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+Activity Schedules
Presented by: Abraham, Brenda, Ruth, & Marcia
+What is an Activity Schedule?
Activity Schedules (AS) are a visual schedule comprised of pictures and/or words that show the sequence of steps needed to complete an activity.
+Importance of an activity schedule
Children with autism usually process visual information better and therefore faster than auditory (spoken) information (reference)
Increases on-task behavior It is easy for children with autism to become interested in
something else
To decrease inappropriate behaviors Socially unacceptable behaviors occur when individuals
haven't learned to regulate their own behaviors in response to other people's actions.
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+Importance of an activity schedule
To facilitate smooth transitions from one step to the next
To increase independence Eventually, the student should be able to use the
activity schedule without adult support.
To promote self-management
building change into an activity schedule can teach children to tolerate changes in routine.
+Importance of an activity schedule
Going through a sequence of steps or activities repeatedly moves the child toward mastery, and helps children carry a sequence or process through to completion
An AS can enable children with autism a chance to make choices and participate in decisions about their own activities and daily schedules.
+When can you use an activity schedule?
School, home, fieldtrips, community It can be used at anytime for any situation
Toileting Dressing Cooking School work
Any others……
+TheoryOperant conditioning (BF skinner)
Uses the relationship between behaviors and respective consequence to influence the ocarence volunterly
Classical conditioning (Pavlo)
involves presentations of a neutral stimulus along with a stimulus of some significance
over a time to evoke voluntary behavior
Both theories use fading of reinforcement to gain independence
+What does the research say about activity schedules?
Most research supports the use of activity schedules. One study showed students ability to increase on-task
behaviour with the use of activity schedules. The students also requested use of the activity in other environments.
In Marchalicek, Shogren, Lang, et.al’s (2009) research, activity schedule intervention is used to increase play activity and decrease challenging behavior for 3, children with moderate to severe autism. The result showed that all the 3 children responded positive to the intervention
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+What does the research say about activity schedules?
Four children with autism were taught to play Guitar Hero 2 using an activity schedule, simultaneous video modeling and the training of multiple exemplars of songs. (Blum-Dimaya, Reeve, S.A., & Reeve, K.F. (2010).
+Are these schedules harmful?
We have not found evidence of AS’s being harmful but there are some concerns…. the teacher must insure that the student has the
prerequisite skills to use the schedule (McClannahan, 1999).
Children must be able to distinguish pictures from a background and match a picture to the respective objects.
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+Concerns
The child accepting manual guidance from the teacher.
A child must also be able to follow a sequence.
A child becomes dependant on the schedule
Prompting fading (McClannahan, Krantz, 1999)
http://www.asatonline.org/intervention/videos.htm A child learning to identify pictures A child completing a chore list with an AS
+Who can use AS?
Teachers
Family members
Professionals
Children, and students
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+Where are they being used?
Locally, case support workers and teachers are using activity schedules at Children’s Autism Services of Edmonton (CASE), and the Glenrose Hospital school.
St. Albert Catholic High School, Leo Nickerson Elementary School
Linda Hodgdon, Communication Specialist, CCC-SLP
Early intervention programs, autism organizations
The majority of the research found has used activity schedules with students who have a developmental disability (machalicek, Shogren, Lang , et al, 2008) but it is not limited to them.
+Demonstration
Implementation of an AS in a school setting
Primary school science project: “Dancing Raisins”
Exploring cause and effect relationships.
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+
Pour raisin
Cup Pour pop
Reward
Materials
+Conclusion
This is a useful, practical educational tool
Research shows AS are effective in moving children with ASD toward independent task completion, social interaction, and acquiring workplace, educational, and leisure skills
Because we all use them, they are inclusive.
Research shows that the skills and practice the child learns in following an activity schedule often generalizes to other settings and other activity schedules
Activity schedules can begin very simply and gradually increase in complexity; they can “grow with the child”.
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