Visual Schedules

UPDATED 5/4/24



Children with ASD need predictability and therefore do not like change. Having a chart or visual schedule displayed of what they are going to do and activities in advance can provide security and keep inappropriate behavior down to a minimum. This technique can also be used to prepare for any change in the normal routine. Letting children that have ASD know of any schedule changes prior to the activity can prevent anxiety and reduce the likelihood of tantrums, rage, and meltdowns.

Picture and/or written schedules can also teach children new things and to keep them on task (they can check their schedule to see what they are supposed to do next). It is also a great tool to help with transitioning from one activity to another.


To minimize the stress and anxiety for my son, we have found that it is best to:

• Preview and prepare for all novel situations and transitions in advance.
• Provide a constant and predictable routine; avoid any sudden and unexpected surprises.

This seems to work with him and he does not have any meltdowns and hasn’t had one in years.


What about having a visual schedule for your child? You can go over this with your child and they will know what will happen and what is expected of them. You can use pre-made pictures, or cut some out of a magazine or catalog, and you can even take pictures with your camera (you can take pictures of them doing various activities and make a personal visual schedule). Here are some links that might come in handy when developing your visual schedule:



How To Do A Visual Schedule- (make, implement, pictures, etc.)

do2learn.com- How to organize a Visual Schedule

iidc.indiana.edu- Using Visual Schedules: A Guide for Parents

autismpdc.fpg.unc.edu- Steps for Implementation: Visual Schedules

appliedbehavioralstrategies.wordpress.com- Do you use visual schedules?

do2learn.com- Visual Schedules: General Considerations, Create Your Schedules, Classroom Resources

dotolearn.com- This is a great site with information and resources as well as free printable picture symbols and charts to use for visual schedules and steps within tasks. This site was originally designed for children on the Autism spectrum and children with learning disabilities, but has wide application to any children who might benefit from the use of visual supports for learning.

occupationaltherapy.com- How to Make a Visual Schedule

lessonpix.com- Using a Visual Schedule (with samples, pictures, templates, etc.)

printablee.com- Printable Preschool Visual Daily Schedule

adayinourshoes.com- Free Visual Schedule Templates for Autism | Picture Schedules for Home Activities | PDF

littlepuddins.ie- Free Autism Daily Schedules

weareteachers.com- 5 Free Visual Schedule Templates (Plus How To Use Them)

teacherspayteachers.com- Free Visual Schedule Templates

lifeovercs.com- Free Printable Visual Schedule for Kids

thisreadingmama.com- Visual School Schedule {Free!}

canva.com- Class schedule templates

naturalbeachliving.com- Free Printable Picture Schedule Cards – Visual Schedule Printables

canva.com- Class Schedule Maker

ishouldbemoppingthefloor.com- Free Printable Children's Schedules

andnextcomesl.com- Free Visual Schedule Printables To Help Kids With Daily Routines

andnextcomesl.com- Free Printable Daily Schedule

getgoally.com- Printable Blank Visual Schedule Template | Free Download

thetripclip.com- Make Your Own Visual Schedules

thetripclip.com- School Schedule

speechpeeps.com- The Very Visual Schedule

gizmoa.com- College Schedule Maker
For older kids and college students

adobe.com- Editable Free College Schedule Templates
For older kids and college students


You can also use an app on your cell phone!


*For more visual schedules for an older student for 7 days go to- College Visual Schedule

Letting Go

UPDATED

My son with AS has undoubtedly the maturity of someone two thirds his age, but knows he is older and wants to be just like someone his age. Parents with special needs children find it hard to let go (my son is 18 and I’m finding it extremely hard to let go as well). Getting them ready to be independent is our task at hand. It is the “real” test that we are parents and that we are doing our job and to do it right, we must do it or else it won’t get done. We parents must face the inevitable because we cannot live forever and we want our kids to be able to take care of themselves. The list of what we must do seems incredibly daunting. So much to do, so little time. I keep telling myself I have to get off my big butt and plunge ahead and teach my son over and over again what he must do to survive.


Independent Living Skills: (not limited to these, but it’s a start)
(We started this years ago and my son can do most of it, but I want to make sure he can do it independently and without me nagging him to do it.)


1. Managing Money- understand how to pay bills, budgeting, loans, credit and debit cards, interest, taxes, writing checks, banking, etc.

2. Housing- general understanding of renting and types of rental housing, getting along with landlords, neighbors, roommates, sharing an apartment and/or bathroom with others, etc.

3. Food Management- finding healthy meals that they like, grocery shopping and putting items away, finding out when restaurants are open, figuring out when they can eat, ordering food at a restaurant, following recipes, meal planning, how to cook and clean up, etc.

4. Housekeeping- general housekeeping, laundry, making minor household repairs, etc.

5. Obtaining Help When Needed- where to go, how to ask, whom to ask, etc.

6. Personal Hygiene- maintain good personal hygiene, basic mending of clothes, etc.

7. Shopping- how to shop for things you need, comparison shopping, store items, etc.

8. Health- know when they are sick and what to do if they are sick, how to select a doctor, know how to make appointments for doctors and be on time for appointments, dress appropriately for the weather, basic first aid, understanding health insurance, know which medications they take, instructions, dosage, and the schedule of when to take them, etc.

9. Transportation- learn how to drive safely, know how to ride the bus and bus schedules, owning and operating a car, car insurance, etc.

10. Educational Planning- how to plan for their education, curriculum guidelines, general requirements for their major, schedule of classes, signing up for classes, what classes that still need to be taken for their major, knowledge of financial aid, Disability Services, when and how to get help in a class, communicating with instructors, etc.

Studying- know how to study for exams, how to choose what material to study and how to tell what the professor might include in the exam, etc.

Organizational strategies- how to work with others, being responsible for their own contribution to the group project, recording assignments, how to take notes, etc.

11. Emergency and Safety Skills- know and understand dangerous situations and strategies for staying safe. Know what to do in any situation.

12. Time Management (using their time wisely)- utilize your time the most efficient way, have a consistent routine, staying on task, etc.

13. Job Seeking- understand how to look for a job, apply for a job, fill out an application, interviews, etc.

14. Job Maintenance- how to dress for work, report to work on time, how to get a raise/promotion, understanding the legal rights of an employee, getting along with co-workers, etc.

15. Knowledge of Community Resources- know the location of the nearest post office, shopping center, etc. Knowledge of specialized resources to help them, etc.

16. Legal Skills- knowing who to call if they are arrested, what to do if they are arrested, what their rights are, etc.

17. Pregnancy Prevention/Parenting and Child Care- UGH!

18. Recreation and Leisure Activities- when, where, how much, etc.



Yes, it’s time to roll up our sleeves and get to work. Sooner rather than later.

Just take one day at a time and be sure to have plenty of beer on hand for yourself when it gets rough. Something tells me I’m going to need a few cases of beer REAL soon for #17.



For more info:

Agency Self Assessment- Casey Life Skills (CLS) is a set of free tools that assess the independent skills youth need to achieve their long-term goals. It aims to guide youth toward developing healthy, productive lives.

marylandpublicschools.org- Secondary Transition Toolkit
Community Assessments help your students prepare for independent living in their communities by assessing and inventorying their independent living skills and plan for community living. There is also an observation form that can be used with students in a community setting.

sites.google.com- Assessing Independent Living Skills

facs-web.squiz.cloud- Independent Living Skills – A checklist for young people in care

vaprojectlife.org- Youth Skills for LIFE is the independent living skills curriculum compiled by Project LIFE for young people who are in need of learning, enhancing, or supporting life skills to effectively transition into adulthood. The curriculum focuses on six of the National Youth in Transition Database (NYTD) categories, providing two to four workshops for each topic. Below each workshop topic you will find a Leader’s Guide and all of the necessary files you’ll need to facilitate the workshop. The resources are free for anyone to download.

itsmymove.org- Life Skills Training/Support Materials
Helpful links to curriculum to strengthen youth's application of life skills training and to help in completing the goals identified on the learning plan.

transitionta.org- Instructional Resources – Focus on Independent Living Preparation

overcomingobstacles.org- Life Skill Lessons, Activities, and More (all for FREE)

Assisted Technology Info

UPDATED 4/15/24


What is assisted technology? How do you use it? Which is best for my special needs child? How is my child evaluated for assisted technology? How can my child receive this?

Here are some links that might be helpful:


ed.gov- Assistive Technology Devices and Services for Children With Disabilities Under the IDEA

wrightslaw.com- Legal Requirements for Assistive Technology Devices, Services, and Evaluations

dcps.dc.gov- Assistive Technology

naset.org- Assistive Technology for Students with Autism Spectrum Disorders

ttaconline.org- Assistive Technology In Schools

autismspeaks.org- Know Your Rights to Access Assistive Technology

readingrockets.org- Assistive Technology for Kids with Learning Disabilities: An Overview

readingrockets.org- Who Pays for Assistive Technology? Parents or Schools?

childmind.org- How to Get Assistive Technology for Your Child in School

parentcenterhub.org- Considering Assistive Technology for Students with Disabilities

ldonline.org- Considering Your Child’s Need for Assistive Technology

osepideasthatwork.org- Family Information Guide To Assistive Technology

ldrfa.org- What Parents Should Know About Assistive Technology Laws and Legislation

dyslexiaida.org- How to Advocate for Assistive Technology Tools and Services

bridgingapps.org- Assistive Technology in Schools: Top Things Every Parent Should Know

ed.gov- Myths and Facts Surrounding Assistive Technology Devices and Services

edweek.org- Using Technology for Students in Special Education: What the Feds Want Schools to Know

undivided.io- Assistive Technology (AT) 101

What Are The Most Important Things To Survive College When You Have Autism?

After surviving having an ASD son that graduated from college, this is what I found that was the most important things that allowed this phenomenon to actually happen.


#1 Private Dorm Room- It is imperative to obtain this most crucial item and how to do it.


#2 Student Disability Services- They will arrange (or provide verification) for you to receive necessary accommodations to perform well in your courses. You have to register and interview for Student Disability Services prior to starting college to qualify.

• Accommodations in College what is provided, how to obtain and receive accommodations.


#3 Low Credit Hours Each Semester- MONK did well with 12 hours each semester. Any more than that he would become overwhelmed and would not do well academically and mentally. It did take him longer to graduate, but he finally achieved this monumental goal.


#4 Student Planner/Agenda Book- Organizing a school planner is the best way to stay on top of your busy schedule. This handy tool can help you organize all of your assignments, tests, and exams, as well as all of your personal commitments and appointments.

What to include:

• Your Class Schedules and Breaks
College Visual Schedule- Having a chart or visual schedule displayed of what they are going to do and activities in advance can provide security and keep inappropriate behavior down to a minimum.

• Assignments and Due Dates

• Upcoming Exams and Study Sessions

• Teacher & Counselor Contact Information

• Personal Commitments and Appointments


#5 Tutoring- MONK found tutoring through Student Disability Services and other tutoring services on campus. This was extremely beneficial for him and helped him tremendously.


#6 Life Skills & Strategies- This needs to be done way before they leave for college. Most ASD kids are not ready to be on their own and there are a few things they should know how to do independently so they can survive college life.

• Life Skills Necessary for College

• Life Skills in College

• Strategies in College

• Daily Living On A College Campus


#7 The Do’s and Don’ts of Dorm Life- To avoid unnecessary pitfalls while living in a dorm

Trials & Tribulations (Part 29)- Graduating & Employment

It has been years since I posted and I thought I better update you as to what is going on . . .


After careful thought and deliberation, I thought others would find this interesting about our battle with Asperger Syndrome. If anyone would like to post about their trials and tribulations, please leave a link so we can read your story. :)

This is written in the third person.




M graduated with a BS in Information Systems and a certificate in Cyber Security a few years ago from UMBC. After an extensive search for a job, he obtained one at the local military base where his father works. M is now an intern and his job title is Information Systems Specialist. His internship lasts 3 years (almost done) and he transfers to different programs and receives training. Hopefully he will offered a permanent job after completing his internship. M’s parents have high hopes that M will enjoy his job and make friends.

Trials and Tribulations (Part 28)- Spring & Summer 2016

After careful thought and deliberation, I thought others would find this interesting about our battle with Asperger Syndrome. If anyone would like to post about their trials and tribulations, please leave a link so we can read your story. :)

This is written in the third person.




M made sure he continued to fulfill his obligations and responsibilities that were required so he would not be suspended or terminated from Student Support Services (SSS). He completed an accommodations card with his schedule at the beginning of Spring semester at UMBC and turned it in.

Unfortunately, M’s roommate had financial problems and could not return to UMBC for the Spring semester. M therefore received a new roommate. During the second week of classes M and his roommate were given a Roommate Agreement/Contract. This tool helped M and his roommate know exactly what their living expectations during the year were. The Roommate Agreement/Contract was discussed, filled it out, and returned to the RA. Since M and his roommate share a bathroom with the RA and desk staff person, they all had to discuss bathroom use, the schedule to clean it and by whom, and cleaning supplies. That was filled out as well and had already been filled out by their RA (like last year) and M and his roommate read it thoroughly. M and his roommate signed and returned it to the RA, and all required persons were given a copy.

During Christmas break, summer internships were announced at the nearby military base where M lives. The Pathways Internship Program is a great opportunity for high school or college students (age 18 or older) to secure summer employment, work in their field of study, and gain the experience necessary for a successful career. M made sure he applied for positions that were available that closely align to his career interests and fields of study. He also created an account on USAJobs and uploaded his résumé, filled out all the necessary forms online, and sent them in before the deadline date.

When the Fall 2016 housing application was available, M registered for housing online for both Fall 2016 and Spring 2017. M obtained a single room at Harbor Hall again and kept the same room. M also signed up his meal plan for Fall 2016 and Spring 2017.

Prior to class registration for Fall semester 2016, M made appointments with his advisors and and met with them to discuss what he should take. On the appointed day and time M went online and registered for classes.

Spring semester 2016 seemed to go a lot smoother for M. Stress and anxiety issues were lessened and M appeared to enjoy UMBC a little more. His parents also continued to contact him via Skype, cell phone, texting, emails, etc. and also visited him a few times. M still did not socialize with others and spent all his time alone (meals, studying, movies, etc.). His parents tried to get him to socialize more, but M said he was too busy studying.

M invited his parents to Quadmania at UMBC (April 20 – 24). His parents arrived on Friday April 22 and stayed in a nearby hotel and left Sunday April 24 in the afternoon. They did various activities that were offered at UMBC and also did other fun stuff on their own. M’s parents found him in good spirits and everyone had a good time.

M took 13 credit hours this semester at UMBC and did well in all his classes. M continued to use an agenda book and a visual schedule which enabled him to visually see what needed to be done and when. These were vital in keeping him organized and on track.

M tried to obtain an internship over the summer at the military base, but unfortunately there were not any positions available in his field of study. He therefore volunteered at the local Food Pantry Monday and Wednesday (9 AM to 12 PM) to help fulfill references and work experience for his resume. M also studied to prepare for his new classes this Fall semester.

During Summer Break M made sure he went online and reserved his books and materials at the UMBC Book Store to pick up prior to the start of Fall semester 2016. This has worked out well which avoids shipping fees and waiting in long lines to obtain his books.

Trials and Tribulations (Part 27)- Fall Semester 2015

After careful thought and deliberation, I thought others would find this interesting about our battle with Asperger Syndrome. If anyone would like to post about their trials and tribulations, please leave a link so we can read your story. :)

This is written in the third person.




Prior to Move-In Day M made sure he continued to fulfill his obligations and responsibilities that were required so he would not be suspended or terminated from Student Support Services (SSS). He completed an accommodations card with his schedule and emailed it in to SSS.

M also updated his health insurance waiver (required each year) for UMBC by providing his health insurance information to prove that he had health insurance. Students who do not complete the waiver to show proof of health insurance by a certain deadline would be automatically enrolled and billed for the Student Health Insurance Plan offered by University Health Services/Aetna Student Health. M even made sure his student property insurance was paid up for the school year so his personal belongings would be protected.

On August 24, 2015 Fall semester Move-In Day arrived at UMBC for returning students which was a few days after new residents (August 22). 400 students moved into M’s dorm that day and it was rather hectic. Since M had the same private room in the dorm last year, he moved into his room effortlessly. He also had the same RA as last year. He did though get a new suite roommate to share the common area and bathroom with. On the other side of the suite bathroom the RA and a new community desk staff employee (last year’s became a RA in the dorm) each have a private room and they also have their own private common area. The new community desk staff employee was also a friend of the RA’s. Just like last year, M did not seem interested in any of his 3 suitemates and kept to himself.

M and his mother filled out the Suite Condition Report (SCR) on Move-In Day (the RA did it last year). SCRs are forms used to document the condition of the room and its furnishings when the student takes occupancy. The student is required to fill one out for their room, common area, and bathroom. At the end of the school year, the RA will use this form to make sure there are no damages when the student checks out.

During Move-In Day M and his parents met the RA again. M’s parents were surprised to learn that RAs are compensated for assisting residents by receiving a single room, a 10 meal/week meal plan, and a $275 stipend at the end of each semester for first year staff. A RA’s stipend is increased to $350.00 per semester once he/she has completed two semesters of employment. The community desk staff employee works 9-12 hours per week, including late night and early morning shifts and only receive minimum wage (they do not receive free housing or 10 meal/week meal plan). They are part-time employees of Residential Life at UMBC and report directly to the desk manager and ultimately to the director of Residential Life. The desk staff employee is responsible for monitoring security, safety, and service for the dorm. Returning desk staff (who performed their duties satisfactorily during at least two semesters of service) receives a .25 increase in wage. Back when M’s parents were in college, RAs only received a free single room for compensation and student desk staff employees were nonexistent.

M signed up through LRC (Learning Resource Center) to receive a tutor for Spanish. This was his last semester of Spanish and M had been studying it throughout summer break hoping to not forget all that he learned so far. SSS used to provide this free service, but this year UMBC let LRC handle this since they were already providing tutors for the college and SSS used the same tutors from LRC. LRC offers one-on-one and small-group tutoring depending upon the course and hour the tutoring is given. A student might find themselves in a one-on-one situation but that can change anytime over the semester. M’s parents were hoping that M would meet other students during the tutoring sessions and maybe make some friends. M was in small-group tutoring, but declined to make friends with any of the other students. When asked, M stated he didn’t have the time to make friends, nor was interested in it.

During the second week of classes M and his roommate were given a Roommate Agreement/Contract. This tool helped M and his roommate know exactly what their living expectations during the year were. The Roommate Agreement/Contract was discussed, filled it out, and returned to the RA. Since M and his roommate share a bathroom with the RA and desk staff person, they all had to discuss bathroom use, the schedule to clean it and by whom, and cleaning supplies. That was filled out as well and had already been filled out by their RA (like last year) and M and his roommate read it thoroughly. M and his roommate signed and returned it to the RA, and all required persons were given a copy.

M continued to use a student planner/agenda book and a visual schedule which enabled him to visually see what needed to be done and when. These were vital in keeping him organized and on track.

M’s parents continued to visit him at school and made sure they contacted him by texting, emails, and Skype. M requested frequent visits and looked forward to them. To be able to stay free at a nearby hotel whenever they wanted his parents used their Marriott Rewards credit card. Any purchases with the credit card earned them points toward free rooms at Marriott. M also enjoyed Skyping and texting his parents daily. All contacts by his parents were always positive and supportive of M to help him feel more secure and successful at college.

M stated he still had to acclimate to college living again, but it was somewhat easier than last year. Keeping the same dorm room from last year helped considerably as well as having the same RA. M still becomes easily upset by changes in routines and transitions and it can cause inappropriate behavior which can escalate into major meltdowns if he cannot calm himself down. M knows calming techniques, but sometimes he becomes so overwrought he forgets to use them. Obsessive compulsive disorder (OCD) tendencies also seemed to be worse when he is stressed. M’s parents therefore made sure they checked up on him daily to see how he was doing and if he needed any help in any way.

Unfortunately, during fall semester M’s cat, Boogie of more than 17 years developed kidney problems. M’s parents assured M that everything physically and mentally was being done to help Boogie. They also tried to comfort and prepare M for what would eventually happen. On October 7, 2015 M’s parents had to put Boogie down. M was devastated.

M invited his parents to Homecoming at UMBC during the long Columbus Day weekend of October 9 – 12. They did various activities that were offered at UMBC and also did other fun stuff on their own. M’s parents found him in good spirits and everyone had a good time.

M continued to have personal problems (he preferred not to share them with his parents) and sought help from the Counseling Center at UMBC. He made an appointment and met with a counselor on October 14th who assessed his needs and he thought M might benefit from coming to the Counseling Center to cope with stress when needed. M agreed and said he would make an appointment when stress seemed to be a problem. No other problems for M were noted and he did not seek help from the Counseling Center during the Fall semester.

Prior to class registration for Spring semester 2016, M made appointments with his advisors and and met with them to discuss what he should take. On the appointed day and time M went online and registered for classes.

M did well in his classes (all B’s) and is looking forward to Spring semester 2016. He was also quite happy and relieved that all his required language courses (Spanish) for graduation was completed.

During Christmas Break M made sure he went online and reserved his books and materials at the UMBC Book Store to pick up prior to the start of Spring semester 2016. This has worked out well which avoids shipping fees and waiting in long lines to obtain his books.

Trials and Tribulations (Part 26)- Spring & Summer 2015

After careful thought and deliberation, I thought others would find this interesting about our battle with Asperger Syndrome. If anyone would like to post about their trials and tribulations, please leave a link so we can read your story. :)

This is written in the third person.




Spring semester 2015 seemed to go a lot smoother for M. Stress and anxiety issues were lessened and M appeared to enjoy UMBC a little more. His parents also continued to contact him via Skype, cell phone, texting, emails, etc. and also visited him a few times. M still did not socialize with others and spent all his time alone (meals, studying, movies, etc.). His parents tried to get him to socialize more, but M said he was too busy studying. At UMBC they have LRC 101A, a course that is available to encourage students to explore and develop their personal responsibility, self-motivation, interdependence, and self-esteem, and to make wise choices that create successful results. This class was recommended for M to take by Jackie Wilson, the Assistant Director for Residential Operations in the Residential Life office, but M refused to sign up for it during Fall Semester. He did register for it during Spring Semester (he even had Ms. Wilson as the professor for the class) and it undoubtedly contributed to M’s success for the spring. Hopefully, M will continue to do well at UMBC both academically and psychologically.

M made sure he continued to fulfill his obligations and responsibilities that were required so he would not be suspended or terminated from Student Support Services (SSS). He completed an accommodations card with his schedule at the beginning of Spring semester at UMBC and turned it in. He also met with SSS for academic advisement and obtained a private tutor (at no charge) for Spanish through SSS.

One computer science class that M signed up for at UMBC during Spring semester was part 2 of a course he took at community college. M received an A in part 1 of the course from CSM and he transferred that class to UMBC. Unfortunately, M found that the part 1 computer science course at CSM did not prepare him sufficiently. After consulting with the professor about his predicament, M dropped the course. Since he dropped the course before the 2 week deadline, M did not receive a “W” on his transcript and 80% of the course fee was refunded to him. He also was able to return his book and received 100% refund. M will retake the class during Spring semester 2016. He will also audit the part 1 course during Fall semester 2015 and the letters "AU" will be entered on his transcript under credits and the course will not earn credit or impact his GPA. When a student audits a class they are considered a passive learner and may not recite in class or take examinations, but is expected to attend classes with reasonable regularity and do some assigned work. This will allow M to learn what CSM did not teach him and apply what he studied to help him with part 2 of the class when he takes it Spring semester 2016.

Prior to class registration for Fall semester 2015, M made appointments with his advisors and met with them to discuss what he should take. On the appointed day and time M went online and registered for classes.

M registered for housing online for Fall 2015 and Spring 2016. The new process to apply for housing online at UMBC was rather arduous and confusing, but M persevered and obtained a single room at Harbor Hall again and kept the same room. M also obtained his meal plan for Fall 2015.

M took an online class during the summer. There were not many classes available to take that M needed, but he signed up for a class that went toward a required elective that is needed to graduate at UMBC. The online class was only for 4 weeks and M found it very fast paced and extremely stressful. He dropped the class after 3 weeks. M received a “W” on his transcript and the course will not impact his GPA.

M tried to obtain a job over the summer at the military base, but unfortunately he did not qualify due to his lack of a certain college course requirement he needed for the job. He therefore volunteered at the local Food Pantry Monday and Wednesday (9 AM to 12 PM) to help fulfill references and work experience for his resume.

During Summer Break M made sure he went online and reserved his books and materials at the UMBC Book Store to pick up prior to the start of Fall semester 2015. This has worked out well which avoids shipping fees and waiting in long lines to obtain his books.

LRC 101A: Academic Success for Lifelong Learning

Academic success is what all college students strive for. Unfortunately, many do not acquire the appropriate skills to achieve this and are on probation or dismissed for poor academic performance within the first year. At UMBC they have LRC 101A, a course that is available to encourage students to explore and develop their personal responsibility, self-motivation, interdependence, and self-esteem, and to make wise choices that create successful results.

Enrollment in LRC 101A at UMBC has grown steadily since the original three sections were offered in 2005. Eight sections are now offered each semester and both transfer and non-transfer students are advised to take the course. The curriculum for the class is based on the program “On Course: Strategies for Creating Success in College and Life” by Dr. Skip Downing. It focuses on proven strategies for empowering students to become active, responsible partners in their education and to achieve greater success in college and in life.

During the course students will also learn how to develop the study skills they need to excel in college: reading, taking notes, studying, memorizing, test taking, writing, and self-management skills.

Here is a sample of the syllabus:


Required Text: On Course, 2nd Edition, by Skip Downing

Course Description: This course is designed to help you create greater success in college and in life.

Course Objectives: In this course you will learn how to . . .

1. Take charge of your life.
2. Learn what kind of learner you are and your preferences for conveying information.
3. Increase self-motivation.
4. Improve personal self-management.
5. Improve your public speaking skills.
6. Develop interdependence.
7. Increase self-awareness.
8. Maximize your learning.
9. Develop emotional intelligence.
10. Raise your self-esteem.
11. Write more effectively.
12. Improve creative and critical thinking skills.
13. Master effective study skills.

Method: By reading On Course you’ll learn empowering strategies that have helped others create great success. We will use many diverse learning strategies in class to assist you to learn in a way that speaks to you – journaling, group work, lectures, movies in class, role-playing, public speaking, artistic expression and in class and out of class writing assignments.


Course Projects:

1. 5 Quizzes (10 points each) 50 points
2. 32 Success Journal Entries (5 points each) 160 points
3. 1 Personal Philosophy of Success Essay 40 points
4. Two workshops sponsored by the OAPA 20 points
5. Successful Person Interview 15 points
6. Class Presentation & feedback points 10 points
7. Career Visit 5 points

Total Possible Points- 300

Each of these seven components of your grade is explained below.

1. Quizzes (50 Possible Points)
This is a course for students who wish to be successful in college life. One of the most important factors of success in any endeavor is consistent and active participation. To encourage and reward your preparation for active participation, 5 quizzes on the readings will be given in class. If you have read the assignment and completed your journal entry, you should have no trouble earning the maximum points (10) for each quiz. No quiz may be made up. Great success is created one small step at a time.


2. Success Journals (160 Possible Points)
Your Success Journal provides an opportunity to explore your thoughts and feelings as your experiment with the success strategies presented in On Course. By carefully examining each strategy in your journal, you will discover which ones will assist you to create a personally fulfilling life. Although I will be reading your journals, write your journal for yourself, not for me. Your journal entries may occasionally be read by your classmates.

Journal Writings: During this semester, you will type thirty-two numbered journal entries on-line from our textbook (1-2 pages each) using Blackboard. These entries will be written outside of class. At various times you will have an opportunity to read a journal entry to one or more classmates. Therefore, please bring your textbook to class each day.

Journal Evaluations: I will collect journals through Blackboard. I will evaluate your journals to verify the completion of each assignment and to give credit for a job well done. I read journal entries to get a sense of the issues you are working on.

Journal Points: Each journal entry will be awarded up to 5 points. Thus, all thirty-two journal entries will be worth a possible total of 160 points. Late journal entries will not be accepted (unless you have a documented excused absence). Journal entries cannot be made up. A journal entry will be awarded the maximum of 5 points if it fulfills the following two criteria:

• The entry is complete (all steps in the directions have been responded to), and
• The entry is written with high standards (an obvious attempt has been made to dive deep).

Grammar, spelling and punctuation will NOT be factors in awarding points in this journal. You are free to express yourself.


3. Personal Philosophy of Success Essay (40 Possible Points) due last day of class.
As your final project, you will write an essay in which you present your own Personal Philosophy of Success. The purpose of your essay is to define the success strategies that you will use for years to come. This essay is your opportunity to write the script that will keep you on course to a personally fulfilling life! The minimum length of this essay is 3 typed pages (12 pt. font, double spaced).

An “A” paper will . . .

1. Demonstrate the writer’s careful consideration of three or more important success strategies.
2. Contain extensive support (examples, experiences, evidence, and/or explanation) for each strategy, and
3. Show a commitment to excellence in preparation, including professional appearance and a command of Standard English.

Important Note: Your Philosophy of Success Essay must be completed to earn a passing grade in the course. All papers must be turned in by the deadline indicated on the syllabus.


4. Workshops (20 Possible Points)
You will be required to attend two (2) workshops sponsored by the Office for Academic & Pre-Professional Advising. The office is located in the Academic Services Building. A calendar of the workshops being offered will be provided for you. The workshops are held on Mondays/Wednesdays during free hour.


5. Successful Person Interview (15 Possible Points)
Interview a successful professor or person currently in your desired work field. In your interview, discover this person’s definition of success as well as the behaviors and beliefs that led to his/her success.

An "A" project will...

1. Begin with a paragraph that introduces your reader to the successful person (Who is he/she? Why did you choose him/her? Why do you consider him/her successful? When/where did you do the interview?),
2. Present twelve or more of the question/answer pairs from your interview; these answers should reveal seven or more success strategies that the person used to create his/her extraordinary life, including personal examples or experiences from the person’s life.
3. Conclude with a summary of the strategies you learned/relearned from this person about creating success in college and in life. It is important to identify the relationships of the strategies from your successful person and those from On Course.
4. Show a commitment to excellence in preparation of your project, including professional appearance and a command of standard English.

Paper Option: The minimum length of this project is 4 typed pages (12 pt. Times New Roman font, double spaced, all margins: 1”) and must include the interviewee’s full name, affiliation, daytime phone number, email address.

Video Option: If you would prefer to submit a video of your interview plus your analysis of the 7 plus strategies you may submit a video for this project. Remember to obtain your interviewee’s permission prior to taking the video. You must have his/her consent. Important Note: All assignments must be turned in, in class, by the start of class on the date indicated on the syllabus.


6. Class Presentation (10 Possible Points)
You will present a 3-5 minute class presentation to tell your story. Part of this assignment includes feedback points submitted to me critiquing your peer’s presentations. 10 points max.


7. Mandatory visit to Career Center and possible use of FOCUS Assessment – see memo – due by last day of class. (5 points)

Important Note: All assignments must be turned in, in class, by the start of class on the date indicated on the syllabus.

Trials and Tribulations (Part 25)- Fall Semester 2014

After careful thought and deliberation, I thought others would find this interesting about our battle with Asperger Syndrome. If anyone would like to post about their trials and tribulations, please leave a link so we can read your story. :)

This is written in the third person.




Reflecting back, M’s parents wished he graduated from community college much sooner, but M changed majors about halfway through and there were many new classes he needed to receive an A.S. degree in Computer Science. Back when his parents went to community college, everyone usually graduated with a degree in two years. Everyone was required to take the “core classes” to obtain an A.A. degree. They would then transfer to a four year university and start on their major graduating in another two years. Unfortunately times have changed in community colleges and students are required to start their majors when they are freshmen and pursue an A.S. degree. Community colleges are notorious for classes only being offered during certain times and certain semesters. You also must take into consideration if not enough students sign up for a class, the class will be cancelled. Most classes that a student needs often conflicts with others making it quite frustrating at times to obtain the classes you need to graduate with a degree. Needless to say, M was not ready to transfer to a four year university until just recently. With that in mind, M’s parents recommend allowing your ASD student take a lighter class load and learn to be as independent as they possibly can so they can transfer to a four year university. Rushing them only causes anxiety and does not promote successful transitioning to a four year university.

M’s parents made sure he was well prepared to start UMBC. They felt all the time and effort in making sure M was ready would be extremely beneficial. They also made sure that M knew he could contact them at any time and that they would be able to visit him on campus (UMBC is only 2 hours away from his home).

Life skills in college was thoroughly discussed during the summer before Move-In Day and M was given an Information Binder to help M figure out the likely pitfalls with daily living on campus. During several occasions M met with his parents and they discussed numerous issues that M needed prior to going off to college. M’s parents made sure that he asked questions and participated in figuring out what topics were of concern and what needed to be addressed.

Fall 2014 classes started August 27. M was already well acclimated to his surroundings and knew where everything was. Open House and Summer Orientation allowed him to tour the campus, meet relevant personnel, ask questions and obtain answers, and register for classes. Prior to Move-In Day, M obtained a PNC bank account to make it easier and to have access to the 3 ATMs on campus. This allowed convenient solutions to help him manage his money and to avoid unnecessary fees (checking with no monthly service charge and no minimum balance requirements, and interactive tools for keeping track of his money, etc.). His parents made sure he understood all aspects of his accounts (checking & savings accounts, debit card, online and mobile banking, etc.) and where the branch office was on campus if he needed any help and who to contact.

M also went online and reserved his books and materials at the UMBC Book Store to pick up later after Move-In Day. This avoided shipping fees and waiting in long lines to obtain his books.

Welcome Week (August 23 to September 1) helped M meet both new and continuing students and learn more about the many opportunities inside and outside of the classroom. It also allowed M the chance to get to know student organizations, find out more about UMBC’s recreational programs, and sign up for clubs and/or sports.

All this preparation will hopefully pay off for M to transition to UMBC. Being able to advocate for himself and knowing how, where, and when to get help will allow him to do well at UMBC. Doing the above activities seemed to help M to transition to UMBC smoothly and hopefully without any problems. It is too early to know how well he will do at UMBC, but from his past experiences in community college, prognosis is good.

M registered for classes during Summer Orientation (the only opportunity for new and transfer students to register for Fall 2014 classes). All of his classes for his major were already full so he signed up for some of the electives that are required for graduation. M was told he would be able to register for Spring classes early during the Fall. M had the same problem in community college and once he started his classes, registration was permitted early for CSM students the next semester. This enabled M to register early (November 14th) for some classes in Computer Science at UMBC in the Spring.

M made a college visual schedule that provided security and kept inappropriate behavior down to a minimum. This prepared M for what to expect every day and any change in the normal routine could be added to the visual schedule. He posted copies in his room and one in his binder. M also used a student planner to stay current on all assignments. It enabled him to keep his assignments organized and turn them in on time. He could also write in any other activities (meeting advisor, tutoring, clubs, etc.) when needed. A student planner has been used throughout M’s education and continues to be a successful tool for him to use.

Due to M’s social difficulties as well as his sensory issues it would make living off campus or with another person in the same bedroom and sharing a bathroom extremely difficult for him. M also needs a sanctuary where he can have some down time away from others and be able to control his environment, focus on his work and daily activities without distractions, and not be forced to engage in social interaction all the time. Through Student Support Services (SSS) M obtained a private room (private baths were very scarce) which enabled M to attend UMBC. Without it, M would probably not have been successful living on campus. M’s room was a suite having two private rooms, shared bath, and a small common area. When M was sent his Room Assignment Information from Housing, contact information for his roommate was included. This would enabled M and his roommate to contact one another before moving in and get to know one another and plan what each person would bring (M and his roommate did not contact each other prior to Move-In Day). During the first week of classes M and his roommate were given a Roommate Agreement/Contract. This tool helped M and his roommate establish living expectations for the year. Having all the rules written up enabled both the students to visually see what they must do. This also helps ASD individuals learn how to get along with others which is something they need to do independently throughout their lives. The Roommate Agreement/Contract was filled out by their RA, signed, and all required persons were given a copy.

M made sure he fulfilled his obligations and responsibilities that were required so he would not be suspended or terminated from SSS. He made sure he completed an accommodations card with his schedule at the beginning of the semester at UMBC and turned it in. He also met with the SSS Interim Communications Specialist when requested and when he needed specific help with academics. M met with them for academic advisement and SSS also provided him a private tutor (at no charge) for Spanish.

Since M was alone all the time he became extremely lonely. His parents therefore reiterated that being by yourself all the time was not good and that he needed to make friends. They talk to him about this and gave him ideas of when and how he could converse with others and what he could say. They also had a student from his hometown email M inviting him to join the Writing Club at UMBC (M enjoys writing and reading fan fiction). His parents hoped all this would help, but doubted it since M has not had any friends since elementary school. M’s parents therefore did “Pit Stops” every now and then and visited M for a short time. Since M’s father traveled extensively from BWI Airport he would stop by UMBC briefly to see M for a bit. His parents would also drive up and visit M for an afternoon or weekend. M really enjoyed his visits from his parents and looked forward to them.

Stress seemed to be the biggest problem M faced at UMBC. To combat this he would listen to a calming CD or workout. It seemed to help some and his parents also told M to go to the gym at UMBC and use their facilities. Unfortunately it had got to the point that extreme loneliness and stress was affecting M’s health, both physically and mentally. M’s grades suffered as well. His parents therefore tried to get M to obtain help from the Counseling Center at UMBC, by talking to him about how hard it is for many students to adjust to the challenges of college life. They emphasized that it is quite common for students to feel anxious or concerned about their course work, social life, or the everyday pressures of being a college student. The usual ways of handling such problems may not be effective this time or may even be making the problems worse. His mother even told him that she went to the Counseling Center at her college to obtain help relating to stress. They encouraged him to make an appointment to discuss his concerns with a counselor and gave him all the information of how to contact the Counseling Center and what to expect.

On October 13, 2014, M sought out the Counseling Center and made an intake appointment. The earliest appointment available was November 4th. During his intake appointment, he was asked some questions about his current situation, and his counselor listened closely as he described his experiences and problems that he was facing. Due to the required paper work taking so long to fill out, M had to reschedule another appointment for November 11th. On the day of the appointment the Counseling Center had to cancel and the meeting was postponed until November 24th. Meanwhile, for M to cope with the stress that he was facing he dropped 2 classes which helped significantly with his anxiety issues. M finally met his counselor on November 24 and his counselor assessed his needs and it was determined that stress was not causing him any more problems and that therapy wasn’t needed. Unfortunately, the Counseling Center was too busy to help M when he desperately needed their support during Fall semester. Hopefully, the Counseling Center will provide assistance to him during Spring Semester 2015 if the need arises.

Prior to class registration for Spring semester 2015, M made an appointment with his advisor and discussed what he should take. On the appointed day and time M went online and registered for classes. During Christmas Break M made sure he went online and reserved his books and materials at the UMBC Book Store to pick up prior to the start of Spring semester 2015. This worked out well for Fall semester which avoided shipping fees and waiting in long lines to obtain his books.