136 Search Results for schedules

Ideas for Teaching the Use of Visual Schedules

March 24, 2012 by - Leave your thoughts

Ideas for Teaching the Use of Visual Schedules

There’s nothing more depressing to us than walking into a classroom in the spring and seeing pristine visual schedules. Why? Because it probably means that the students aren’t really using them. We cheer when we see schedules that are rumpled and dog-eared, not shiny. Show me a battered and tattered visual schedule, and I’ll show you one that gets used every day. Sadly, that’s not always the case. – The bridge between having a visual schedule and consistently using it is one that many learners don’t seem to cross. Here are some of our ideas for helping your AAC learners to the other side. – 1. Have a plan to teach the schedule. If you are working one-on-one with a learner, you can easily implement the schedule and get them using it with most-to-least prompting. If you’re working with a group or a classroom, consider staggered implementation. Teaching 12 beginners... [Read More...]

PrAACtical Mini-Schedules

March 24, 2012 by - Leave your thoughts

Mini Schedules

We were looking for some specific resources for a distant colleague. We wanted to get as much good information as possible because this colleague was not in our field but in another department that has direct impact over work.  We do not necessarily see ‘eye to eye’ on many issues so we thought it might be helpful to our working relationship.   In the process, a young man and his family would get some much-needed support.  In our exploration, we found some great new videos about schedules- our topic of the month.    We found several very prAACtical videos by the Watson Institute about  mini schedules. We have found mini schedules to be very helpful for activities of daily living, community activities, leisure time activities and even in special event activities.  We love that the Watson Institute put these on you -tube for everyone to learn from. They even have a you-tube video... [Read More...]

Strategy of the Month: Types of Visual Schedules

March 17, 2012 by - Leave your thoughts

Strategy of the Month: Types of Visual Schedules

When people think about visual schedules, they tend to think about a classroom schedule with PCS for each major activity of  the day. These are great and we look for them whenever we do classroom visits. In this post, we hope to inspire some of you to use other types of visual schedules as well. We haven’t quite worked out the right terms for these (and we welcome your suggestions) but, conceptually we know that there are three main levels of visual schedules. Each level conveys information about what is happening in a specific segment of time. – At the Calendar Level, the schedule represents what’s happening throughout the month and/or week. – At the Schedule Level, we’re representing the events of a particular day, a portion of a day, or a session (or class period). – At the Task Level, the schedule reflects discrete steps of an activity or... [Read More...]

Video of the Week: Object Schedules

March 11, 2012 by - Leave your thoughts

Video of the Week: Object Schedules

This month we’re focusing on visual schedules. Some of our AAC friends have had great success with object schedules, so we’re a little surprised that more people don’t use them. Here’s a nice video on the strategy from the wonderful team at OCALI.  

Visual Schedules 411

March 10, 2012 by - 1 Comment

Visual Schedules 411

Visual schedules come in all shapes and sizes. The process of deciding which one to use begins with two questions: What is the purpose of this particular visual schedule? How will it be used? Both of these drive the decisions you make about which format to use. If my primary purpose in making the visual schedule is to help a student become more independent in following the steps in a task, and I know the person is going to be seated at a desk while doing this, I may choose a horizontal layout that shows the sequence. Because it is a school-aged child and we are activity working on literacy skills, I consider a stationary format on the desk surface that has the student use a check-off system. Having the student cross out or check off the steps as they are completed, gives authentic practice with writing skills. On the... [Read More...]

Video of the Week: Visual Schedules & Inclusion

March 4, 2012 by - Leave your thoughts

Video of the Week: Visual Schedules & Inclusion

We love strategies that work for everyone and visual schedules certainly fall into that category. Although the my planner might look different from the ones used by kids in our AAC preschool, the purposes are quite similar. This video from Kids Included Together (KIT) project at the National Training Center on Inclusion makes that point well. Watch for the nice examples of schedules using pictures and objects.    

School Safety Resources

June 2, 2022 by - 1 Comment

School Safety Resources

Here in the US, we celebrated Memorial Day on Monday, a time for remembering those who died in military service to our country. While we honor them and their tremendous sacrifices, it’s impossible not to be reminded of the tragic shooting that recently took the lives of so many elementary school children and their teachers. As we move through our grief we also start thinking of the practical aspects of helping children with AAC needs become better prepared for emergency situations in schools. We’ve updated these resources in hopes that they may be helpful to some of you. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Recent events, such as the horrific mass shooting at Robb Elementary School, have led us all to re-examine policies and procedures that impact school safety.  Throughout the country, school communities are re-evaluating and fine-tuning their processes for keeping students and staff safe in the unlikely event of violent acts, such as... [Read More...]

AAC Posts from PrAACtical Week # 6: February 2022

February 6, 2022 by - Leave your thoughts

AAC Posts from PrAACtical Week # 6: February 2022

Happy Sunday, AAC friends. Here are some posts you might enjoy. Monday – 3 Ways to Use Visual Schedules to Enhance AAC Learning Tuesday – AAC Link Up Wednesday – Video of the Week: AAC Do’s & Don’ts Thursday – Throwback Thursday: AAC-friendly Valentine’s Day Resources Friday – PráctiCAAmente Conectados Con Links – Febrero 2022 :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: In the mood for a little more AAC reading? Here are some suggestions. Getting ready for a core vocabulary journey  Make It Monday: Manual communication boards with core vocabulary  Make It Monday: More words, please! Expanding our manual communication boards  Super Size It: 5 ideas for making large communication boards  Beyond requesting: A week of routines to increase AAC use at mealtimes  5 ways to build understanding  Free resources for making AAC and visual supports 5 places for shared AAC materials

Improving Assessment Practices for Students Who Use AAC: Mobilizing the Power of Social Narratives

January 6, 2022 by - Leave your thoughts

Improving Assessment Practices for Students Who Use AAC: Mobilizing the Power of Social Narratives

Social narratives are an empirically supported intervention that can be helpful in supporting people with AAC needs. They are commonly used to help individuals with autism understand and deal with challenging situations such as fire drills, birthday parties, and trips to the dentist. All types of social narratives can be written in text alone or include pictures and illustrations.  Social Stories are a particular kind of social narrative that have a specific set of guidelines for their development and use. The originator of Social Stories, Carol Gray, defines Social Stories this way: “A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, ‘voice’, content, and learning experience that is descriptive, meaningful, respectful, and physically, socially, and emotionally safe for the Story audience (a child, adolescent,... [Read More...]