Task Object Mini-Schedule: Art Class

Definition:

An ‘Object Mini-Schedule’ is a sequential visual display of items to cue the student to understand the exact expectations of an activity. It can be followed with a favorite item or activity. If the student can see exactly what he/she is supposed to do, behavior issues can often be decreased or prevented.

Situation:

I have a student who is integrated into my art class. He is nonverbal and has autism. When he arrives he drops to the floor and cries. The paraprofessional does hand-over hand the whole time then takes him to the back of the room and they play with geometric blocks which he likes. How can I make this time more enjoyable and productive for him?

  • Situation

    I have a student who is integrated into my art class. He is nonverbal and has autism. When he arrives he drops to the floor and cries. The paraprofessional does hand-over hand the whole time then takes him to the back of the room and they play with geometric blocks which he likes. How can I make this time more enjoyable and productive for him?

  • Summary

    Lay out the art project in a clear well defined format with a completed model available and his favorite items at the end. This could be described as a visual or object “mini-schedule” of the activity. The student can see exactly what to do with his ‘reinforcer’ at the end.

  • Definition

    An ‘Object Mini-Schedule’ is a sequential visual display of items to cue the student to understand the exact expectations of an activity. It can be followed with a favorite item or activity. If the student can see exactly what he/she is supposed to do, behavior issues can often be decreased or prevented.

  • Quick Facts
    • Child's Age: 3-5, 6-10, 11-13, 14-17, 18+
    • Planning Effort: Low
    • Difficulty Level: Easy
  • Pre-requisites

    needed materials model of project

  • Process
    1. Make a model of the completed project that is continually visible.

    2. Place each item for the art activity in a sequential row/order followed by a favorite item or activity.

    3. Begin the process with one step to orient the student to the activity.

    4. Then step away from prompting if the student is capable of manipulating the items.

    5. If prompting is needed utilize ‘least to most’ beginning with just a gestural point (point to where an item may go).

    6. When the student is finished, point to the favorite item and allow him/her access to the reinforcer.

  • Documents and Related Resources

    http://www.iidc.indiana.edu/?pageId=394

     

    If you have questions or concerns about the Watson Institute’s use of this information, please contact us.

     

Leave a Reply

Your email address will not be published. Required fields are marked *