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A N E B O O K O N C R E A T I N G V I S U A L S C H E D U L E S F O R T H E R A P I S T S , E D U C A T O R S , A N D P A R E N T SBy Kathleen Yopp, MOT, OTR/LOccupational Therapist www.helpinghandstherapyservices.comVISUAL SCHEDULES AND TOOLS

DisclaimerT e r m s a n d C o n d i t i o n sT h e m a t e r i a l s a n d i n f o r m a t i o n c o n t a i n e d o n t h i s t r a i n i n g c a n n o t b e e d i t e d , a l t e r e d , o r u s e d i n a n y o t h e r f o r m a t Improvements in behavior are not guaranteed and will not happen overnightAlthough every effort is made to ensure that this material is accurate and up-to-date, it is provided for the convenience of the user and should not be considered definitive.Strategies need to be individualized for each child; results will varyThe information in this training is provided as a public service for informational and educational purposes only. This information should not be construed as medical advice. Each child's medical, sensory, and emotional needs aredifferent, and therefore, consulting with a licensed health care professional is recommended before starting a any home program.

What is A VisualWhat is A Visual ScheduleSchedule RESEARCH SHOWS THAT WE ARE MORE PRODUCTIVE WHEN WE USE ORGANIZATIONAL STRATEGIES. FOR EXAMPLE, MOST ADULTS MANAGE TIME BETTER WHEN IF THEY USE A PLANNER TO ORGANIZE THEIR DAY OR WRITE NOTES OR A CHECKLIST TO KEEP TRACK OF WHAT THEY NEED TO DO. THIS IS NO DIFFERENT FOR CHILDREN. CHILDREN NEED STRUCTURE AND MOST CHILDREN THRIVE WITH SOME SORT OF VISUAL TOOL. A VISUAL SCHEDULE IS ANY TYPE OF VISUAL TOOL THAT USES PICTURES, DRAWINGS, WORDS, OR NUMBERS, THAT HELPS AN INDIVIDUAL TO UNDERSTAND WHAT WILL BE HAPPENING WHEN. THE MOST COMMON USES FOR A VISUAL SCHEDULE PROVIDE AN OVERVIEW OF THE ACTIVITIES FOR THE DAY OR THE STEPS WITHIN AN ACTIVITY.

Benefits of a Visual ScheduleF or m a n y c h i l d r e n , e s pe ci al ly t h o s e w i t h s e n s o r y p r o c e s s i ng d i f f i c u l t i e s , a ud it or y p r o c e s s i n g d e f i c i t s , at te nt io n i s s u e s , a n d c h i ld re n wi th a u t i s m , f o l l o w i n g v e r b a l i n s t r u c t i o n s c a n b e d if fi cu lt a n d v e r y o v e r w h e l m i n g . A v i s u a l s c h e d u l e p a i rs t he v e r b a l i n s t r u c t i o n w i t h a p i c t u r e ( o r o b j e c t ) w h i ch g i v e s t h e m a v i s u a l c ue . Th is g i v e s t h e c h i l d a b et te r u n d e r s t a n d i n g o f t h e e x p e c t a t i o n s . R e i n f o r c e s v e r b a l i n s t r u c t i o n s :

Helps with transitions: Visual Schedules help the child to transition from one activity to the next. The best way to do this is to have a system showing beginning to end. This might be that the pictures are removed one the steps or tasks are completed, or that a star or a check mark is placed next to the activity once they are done. For older children, this can be graded by drawing a line or erasing the task if they are handwritten schedules. This is similar to when an adult has a checklist and goes through each item on their checklist. This is also a great way to teach sequencing of steps. Benefits of a Visual Schedule

BenefitsPictures and visual schedules can reduce anxiety regarding trying new things or changes to a child’s routine (Having the sequence of events clearly depicted visually helps individuals to anticipate changes and as aresult reduces, and sometimes eliminates, anxiety and difficulty with transitions.) R e d u c e s t r e s s a n d a n x i e t y

Benefits Abstract concepts such as first,next, after, etc. can be confusing and difficult to explain or teach. Using pictures helps the child to understand these concepts and the sequence of events. Teaches the child how to follow sequence of events

P a r i n g p i c t u r e s w i t h t h e a s s o c i a t e d w o r d s / t e x t c a n f a c i l i t a t e t e a c h i n g t h e m e a n i n g o f t h o s e w o r d s a n d r e i n f o r c e s p r e c u r s o r s k i l l s n e e d e d f o r r e a d i n g .Supports literacy development:Benefits

BENEFITS V I S U A L S C H E D U L E S C A N H E L P D E V E L O P A N D F I N E T U N E S K I L L S S U C H A S M O T O R P L A N N I N G A N D S E Q U E N C I N G , O R G A N I Z A T I O N , A S W E L L A S S E L F - M O N I T O R I N G . T H I S I N T U R N H E L P S A C H I L D B E C O M E M O R E I N D E P E N D E N T A N D C O N F I D E N T I N H I S O R H E R S K I L L S . T H I S H E L P S T O D E V E L O P T H E I R E X E C U T I V E F U N C T I O N I N G W H I C H I S A H I G H E R L E V E L S K I L L S T H A T I N V O L V E S O R G A N I Z I N G A N D P L A N N I N G . FOSTERS SELF-ESTEEM DEVELOPMENT AND INDEPENDENCE

Schedules should be graded and modified based on the child's age or grade and cognitive level. Starting to use a schedule at a young age teaches organizational skills that they will continue to develop as their skills develop. It can be easily modified by using things such as a written planner or checklist or google calendar versus a picture scheduleBenefits TEACHES LIFE SkillsLearning how to follow a schedule independently to complete tasks can carry over to other daily living tasks such as attending and completing homework, following directions for daily living tasks (cooking, laundry, playing game, chores).

FALSE BELIEFS REGARDINGFALSE BELIEFS REGARDING VISUAL SCHEDULESVISUAL SCHEDULESTHE TRUTH: IT DOES NOT HAVE TO BE THIS WAY. THERE ARE MANY STRATEGIES TO MAKE THIS EASY. SOME WAYS TO DO THIS INCLUDE: KEEP IT SIMPLE; ELIMINATE BELLS AND WHISTLES. ""M A K I N G A V I S U A L S C H E D U L E I SM A K I N G A V I S U A L S C H E D U L E I S O V E R W H E L M I N G A N D T I M E C O N S U M I N G . "O V E R W H E L M I N G A N D T I M E C O N S U M I N G . " C H O O S E O P T I O N S T H A T W O R K B E S T F O R Y O U R F A M I L Y : U S E R E A L LI FE P I C T U R E S , L A M I N AT ED P I C T U R E S , O R PI CT UR ES D R A W N O N P O S T - I T S . A M A Z O N S E L L S P R E - M A D E V I S U A L S C H E D U L E S A N D M A G N E T S A N D M A G N E T I C B O A R D S T H A T A R E E A S Y T O U S ET E A C H E R S - P A Y - T E A C H E R S S E L L S P R E - M A D E T E M P L A T E SO N C E T H E P I C T U R E S A RE D O N E , T H E W O R K I S D ON E. T H E P I C T U R E S P R E P A R E C H I L D R E N F O R C H A N G E A N D H E L P S T H E M T R A N S I T I O N B E T T E R A N D K N O W W H A T T O E X P E C T . T H I S R E S U L T S I N L E S S M E L T D O W N S . E V E R Y O N E I S L E S S O V E R W H E L M E D

THE TRUTH: If your child is non- verbal, or has a hard time following directions, your child can still benefit from a visual schedule. In fact, auditory processing mayimprove when paired with pictures because you are using a child’s strength (vision) to improve weaker areas (auditory processing). If your child struggles in this area, then a visual schedule is EXACTLY where you need to start. False Beliefs Regarding Visual SchedulesF A L S E B E L I E F" M Y C H I L D W I L L N O T U N D E R S T A N D A S C H E D U L E " O R " M Y C H I L D C A N N O T F O L L O W D I R E C T I O N S "

FAL SE BELIEF"Us ing a visual schedu le is ben eath my child 's abi lity" False Beliefs Regarding Visual SchedulesTHE TRUTH: EXCELLENT THAT YOUR CHILD CAN FOLLOW DIRECTIONS! HOWEVER, THAT DOES NOT MEAN THAT YOUR CHILD WILL NOT BENEFIT FROM A SCHEDULE. THIS IS THE PERFECT OPPORTUNITY TO WORK ON HIGHER LEVEL ORGANIZATIONAL SKILLS AND OTHER SKILLS SUCH AS TRANSITIONS, ORGANIZATION, AND SEQUENCING. IF YOUR CHILD HAS A HARD TIME STAYING ON TASK, LOSES FOCUS, OR HAS DIFFICULTY WITH TRANSITIONS, VISUAL SCHEDULES CAN BE HELPFUL. EVEN ADULTS USES SCHEDULES (PLANNERS, SCHEDULES, CHECK LISTS) TO HELP THEM STAY ORGANIZED AND FOCUSED.

What Can A Visual Schedule Be Used to Do?Creates independence and fosters learning (they can learn steps of an activity, or the routine of the day, expectations)Helps the child know the routine of a dayHelps prepare the child for changes to a routineHelps ease the transition from one activity to another (if a child has a hard time stopping an activity and moving onto the next thing).Tells sequence of events

TYPES 0F VISUAL SCHEDULESThis type of schedule uses real objects to represent an activity. It is ideal for children who are developing language skills and may not have many words to communicate. For example, a spoon can be used to indicate eating, a cup for drinking, a ball for outside playing. When teaching a child how to use objects to communicate, start by handing the child the object before they complete the activity. Once they have an understanding of what the objects represent, the child will exchange or select an object in order to participate in the chosen activity (cup for a cup). By using real objects, children start to learn about making choices and communicating their wants and needs. OBJECT COMMUNICATION SYSTEMF o r m o r e in f o o n h o w to m a k e a n ob j e c t c o m m u ni c a t i on s c hed u l e , v i s i t t h e T EC H A C CES S w e bs i t e at t h e f o llo w i n g l i n k . h t tp: / / w w w. t e c h ac c e s s - r i .or g / h o w- t o - c on s t r u ct i n g - o b jec t - c o mm u n i c at i o n - sy m b o l s/ Once the child understands that an object represents another object or an activity, you can usually then move on to using pictures or photographs of the object.

Types 0f Visual SchedulesTypes 0f Visual SchedulesPicture Schedule usingPicture Schedule using Real Objects:Real Objects: Picture Schedule using SymbolsPicture Schedule using SymbolsOnce the child understands that an object represents another object you can usually move on to placing a photograph of the object. Depending on their understanding, it may need to be an exact photograph of the object or a general photograph. You may need to teach the child that photograph represents the toy or activity desired.Depending on the child’s level of understanding, it is usually easier to start with pictures of real object first. Once they understand using photographs of real objects, you can move onto pictures that symbolize an activity. This may be a cartoon character or a general picture of food to represent snacks or eating or toys to represent playing versus a specific food or toy.

WRITTEN SCHEDULES Written schedules are good for children that are able to read or are beginning to read. Using written schedules help children to stay organized, manage their time, and helps them learn to follow sequences. Written schedules can be done by using a similar method as the picture schedule and removing Velcro words. Or you can use a dry erase board or even a list with a pencil or pen. Once the child completes the activity, they can erase the task or draw a line through it. You can build on this as the child gets older by using planners, calendars, or other organizers suchas google calendar or another app on their phone. This is a similar to what adults use to keep themselves organized and is a skills that helps to develop their executive functioning and organizational skills as they get older. TYPES 0F VISUAL SCHEDULES

W H E N C H O O S I N G W H A T T Y P E O F S C H E D U L E TO U S E , R E M E M B E R T H E G O A L I S T O H E L P T H E C H I LD B ES U C C E S S F U L . IT I S O K T O S T A R T W I T H A N E A S I E R S C H E D U L E A N D T H E N A D J U S T I T A S T H E Y D EV E L O P A B E T T E R U N D E R S T A N D I N G. M O D I F Y A S N E ED E D . Y O U W A N T Y O U R C H I L D T O B E S U C C E S S F U L A ND N O T F R U S T R A T E D . TH E M O R E I N D E P E N D E N T YO U R C H I L D I S W I T H U S I N G T HE S C H E D U L E , T H E M O R E Y O U A R E E M P O W E R I N G T HE M A N D H E L P I N G T H E M T O L E A R N A S K I L L .

When choo s ing what type of s c hedu l e to use, reme m ber t he g oal i s to help the c hild be succ e ssfu l . It is o k to star t wit h an e asie r sche d ule a nd t hen a djus t it a s th e y de v elop a bett e r un d erst andi n g. Modi f y as need ed. You w ant y our c hild to b e succ e ssfu l and not frus t rate d . T h e mo r e inde p ende n t yo ur c h ild i s wi t h us i ng t h e sche d ule, the more you a re e m powe r ing t hem and h elpi n g th em t o lea r n a s kill . Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

Symbolic Pictures When making p i c t u r e s f o r s chedule, you can find pictures to u s e f r o m w e b s i tes such as google imag e s o r from sites s u c h a s C a n v a o r https://lessonpix.com / o r https://do2l e a r n . c o m /If using google images, copy the picture into a word document and then print it. Use card stock to make the paper stiffer. Laminate the paper to help it last longer.Put Velcro loop on the back of the picture and the "hook" where you want the picture to adhere to . Use a folder, a poster board, or another piece of laminated paperMAKING THE VISUAL SCHEDULE USING

if your child understands the pictures and is using the pictures to help with transitions, show them the schedule, and then remove the picture once the activity is done. The picture that was taken off is put away to indicate that the activity is done.Making the Visual Schedule using Symbolic Pictures When teaching a child how to use a picture schedule, start by having the child pull off the first picture and then go to the activity that it represents. Always Encourage the child to participate in making the scheduleC h i l d r e n g e t e x c i t e d a b o u t p u l l i n g t h e p i c t u r e o f f t h e V e l c r o b o a r d a n d t h e y a r e m a n y t i m e s m o t i v a t e d t o g e t t o p u l l a n o t h e r o n e o f f . T h e g e t a s e n s e o f c o m p l e t i o n o n c e b e i n g a b l e t o t a k e t h e p i c t u r e o f f .W i t h y o u n g e r c h i l d r e n o r c h i l d r e n t h a t h a v e m o r e d i f f i c u l t y s t a y i n g o n t a s k , s t a r t w i t h l i m i t i n g t o o n l y 3 - 4 p i c t u r e s a t a t i m e u n t i l t h e y h a v e m a s t e r e d i t . F o r e x a m p l e , s e t u p t h e m o r n i n g r o u t i n e w i t h 3 - 4 p i c t u r e s a n d t h e n t h e y s e t u p a n o t h e r o n e f o r t h e a f t e r n o o n w i t h 3 - 4 p i c t u r e s , a n d t h e n a g a i n f o r t h e n i g h t t i m er o u t i n e w i t h 3 o f 4 p i c t u r e s . Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

OTHER TYPES OF VISUAL TOOLS Rewards SchedulesToken BoardsBehavior ChartsKathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

Other Types of Visual ToolsRewards SchedulesSimilar to the reward schedule but the rewards are given after set expectations are met. (i.e., not necessarily the last step of a sequence). Tokens can be earned after a set number of tasks are completed, a set period of time in which the individual is engaged in a task, a number of correct responses, etc.Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

VISUAL TOOLSSimilar to the reward schedule but the rewards are given after set expectations are met. (i.e., not necessarily the last step of a sequence). Tokens can be earned after a set number of tasks are completed, a set period of time in which the individual is engaged in a task, a number of correct responses, etc.Token BoardsKathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

30%OFFV I S U A L T O O L SBehavior ChartsA behavior chart is a is used to encourage certain behaviors or responsibilities. This might be reminders of rules for home or school (no hitting, no fighting, nice manners) or remembering what certain responsibilities are (make your bed, feed the dog, etc). They earn a token (sticker, etc) to indicate when the specific behavior is observed. Once a specific number of stars is earned, they earn a reward.Kathleen Yopp, MOT,OTR/LPediatric Occupational Therapist

You c a n als o combi n e tok e n boar d s wit h visua l sche d u les. For e x a mple, in my t herap y pract i ce, I u se a T oken B o ard a s part o f my visua l sche d u le wh e n I w a n t my c lient s to pract i ce a s k ill a numbe r of ti m es be f o re going onto t h e nex t step . For e x ample , I hav e a vis u al sc h e dule f or ki d s when intro d u cing a new f o od. I u se a t ouch, s mell, kiss, l ick pictu r e sch e d ule. I f the c hild s trugg l e s in o ne of st e ps, I m ay ha v e the m repea t each s tep 3 or 4 t imes. I n thi s exam p l e, th e pict u r es on the s c hedul e stay o n the b oard. But I w ould have l amina t e d sta r s nex t to th e pict u r e. Th e child would t hen e i ther r e move a star e very time t hey c o m peted the a c t ivity (or p u t back on ev e ry ti m e they did i t ) . Visual ToolsKathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

Visual ToolsYou can also behavior charts to help with establishing and following rules. When there is a behavior expectation (i.e. using the potty, sitting to complete an activity, no fighting) the child earns a “token” to put on the chart. The token charts can be simple such as getting a number of starts for demonstrating the desired behaviors, or having a pictures where they earn tokens to complete the picture (i.e. laminate picture of a tree and let them earn leaves or apples to Velcro on the tree). Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

Using the Visual Schedule: Important Factors H ow m an y i t e m s t o p l ac e on a v i s ua l s ch e d ul e i s g o i n g t o b e ba s e d o n y ou r ch i l d ’ s n e e d s a nd a bi l i ti e s . W he n st a r t i n g w i t h a v i s ua l s ch e d ul e , F o r a y o u n ge r ch i l d, o r w he n fi r s t i m p l e m e n t in g , s t a rt w it h 3 o r 4 i t e m s a t a t i me s o t h at t he c hi l d c a n l e a r n t h e ro u t in e an d no t b e o v er w h e l m e d . W i t h o l d er c hi l d re n , o r c h i l d r e n t h at h av e go o d a tt e n ti o n b u t p o o r o rg a n iz a t io n , aw ho l e d a y s c h e d u l e m ay b e a pp r o pr i a t e . Decide on the length of the schedule It i s b e t t e r t o s t a rt w it h le s s i te m s , a n d t h e n a s t he c hi l d b ec o m es s u c c e s s f u l a nd l ea r n s t h e r ou t i ne , b e g i n t o a d d m o re i te m s t o t he s ch e d u l e .

P i ct u r e sc h e d u le : G i vi n g o ne o f the p i ct u r e s f r o m th es c he d u l e a s a cue . Using the Visual Schedule: Important Factors Minimize verbal prompts if the child has difficulty following verbal directions or overstimulated/overwhelmed Using words and giving directions to a child who is becoming overwhelmed and trying to get them to comply can cause the child to escalate as they are not able to process the verbal direction. Pair a simple word with a visual cue such as a sign, or show the actual pictures on the schedule U s e A p p r o p r i a t e C u e s w h e n T e a c h i n g o r U s i n g t h e V i s u a l T o o l sO b je c t S ch e d u l e: V i su a l c ue i s to h a n d t h e a c t u al o b j ec t p a ir e d w it h a wo r d . B e ha v i o r o r R e wa r d C h ar t s : U s e t h e pi c t u r es o f c e rt a i n be h a v i or s t o he l p c u e t h e ch i l d to w h a t b e ha v i o r s y o u ar e t r yi n g t o e l i c i t. E x a mpl e s inc l u d e a "s t o p si g n " , "S i t d ow n " , n o h i t t i ng , n o bi t i n g, e t c . S h ow t h e c h i l d t h e p ict u r e o f t h e b eh a v i o r y o u ar e t r yi n g t o e l i c it a n pai r i t w i th s i m pl e w o rd s .

V i s u a l S ch e du l e s c a n b e e a s i l y m o d i f i e d b a se d o n t h e c h i l d ' s n e e d s o r a s t h e y g e t o l d e r . T h e y c a n a d v a nc e t o a w r i t t e n s c h e d u l e o n c e t h e y n o l o n g e r n e e d p i c t u r e s . A t e m p l a te ca n b e c r e a t e d f o r w r i t t e n sc h ed u l e s w i t h e r o n a d r y e r a s e b o ar d , o r l a m i n a t e d p a p e r , o r s o m e t hi n g s i m i l a r t o g o o g l e d o c s i n a “ ch e c k l i s t ” t y p e f o r m a t o r a t i m e f or m a t , d e p e n d i n g o n t h e i r n e ed s o r w h a t t h e y a r e u s i n g i t f o r m . T h e c h i l d c a n e i t h e r u s e a c h e c k b o x t o " c h e c k o f f " o n c e t h e t a s k i s co m pl e t e d , s t r i k e t h r o u g h t h e t a s k , o r e r a s e i t . T h e r e a r e s e v e r a l ap p s a v a i l a b l e s u c h a s S t r u c t u r ed - D a i l y P l a n n e r , o r G o o g l e I nt e gr a t e d C a l e n d a r t h a t c a n h e l p w i th o r g a n i z a t i o n a l s k i l ls a n d c o l o r c o d e b y t o p i c o r t i m e . U s i n g a l ar m s o n w a t c h o r p h o n e c a n h e l p w i th r e m i n d e r s r e g a r d i n g t a s k s t h at ne e d t o b e c o m p l e t e d a t s p e c i fi c t i m e s . V i s u a l T o o l s : M o d i f y i n g f o r O l d e r C h i l d r e nKathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

Start with hand-over-hand assistance and guiding them to touch the picture on the schedule. Then guide them to the next activityL i k e a n y n e w c o n c e p t , u s i n g a s c h e d u l e i s s o m e t h i n g t h a t y o u w i l l n e e d t o t e a c h y o u r c h i l d . P l a c i n g a l i s t o f p i c t u r e s i n f r o n t o f y o u r c h i l d w i t h o u t a n y c u e s m o r e t h a n l i k e l y i s n o t g o i n g t o b e s u c c e s s f u l . s ho w h ow t o m ar k o ff a s t he y c om p l et e e a c h a ct i v it yDemonstrate the concept by showing the sequence of activities e x p l a i n t h e c o n c e p t s u s i n g s i m p l e i n s t r u c t i o n s . r e m o v e t h e p i c t u r e s o t h a t t h e y c a n s e e t h a t t h e a c t i v i t y i s g o n e / e n d e d p r o m p t t h e m t o t h e n e x t a c t i v i t y .Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

MODIFICATIONS MAY INCLUDE LESS ACTIVITIES ON THE SCHEDULE, LESS WORDS AND MORE MEANINGFUL PICTURES, OR USING OBJECTS VERSUS PICTURES. MONITOR AND MODIFYOnce your child is using the schedule, encourage independence and decrease the amount of cues or assistance you provideSet up then provide Less Prompts O v er tim e, you r c h il d sh o uld ne ed les s pr o mpt s t o f oll ow t he se q uen ce of act ivi t ie s . If you r c hil d c ont i nu e s to nee d h elp fo llo w in g th e se que nce , a nd t he r e is no cha nge in ho w mu c h a ssi sta nce is ne e ded , t ry to mod i fy th e sc hed ule .  Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

Other Things to RememberOther Things to RememberBe consistent with using a visual schedule, especially if you are using it to help your child follow a routine or tolerate changes to the routine. If you are using a schedule to help with transitions, completely remove all the activities from the schedule each day and then reconstruct it each day so that the child understands that the schedule dictates the activities of the day. If it is never taken completely down and set back up, the child will not understand that the schedule changes and could “get stuck” in the routineChanging the activity order each day may help your the child learn to be more flexible and tolerant of changes to the daily routine. Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

As t he c hi ld ’s s ki ll s im pr ov e, do n ot b e to o qu ic k to el im in at e th e sc he du le . I t ma y se em l ik e ex tr a wo rk o r ef fo rt , bu t th e sc he du le m ay b e a so ur ce o f co ns is te nc y fo r yo ur ch il d an d ma y pr ep ar e hi m or he r fo r th e ex pe ct at io ns o f th e da y. In st ea d of e li mi na ti ng t he sc he du le , co ns id er mo di fy in g it t o al lo w yo ur c hi ld t o be mo re i nd ep en de nt i n us in g it . Other Things to RememberOther Things to RememberKathleen Yopp, MOT, OTR/LPediatric Occupational Therapist

In COnclusionVisual schedules have many advantages both to children as well as their families and caregivers. While it may take time and effort in the beginning to develop a visual schedule and then to teach a child to use it, the benefits have been shown to save time in the long run. Using visual schedules help decrease behaviors and anxiety associated with changes to routine as well as foster the developing of independent living skills.Kathleen Yopp, MOT, OTR/LPediatric Occupational Therapist