I work with individuals who have mild to moderate intellectual disabilities. Many of the learners with whom I work directly ask excessively about what we are going to do when the current activity in which they are engaged is completed. For some, this behavior is bordering on “incessant questioning.” What could I do to reduce this behavior?

A useful strategy may be to teach individuals to use a daily schedule. A schedule helps an individual remember the sequence of activities that are to follow. Schedules can be either across activities (i.e. a daily schedule) or within activities (e.g. a list of the steps of an activity). An example of a within activity schedule might involve following a task analyzed set of picture instructions that lead to successfully microwaving popcorn.