Visual Schedule
Individuals with Williams syndrome may benefit from using visual schedules as a tool to organize their day. Visual schedules are graphic representations that are often used for students who have difficulty coping with unstructured activities and, thus, can benefit from increased structure in their lives. It is important to note that the visual schedules should be individualized for a student with WS and supplementary to the class schedule. The example on the right shows a student's morning schedule at school.
When developing a visual schedule there are a few important pieces to consider
It is well documented that individuals with WS have a predisposition towards anxiety (Riby et al., 2014). Although there is no empirical research involving visual schedules specifically for students with WS, using graphic supports as a schedule may help with anxiety for these individuals. Many studies have examined this concept for other diversibilities. For example, Dettmer et al. (2000) showed significant evidence that visual supports help with anxiety in children with autism.
Also, as individuals with WS have hyperacusis (sensitivity to sound), visual schedules can also be used effectively to predict loud noises like the school bell or construction taking place in the school. This strategy may be paired with a social story about loud noises.
When developing a visual schedule there are a few important pieces to consider
- They should be used consistently
- At least two activities should be presented at one time so that the student begins to grasp sequential events vs. isolated activities
- A separate morning schedule and afternoon schedule will help break down the day
- It should include a method for the student to indicate "Finished" or "All done"
It is well documented that individuals with WS have a predisposition towards anxiety (Riby et al., 2014). Although there is no empirical research involving visual schedules specifically for students with WS, using graphic supports as a schedule may help with anxiety for these individuals. Many studies have examined this concept for other diversibilities. For example, Dettmer et al. (2000) showed significant evidence that visual supports help with anxiety in children with autism.
Also, as individuals with WS have hyperacusis (sensitivity to sound), visual schedules can also be used effectively to predict loud noises like the school bell or construction taking place in the school. This strategy may be paired with a social story about loud noises.
First-Then
One adaptation of a visual schedule is the First-Then strategy. A First-Then board is a
visual aid that can provide students with information about a short-term sequence of events and can be used to
clarify expectations. The basic structure of this strategy is "first you do ___, then you do ___". In the image to the left work on an assignment is being paired with time on the computer. The first-then strategy allows the "first" expectation (i.e. an activity or task) to be modified, if needed. For example, a teacher may ask a student to work for 5 minutes without interruptions before taking a computer break one day, but may adjust it to 3 minutes on another day.
It is essential to adapt this strategy to each individual. Every student has varied interests and abilities to complete certain tasks. For a student with Williams syndrome, you may consider using a break to listen to music as part of the First-Then approach.
When developing a First-Then board, you may want to additionally consider the following:
It is essential to adapt this strategy to each individual. Every student has varied interests and abilities to complete certain tasks. For a student with Williams syndrome, you may consider using a break to listen to music as part of the First-Then approach.
When developing a First-Then board, you may want to additionally consider the following:
- Have you identified strong motivators for the student?
- Does the student respond to symbols, pictures or text?
- Are there specific activities or tasks that the student has challenges with?
- Does the student frequently ask about when they will be able to participate in a preferred activity?
- Does the student resist any activities?
Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The Use Of Visual Supports To Facilitate Transitions Of Students With Autism. Focus on Autism and Other Developmental Disabilities, 15, 163-169.
Educational Information. (2014.). Retrieved July 20, 2015, from http://www.wschanginglives.org/educational- information.html
Riby, D., Hanley, M., Kirk, H., Clark, F., Little, K., Fleck, R., . . . Rodgers, J. (2014). The Interplay Between Anxiety and Social Functioning in Williams Syndrome. J Autism Dev Disord Journal of Autism and Developmental Disorders, 44, 1220-1229.
Strategies for Learning and Teaching. (2015.). Retrieved July 20, 2015, from http://www.sess.ie/categories/assessed-syndromes/williams-syndrome/tips-learning-and-teaching