The Power of a Picture Schedule

I was first introduced to picture schedules in my Introduction to Special Education Class in 2008. Picture schedules are often used with children on the Autism Spectrum as a way to communicate routines and expectations within the classroom. The picture cards on a picture schedule can be used in many different ways, such as: a child communicating preferences, an adult communicating expectations (“First we wash hands, then we eat snack.”), and also as a roadmap for daily activities. 

At first I thought, “Seriously, what is the big deal behind these pictures?” It seemed a little repetitive and cumbersome to me. This was before I entered an ASD (Autism Spectrum Disorder) Classroom. Picture schedules were used for the group, individually, during routines, and during special events. Needless to say, I was quickly amazed at the power of the picture schedule.  I was sold. In fact, now I believe that using pictures can be the difference between compliance and cooperation, and total meltdowns. 

To this day, I love picture schedules for all young children. Generalizing the methodology that makes them so successful for children with ASD to typically developing children makes so much sense. Let’s break it down. 

All young children share certain characteristics. They are concrete thinkers; meaning, they operate in the “here and now”, “black and white”, “what is right in front of me” world. As a result of their concrete tendencies, and our abstract communication methods, sometimes, verbal exchanges can be difficult for children to process. Additionally, children are constantly building their language skills such as background knowledge, working memory, mental representation, etc. Their receptive and expressive language lags behind our adult processing speeds. For example, if I say “Pass me the rubber duck please” you have to stop what you’re doing, focus on my words, conjure an image of a rubber duck, search for the rubber duck (remembering the whole time what you are searching for), attend to the rubber duck, pick it up and give it to me. Many small steps and skills are required to perform this “simple” task. 

So when you say “It’s time to get dressed and get ready to go to the store”, your child has to have the inhibition to stop their current activity, focus on your words, attend to the phrase “get dressed”, and recall all the steps that “get dressed” has required in the past. Remembering each step means the child has to recall a picture of each necessary item - a mental representation - of all components needed. “Get dressed” means taking off pajamas, choosing underwear, shorts, and a shirt, socks, and shoes. Then putting those items on in order. All of these steps put a high demand on a child’s working memory. Working memory takes place in the prefrontal cortex - the logic and reasoning part of the brain, which doesn’t fully develop until our early twenties. So the neural pathways to coordinate and use all this information can easily short-circuit, which is when parents see our child(ren) get distracted, frustrated, or seemingly “ignore” our requests. Children usually don’t choose to ignore our requests, become distracted or frustrated; it’s a by-product of an immature prefrontal cortex. 

Additionally, “getting dressed” is also a transition from a preferred activity to a non-preferred activity such as building with blocks to getting in the car, so there’s a low motivation factor to comply. I can hear the whiny protests as I write the previous sentence… 

Did the previous paragraphs seem slightly overwhelming to you? That’s a whole lot of information to process and act upon. As an adult, we have processed these steps so many times, it’s a routine - no big deal.

As a child, it’s overwhelming, and totally a big deal. 

Enter the picture card schedule. 

You can decrease the demand on the working memory required of your child(ren) to “get dressed” by breaking it down into steps presented on the picture schedule. Each card has an individual task such as: pajamas off, pick-out clothes, clothes on, socks on, shoes on, brush teeth, brush hair. You can break down the routine into smaller steps as needed. Breaking down a big task into smaller steps (also known as task analysis) can be particularly helpful if your child(ren) has a “sticking point” or one particularly challenging part of the routine. Task analysis can be a huge support to children who struggle with routine, transitions, or working memory. 

The beauty of introducing a system to support their working memory is that their independence and self-esteem increases. They can be confident in their ability to successfully complete the first task of the day. Children want to please their parents. They crave our affirmation, affection, and attention. If they can successfully engage in an independent activity and receive positive attention from us, it boosts their confidence, self-esteem, and self-worth. We’re teaching our children a life skill (independent self-care), building their self-esteem, and relieving some of the our workload. You will find as their confidence grows, the routine becomes easier to manage, and they will no longer need to reference the picture schedule as often, until the morning routine is “hard-wired” into their brain. 

Finding the balance and an implementation plan can vary from family to family and child to child.

• How many steps to include? 

• How do we signal a task has been completed?

• Is there a reward system associated with completion?

• What level of independence is expected of the child?

• What verbal cues should parents use to facilitate the picture schedule?

These variables should take into account the individual child, the family’s dynamic, and family goals.