Students who have cognitive disabilities, autism, and/or multiple disabilities often have difficulties with self-management and personal organization. The lack of skills in these areas can be addressed through visual supports such as picture schedules and activity sequences (sequential, pictorial representations of events or tasks that cue a student to complete them).
These visual supports are similar to a to-do list; they provide a visual reminder of what happens next and what will occur later. It is super helpful when students understand what is to come and what is expected of them. This will usually (hopefully) reduce confusion and acting-out behaviors. Activity sequences are an effective strategy for shifting students from a reliance on verbal prompts to more independent completion of self-care and vocational tasks.
The goal is always for our students to achieve independence! While we can be of assistance in the classroom, it should be a gradual release of responsibility and these forms of AT (picture schedules and activity sequences) can help with the students moving to completing tasks independently.
No comments:
Post a Comment