Schedules: A Path to Independence

Understanding Schedules

A schedule is a structured list of events or activities, laid out in a way that fits the person using it. Schedules can be visual, written, or digital, and are especially supportive for autistic and neurodivergent individuals. A schedule is not something imposed—it's a shared tool that respects agency, adapts to preferences, and grows with the individual.

Why Use a Schedule?

Schedules are more than just plans; they're companions for the day. They:

Organize your day, giving a sense of what’s coming next.
Create calm by reducing surprises.
Reduce overwhelm and anxiety, especially when the world feels unpredictable.

A truly helpful schedule is personal and meaningful. It isn’t just followed—it belongs to the person who uses it. Any change should be discussed together.

How Schedules Foster Agency

Getting Started

At first, a caregiver may plan the schedule.
The goal is collaboration: plan with the person using the schedule, not only for them.
Refer to examples like the 'Managing children at home' guide for varied age groups.

Helping with Choices

Agency starts with choosing.
Offer visuals of activities (e.g., two pictures), let the person pick what to add.
If someone is distressed, offer a choice: "Do you want this activity?" If the answer is "No," gently ask or present another option.
Use yes/no questions and let the person’s voice lead the process.
Some children tend to choose the same activity repeatedly. This is okay initially, as it builds comfort with the choice-making process. Gradually introduce new options alongside familiar ones to expand their preferences over time. The related schedule can look like this.

Choice Schedule

Here is a video that demonstrates how to help a child choose between two activities.

Here is another video that shows how to offer choices using yes and no questions.

Growing Independence as a Skill

Independence is learned over time. It's not an abstract value—it's a skill you develop, with support.

Within an Activity - To become independent in an activity:

Know the steps.
Have the skills to do each step.
Use visual cues or transitions to move between steps.

Within a Schedule - For independent use of a schedule:

Understand how to transition between activities.
Identify the next activity and gather the right items.
Signal for help when needed.

Over a Day - To manage an entire day:

Recognize the day's activities.
Adjust for what’s planned each day (e.g., weekdays vs. weekends).
Manage time as well as tasks.

Owning the Whole Process - For full independence:

Set personal goals.
Break down big tasks into manageable steps over several days.
Track progress, add breaks and self-care, and balance both short-term needs and long-term hopes.

What a Schedule Does (And Doesn’t Do)

A schedule says what to do, not how to do it.
Skills for each activity need to be taught and practiced separately.

Practical Uses of Schedules

Schedules can support:

Daily routines from wake-up to bedtime (full-day schedules).
Specific periods (partial schedules).
Repeating favorite activities.
Waiting for turn or favorite activities.
Easing into activities that are harder to start.
Handling anxiety about new or non-preferred tasks.
Completing every step in multi-step routines (like morning or night routines).

Functional Benefits

Gives visibility: See what comes next in the day.
Supports transitions: Clear beginnings and endings make change easier.
Helps with priming: Knowing when a less-favorite activity is coming makes it more manageable.
Reduces repetitive questioning: Reliance shifts from checking with a caregiver to checking the schedule, fostering independence.
Builds executive functioning: Practicing planning, organizing, and carrying out tasks.

Here is a video that shows how a visual schedule to walk a child through a set of activities and transitions.

Building independence through schedules