Promoting Autistic Students' Independence Using Class-wide Activity Schedules

What is it about?

Activity schedules are step-by-step guides, often accompanied by pictures or words, that help students complete meaningful tasks independently. While research shows that activity schedules are an effective practice, implementing them in school settings can be challenging due to numerous common obstacles and barriers that are faced, including resource constraints and staffing shortages. In this study, a team of behavior analysts and a licensed teacher implemented a class-wide activity schedules initiative in two residential school classrooms. These classrooms served autistic students who were referred to the school, and these classrooms specifically, for exhibiting dangerous forms of challenging behavior. The initiative focused on training direct support professionals, as these staff members worked most closely with the students in the classrooms. Training direct support professionals to use activity schedules with their students resulted in increased learning opportunities, students mastered and made progress toward their individualized education plan goals, and challenging behavior remained low. Notably, the direct support professionals reported that they enjoyed the training and believed that using activity schedules in the classroom helped increase students’ independence, leading to the acquisition of meaningful skills. Overall, the approach was effective for both students and staff, practical, and well-received in the residential school setting.

Featured Image

Photo by Monica Sedra on Unsplash

Photo by Monica Sedra on Unsplash

Why is it important?

Our findings demonstrate that, despite the barriers often encountered in residential school settings, evidence-based practices can be effectively implemented and sustained with careful, proactive planning and flexibility.

Perspectives