful as the child is able to see what they have to do in order to get something that they enjoy.

4. Ask the child. Another option is to ask the child what they want and they will be able to tell you what they will like.

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How I would use a visual schedule during quarantine with a child would be to bring out our visual schedule and take turns placing pictures of the activities that we will be doing. For example, while following the visual schedule, when it is snack time, the child can be given an option or I can ask the child what snack they would like. If a child is having difficulty during an activity, a first and then visual can be used as a reminder.

*pseudo-names have been used to maintain confidentiality of all clients.