Here is the second part in a weekly series of 57 Questions To Ask Yourself When Addressing Behavior Problems, #’s 22-42. (I’m going to try to shorten it as much as I can by writing as little as I can, but, look, it’s just long okay :); but it’s good information if you have to deal with this. This can even be modified for use at home. This part has to do with scheduling.
22. Is the schedule clearly outlined and posted so that the staff knows all the daily responsibilities?
23. Does the individual need added consistency and predictability in his/her schedule?
24. Does the individual need shorter work periods in certain areas to prevent undue stress and acting out?
25. How frequently does the individual need break times and for how long a time?
26. How can I schedule activities to meet all educational and physical needs?
27. Area activities sequenced to provide desirable activities following a less preferred activity in order to prevent behavior problems?
28. How much actual work or teaching time does each individual receive?
29. Is there a balance of independent activities, group activities, and leisure time according to the individual’s abilities?
30. Does the individual know where to go and what to do during transitions?
31. Can transitions be scheduled to assist in the prevention of conflict or behavior problems?
32. Does the individual know what to do and where to go between activities?
33. Does the individual know when to begin and end a task?
34. Does the schedule offer a structured routine of activities which interfere with self-stimulatory (or other less desirable) behaviors?
35. Does the schedule clarify to the individual when self-stimulation is “acceptable” and when it is not?
36. Does the individual have access to activities with peers or the staff that allow for positive attention during the day around their particular area of interest?
37. Do I need to build in some reinforcement (e.g., edible or high-interest cues) for the individuals checking of the schedule?
38. Does a timer assist in the individual managing himself/herself during work times or to anticipate transitions?
39. Is the daily schedule visually represented (through objects, pictures, words, or a combination)? Does the schedule fit the individual’s cognitive abilities and overall development level?
40. Can the individual obtain some level of self-management by having his/her own schedule of daily job/activities?
41. Once the individual is independent and behaviorally appropriate in following a schedule routine, can I plan minor schedule changes to help the individual learn how to handle changes better?
42. Can I schedule activities outside the facility, or in a community, to generalize skills learned at the facility? If I need to teach additional skills appropriate to the community, can these be incorporated in to the individual’s behavior support plan?
In summary: Am I making the world predictable and reinforcing for the individual, and can he or she anticipate events or changes in daily events?