Daily Schedules: A Helpful Learning Tool

Downing, June; Peckham-Hardin, Kathryn D.

doi:10.1177/004005990103300310

Cited by 17 publications

(11 citation statements)

References 2 publications

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“…A strong relationship emerged during the picture activity schedule condition, as 63% of the variance in TGMD-2 gross motor quotient scores could be explained by the assessment duration. This finding supports the suggestion in the literature that a picture activity schedule serves as a powerful communicative tool for children with ASD (Bryan & Gast, 2000;Downing & Peckham-Hardin, 2000;MacDuff et al, 1993;O'Reilly et al, 2005).…”

Section: Discussionsupporting

confidence: 90%

“…In addition, the TGMD-2 would take the longest to complete using a traditional protocol as described in the TGMD-2 Examiner's Manual. The picture activity schedule protocol was hypothesized to yield the shortest duration of time for the TGMD-2 because it provides the most detailed information regarding what happens next, thereby reducing anxiety for the children with ASD (Downing & Peckham-Hardin, 2000).…”

mentioning

confidence: 99%

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Relationships Among Assessment Time, Time on Task, and Motor Skill Performance in Children With Autism Spectrum Disorder

Breslin¹,

Rudisill²

2013

Adapted Physical Activity Quarterly

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Twenty-two children (age range of 3.5–10.92 years old) with autism spectrum disorder (ASD) were assessed using the Test of Gross Motor Development (Second Edition; TGMD-2) using three different protocols. The total duration of assessment time and the percentage of time engaged in on-task behavior during the assessments were measured and analyzed using within-subjects repeated measure ANOVA designs to compare performance across the three protocols. Significant differences emerged across the duration of assessment time by assessment protocol, while no significant differences emerged for time on-task during the assessments by protocol used. In addition, correlations were calculated between the TGMD-2 scores and the duration of assessment time and the percentage of time on-task. An inverse relationship was found between TGMD-2 scores and total duration of assessment time by protocol used, (r = .726, .575, .686), while a positive relationship was found between the TGMD-2 scores and time on-task (r = -.570, -.535, -.798). These results suggest a direct relationship between skill proficiency and contextually appropriate behaviors.

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Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

Relationships Among Assessment Time, Time on Task, and Motor Skill Performance in Children With Autism Spectrum Disorder

Breslin¹,

Rudisill²

2013

Adapted Physical Activity Quarterly

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“…Notebook activity schedules have been used to promote independent task initiation and completion and reduce undesirable behavior around transitions (Schmit, Alper, Raschke, & Ryndak, 2000) across numerous activities and in a variety of settings. Activity schedules may, however, be used in another way: Once students have learned to use schedules independently to complete numerous activities in sequence, the possibility exists that they may be taught new skills within the context of schedule following (Downing & Peckham-Hardin, 2000;McClannahan & Krantz, 1999). MacDuff, used most-to-least prompting in the form of graduated manual guidance to teach four boys with autism, ages 9 to 14, to follow pictorial activity schedules in a group home.…”

Section: Research With Notebook Activity Schedulesmentioning

confidence: 99%

“…One currently popular form of visual support is broadly referred to as the "activity schedule" (Downing & Peckham-Hardin, 2000;Hodgdon, 1995;McClannahan & Krantz, 1999;Quill, 2000;Savner & Myles, 2000). A common format for activity schedules is a notebook that makes use of pictures, symbols, or text to cue an individual to perform specific sequences of activities; their use can yield functional skills that may not be readily achieved through instructional methods that are more adult directed and less naturalistic (Krantz, 2000;McClannahan & Krantz, 1997).…”

mentioning

confidence: 99%

Activity Schedules, Computer Technology, and Teaching Children With Autism Spectrum Disorders

Stromer

Kimball

Kinney

et al. 2006

Focus Autism Other Dev Disabl

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A review of selected literature suggests that integrating multimedia computer supports with activity schedules can be an effective way to teach students to manage their work, play, and skill-building activities independently. Activity schedules originally were a means of promoting independent execution of previously learned responses by using pictures and words in notebooks or lists to cue a student's performance of a sequence of activities. As activity schedules subsequently became more technologically elaborate, they also evolved as a means of expanding existing repertoires. Preliminary studies illustrate how activity schedules delivered on the computer may engender new learning via the videos, sounds, dialogue, images, and words employed as instructional stimuli. For the researcher, the blend of computer and notebook activity schedules provides a framework for studies on teaching play, socialization, and communication. For the practitioner, use of activity schedules addresses pressing needs to teach generative and functional skills.

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“…Inside and outside the classroom, maintaining and following a schedule or daily planner can help students develop reading and reading comprehension skills (Downing & Peckham-Hardin, 2001). At work, increasing the availability of print; providing reading materials in break areas; and writing notes, lists, and announcements can enhance literacy (Foley & Staples, 2003).…”

Section: Research On Literacy In Inclusive Settingsmentioning

confidence: 99%

Authentic Literacy and Communication in Inclusive Settings for Students with Significant Disabilities

Ruppar¹

2013

TEACHING Exceptional Children

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Carmen is 15 years old and attends ninth grade at her neighborhood school. She is learning to communicate by using two-step switch scanning on a voice-output communication aid (VOCA) and can also use partnerassisted scanning to make choices. With a combination of eye gaze, partner-assisted scanning, and her VOCA, she participates in the activities of her school community. She is learning to drive her electric wheelchair and access a classroom computer to engage with text during academic activities. As a member of the school community, she attends student council meetings, participates in elective classes, and socializes with her peers in and out of school. Her educational team has ensured that she has opportunities to make choices, chat, read, or write during each activity. Because of her team's intentional planning, Carmen's literacy skills have increased. As a result, she has even more opportunities to participate in activities with her peers.Jeremiah, who is 7 years old, is also learning to use a VOCA and electric wheelchair. His classroom teacher and special education teacher collaborate to modify and adapt the curriculum so that he can fully participate in his second-grade class. For example, during a cross-curricular unit on Arctic animals, Jeremiah read computeradapted versions of several of the books and answered comprehension questions. He researched polar bears at his local library, used assistive technology to create a poster, presented his project to the class using his VOCA, and answered questions from his classmates and teachers. Outside the classroom, he is enjoying the typical activities of a second-grader at his neighborhood school. He greets and socializes with his friends in the hallway. He played a valued role in the school's music performance as the announcer and master of ceremonies. As a member of the school's ecology club, he uses assistive technology to help write a quarterly newsletter and create posters encouraging teachers and students to recycle. Like Carmen's team, Jeremiah's team has intentionally planned his school experiences to include multiple opportunities to read, write, listen, and speak throughout the day. As a result, Jeremiah has a rich academic and social life.Reading, writing, listening, and speaking are four essential components of literacy (Teale & Sulzby, 1986). We read because we want to understand what a text has to offer; we speak and write because we have something important to say to someone else. As Duke, Caughlan, Juzwik, and Martin (2012) point out, learning improves and becomes deeper through purposeful and authentic activities. Moreover, teaching becomes more interesting and invigorating when students engage in tasks of genuine importance (Duke et al., 2012). Unfortunately, many students with significant disabilities are not accessing literacy learning within meaningful and purposeful contexts.Reading, writing, listening, and speaking are four essential components of literacy.The vignettes at the beginning of this article illustrate how literacy development ...

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Daily Schedules: A Helpful Learning Tool

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Cited by 17 publications

References 2 publications

Relationships Among Assessment Time, Time on Task, and Motor Skill Performance in Children With Autism Spectrum Disorder

Relationships Among Assessment Time, Time on Task, and Motor Skill Performance in Children With Autism Spectrum Disorder

Activity Schedules, Computer Technology, and Teaching Children With Autism Spectrum Disorders

Authentic Literacy and Communication in Inclusive Settings for Students with Significant Disabilities

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