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Parent Training on Visual Schedules

Added Jul 21, 2022 •

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Perkins I'm a bcba with the company kadiant based out of Atlanta and today we're going to talk about using visual schedules to help your child with transitions so if you haven't watched haggar Basics video please go ahead and do that as we will be using terminology and strategies and today's training that were covered in that segment so you will need to be familiar with them so today we are talk about transitions we know daily life is filled Transitions and changes but a lot of young kids have trouble adapting to these they like predictability and structure it makes them feel safe so changes can result in those disruptive and difficult Behavior but there are some simple strategies we can use to our children learn to navigate there's just changes in daily life so first we're going to talk about proactive strategies and all corrective strategies are or they're just strategies that we use before a behavior occurs that undesirable save your curse to try and prevent it from occurring on the structure or child environment so our child is more likely to be successful we're just setting them up to win setting them up to be successful so the first type of practitioners you were going to talk about are visual schedules we use visual schedules to improve compliance and decrease undesired behaviors during daily routines and transitions by making our child's day predictable I'm in visual schedules can be developed for the entire day or for just certain times a day or even within specific activity so we can talk about the different ways that we can set up visual schedules there are four different types of visual schedules on you'll need to think about your Chow possibility level and decide which one you think will be best for them to start with the most basic type of visual schedule is the object schedule mrs. would be appropriate for our children who don't have really good language skills yet they don't have a lot of receptive language were they understand what's being said to them and they don't identify pictures with objects so for an object schedule you might use something like a toothbrush indicate it's time to brush your teeth you might use a fork indicate it's lunch time so we're pairing that actual object with the activity we want to be sure that we go ahead and include a visual icon and the written words on the schedule peace with the objects that are child begins to associate does visual icons with those the second type of visual schedule is a photo schedules this is what we use real pictures from the child's environment I'm so it's good for our children have difficulty generalizing visual stimuli so maybe your child knows that picture of the toilet from their bathroom at home means bathroom but they don't recognize that like a men's room sign means bathroom so for this one we're just we would just take pictures of the objects in the child's Home and Community and then the set the third type of visual schedule is the visual icon schedule this is probably the one that people are most familiar with you see it in a lot of classrooms and therapy settings and it just uses on visual icons to represent daily so it's commonly used made using the program boardmaker which you can get access to online but there is a fee for that people make visual schedule that you can buy and print like on Teachers Pay teachers at see that kind of thing they also can just Google and find the pictures and make them yourselves it just takes a little bit of time to get the visual icons all made and set up and then you have to print them and laminate them there's a little bit of work to get and then last type is the digital schedule so they sent become popular on probably in the last like 10 years or so you can get one to download on your phone on a tablet on iPad you only want to use the digital schedule if your child is he is a visual icon schedule if they need a photo or object schedule the digital schedule is not going to be appropriate for them yet it does have some great advantages and you can take it anywhere you go it's great to use in the community okay so you decide what type of visual schedule is best for your child how are you going to use it so this is the procedure you're going to set the visual schedule up before your child starts their day so you have to plan ahead do it either you know when when I go to bed the night before or get up before them in the morning to put it up be sure when you set the schedule that you include multiple opportunities for your child access preferred activities this is really important because children don't always understand the concept time they don't understand that when they're asked to do something they don't enjoy that it's not going to last forever so maybe your child really doesn't like getting their hair washed with a metal understand that it's going to end in their mind it might be like to wash my hair forever for the my life is never going to stop having to visual schedules and showing them that there are things they like coming help them understand time a little bit better before you begin the day you're going to want to review this your child so you're going to just sign how you're putting your schedule up if your child is home all day and you're doing a schedule from when they wake up to when they go to bed you're not going to put that whole thing up so maybe you're doing it and shocks like from when they wake up to lunch and then while they're eating lunch you do from lunch to dinner time so just review whichever chunk of the schedule that you're working on with your child and be sure to show them where those preferred activities are going to come in their schedule before that activity you're going to have your child check their skin also before breakfast you say check your schedule and they walked the schedule and they remove that first schedule piece that's on there they should either take that schedule piece to the area for that activity so if it's breakfast they're going to take it to the kitchen table this is you want to do if your child doesn't yet understand where activities take place I don't really know the rooms in the house yet or if your child understands all that like if they know I get dressed in the bedroom I go brush my teeth in the back you can just have a Ziploc bag or not a something that's at the bottom of that schedule and they just pull it off and put it into that baggie or envelope in the beginning you may have to physically Proctor child to remove the schedule piece and move to the correct area that's fine you're not just going to put schedule up and it be like this magic thing where your child is knows how to use it you're going to have to teach them how to use it so you may need to do that physical prompting and if you do just narrate your what your child is doing during the process so you checked your schedule so you know it's time to brush your teeth great job taking your schedule piece to the bathroom so you're just giving language to what they are doing then if your child check sir schedule and transitions to the ramp without engaging in any undesirable and yours you're going to give that enthusiastic Behavior specific price I love how you quietly checked your schedule and walk to the bathroom so notice I named quiet and walk to the bathroom I'm naming all the things I want my child to do again in the future in the you may need to provide price for Less undesired behavior is rather than complete compliance so say normally when you tell your child it's time to take a bath they lay down on the floor have a big tantrum scream cry kick their feet but they've been were visual schedule for a couple of days now and they see it says bath time and they cry too but they walk to the bathroom they don't fall down on the floor and have that tantrum you're going to give Behavior specific praise for the part that they did so you're going to say I like how you walked to the bathroom you're not going to say anything about the crying just I like how you walk to the bathroom only naming the behaviors we want our child or we are not naming behaviors that we do not want them to and then if your child does engage and there's undesired behaviors or just do not give any attention for them just prompt them through what they need to do and we'll talk about that in a little bit how we would react if our child does engaging a lot of problem behavior when it's time to transition so some other types of schedules that you might use our schedules within schedules task analysis are very common for teaching daily living skills such as brushing our teeth or washing our hands they're great because they take a complex Guild that we want our child to learn how to do independently and they break it down into these discrete steps so that our child can learn each step and they can learn to be independent so we're not having to tell them do this do this do this through every little task and then another type of schedule with them schedule is the first then schedule so we kind of call is Grandma's rule first eat your vegetables then you get dessert first do something you don't like when you get to do something you do like and so it might be like first put your toys away then you get to play on the computer and sometimes just having that visual helps the child remember that so some tips for using visuals federals keep it simple individualize it to your child's needs music consistently so it all if you start using it keep using it it's going to take some time for your child to learn it for it to work but if you stay consistent it will help have the schedule piece that indicate special activity so we know things happen unexpectedly in life there are times that come up or we do something that maybe we only do once or twice a year you're always going to have a schedule a piece for that make a special activity while I may be a has a star on it and it just says special activity have a symbol that indicates a change in the schedule so when I've seen you is commonly is like a lightning bolt so I'm if your child normally goes to speech on Tuesdays and I to go to speech and then they go to OT but for some reason this week the therapist needed to switch it around and they're going to have OT first and then speech afterwards on those otn speech schedule Pieces Just draw a little lightning bolt so your child knows there's going to be something. about this today and of course explain to them what that difference is I find an organization system that works for you so visual schedules include a lot of little pieces you're going to need something to keep them in 3-ring binders with like baseball card Walter's work well over the shoe over-the-door shoe holders whatever works for you is fine when you make your pictures go ahead and make multiples of each schedule piece you're going to lose so they're going to get destroyed they're going to get torn up you're going I need to make multiple so go ahead and do that so you're not having to run to the computer and laminator everyday to make new ones use those schedules within schedules to help promote Independence be patient as your child learns the schedule system it's not a magic wand we have to teach them how to use it it's going to take a little bit of time and then be sure that you're giving that behavior specific praise and reinforcement when your child is checking their schedule and transitioning appropriately EXO transition cues so this transitions are when something ends and something new begins we're just changing activities timers are excellent for transition cues and kids love them for some reason they think they're so much fun so if your child has difficulty stopping a preferred activity so they have a really hard time giving up the iPad to go take a bath set a timer for how long the activity will last and that lets your child no like okay it is going to end I am going to have to the iPad but they're not obsessing about it and it doesn't come as a complete shock when it's time to get that up if activities non-preferred so like they're brushing their teeth and you want them to be no finish brushing their teeth I know that it's not going to last forever like brushing my teeth will end when the timer goes off if your child takes a really long time to complete certain pass challenge them to beat the timer so maybe they like take 10 minutes to put their shoes in the morning so you're going to set the timer for like 9 minutes and 45 seconds timer today can you get your shoes on before the timer goes off and they can have so much fun you can also use the timers to increase the amount of time your child does something so run it like a stopwatch so maybe with brushing their teeth they brush their teeth for like 5 seconds and I like I'm done and you want them to of course brush their teeth for like 3 minutes so you said you know when they start brushing their teeth here like Ready set go hit the timer like a stopwatch let it run okay today they brush their teeth for seven seconds so the next time they brush their teeth going to be like last time you brushed your teeth for 7 seconds can you go longer this time and just keep increasing that time and that's a great way to use timer to help with their Transitions and increasing the length of a skill to help our child's transition I mean none of us like it if we're doing something and somebody just come up and it's like what turns it off or grabs out of our hands that's not good feeling we like to know that that transition is coming and your kids do too so you can give verbal warnings like we're going to be leaving the park in 10 minutes and then we have five minutes until we go home okay 3 minutes now we have 1 minute left go down the slide one more time so you're giving those verbal cues at the intervals if you don't have a timer to help with that likes let them know change is coming just do a simple count now hold up to fingers okay we're leaving the park and 10 seconds 10 9 8 and just keep counting down so just giving them that little bit of warning that the change is coming can make a huge difference okay so save them all these great proactive strategy is you tried really hard and your kids still has a tantrum or they still hit you how are we going to respond so this is what we do after that undesired Behavior occurs so we're going to talk about what do I need to do to decrease dozen desired behaviors and increase that compliance so where he is guided compliance you saw this and the basics video so I'm not going to I'm reading it or show you the videos again but they are here in this town so you have the written instructions you have the videos here if you need to watch them again from the basic video so they're all there if you need them and they're just the important thing to remember when you do that got a compliance please do not give attention to those undesired Behavior be consistent be firm and use that enthusiastic Behavior specific Praise on steps one and two thanks so much I'll see you at the next one

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