Abstract:
An apparatus and method for scheduling and tracking activities with reduced anxiety, especially for autistic users. The apparatus includes a scheduling section with a circle that includes peg holes around its periphery, an overlay that is removably attached to the circle and is dividing into a plurality of segments, with each segment labelled with a task, and each segment aligned with a peg hole. The apparatus also includes peg(s) that fit into each of the plurality of holes, wherein the peg(s) represent completion of a task corresponding to that segment of the overlay. The apparatus also includes an activity and reward section, which includes a customizable activity selector and a customizable reward selector, wherein the selectors allow a user to randomly or purposely select an activity or reward. The apparatus may be implemented as a computer application or as a computing device.

Description:
CROSS REFERENCE TO RELATED APPLICATIONS 
       [0001]    This application claims the benefit of, and priority to, U.S. Provisional Application No. 62/024,119 filed on 14 Jul. 2014, which is hereby incorporated by reference in its entirety. 
     
    
     BACKGROUND 
       [0002]    Toys and products currently in the marketplace deal with daily routines and scheduling in a straight-forward, perhaps unimaginative way. Generally, tasks are checked off a list, or stickers are placed next the task when completed. 
         [0003]    While such toys and products may be useful for ordinary users, they do not meet the needs of users with autism or Fragile X Syndrome, who inherently have difficulties maintaining schedules, transitioning from one activity to another, and choosing between activities and incentives, because these activities and decisions caused raised anxiety levels. 
         [0004]    Accordingly, it is desirable to develop new devices and methods for maintaining schedules and transitioning from one activity to another that provide reduced anxiety levels in users, including and especially autistic users. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0005]    The accompanying drawings, which are incorporated in and constitute a part of this specification, illustrate embodiments of the invention and together with the description, serve to explain the principles of the invention. In the figures: 
           [0006]      FIG. 1  is a perspective view of an exemplary apparatus for scheduling and tracking with reduced anxiety, consistent with the principles of the invention; 
           [0007]      FIG. 2  is a top view of an exemplary apparatus for scheduling and tracking with reduced anxiety, consistent with the principles of the invention; 
           [0008]      FIG. 3  is another perspective view of an exemplary apparatus for scheduling and tracking including examples of construction details, consistent with the principles of the invention; 
           [0009]      FIG. 4  is an illustration of an example of an overlay for the scheduling and tracking device, consistent with the principles of the invention; and 
           [0010]      FIGS. 5A-5C  are perspective views of an exemplary apparatus for scheduling and tracking in various positions, consistent with the principles of the invention. 
       
    
    
     DETAILED DESCRIPTION 
       [0011]    Various embodiments consistent with the invention address two issues common in their daily lives of those with autism or Fragile X Syndrome: (1) maintaining schedules; and (2) transitioning from one activity to another without raising anxiety levels. Embodiments consistent with the invention also provide benefits to all users of the disclosed devices and methods, including users with autism or Fragile X Syndrome 
         [0012]    Various embodiments consistent with the invention provide a novel way for users to follow the routines or schedule of a day or the order of tasks in an activity contained within that day. Such embodiments treat or present a user&#39;s activities and tasks as a game in which the user moves parts around the “board” of the apparatus, thereby visualizing their progress from start to finish as they accomplish each task as part of a fun journey. This approach reduces anxiety. 
         [0013]    Various embodiments consistent with the invention also ease a user&#39;s anxieties in transitioning from one activity to the next by creating a game-like setting in which the user may position an indicator (e.g., spin an arrow, either intentionally or randomly) to encourage his or her choice and achievement of each new task without creating anxiety. This allows users to make choices that seem like part of a game, as tracked by the device. Due to the reduction or elimination of anxiety related to scheduling and transitioning between daily activities, embodiments consistent with the invention may transform the manner in which users approach their daily lives and help them develop a stronger sense of confidence and adaptability to their environment. This may be especially significant for autistic users. 
         [0014]    Reference will now be made in detail to various examples and embodiments of the invention, some of which are illustrated in the accompanying drawings. Wherever convenient, the same reference numbers will be used throughout the drawings to refer to the same or like parts. 
         [0015]      FIG. 1  is a perspective view of an example of an apparatus  100  for scheduling and tracking, consistent with the principles of the invention and  FIG. 2  is a top view of the apparatus  100 . In the embodiment shown in  FIGS. 1 and 2 , the apparatus  100  has a tracking side  105  and an activity-reward side  110 , each of which may be a plane or plane-like. The tracking side  105  includes features and devices for tracking the parts or segments (e.g., tasks) of a day or the parts of an activity, which together make up a schedule. For example, as shown in  FIGS. 1 and 2 , a day may be divided into eight parts or segments (e.g., an eight-part schedule for a typical school day) or a single activity within that day may be divided into eight parts or tasks (e.g., an eight-part schedule for bathing) using peg holes  115 . In various embodiments, the parts of the day or the activity may be identified using interchangeable overlays (not shown in  FIGS. 1-3 ; see  FIG. 4 ) that cover at least a portion of the tracking side  105  (e.g., the scheduling area defined inside the circle  130 ) and display depictions of the day&#39;s schedule or activities or a particular task or part or segment thereof using, for example, pictures and/or words and/or numbers. In some embodiments, the overlay may be secured to the tracking side  105  using two wooden dowels  125  that are placed in dowel holes  120 . 
         [0016]    The peg holes  115  may correspond (e.g., align) to the location of each of the eight pieces or segments from the overlays, allowing a user to use the peg(s)  135  as completion indicators for tracking progress along the schedule by either moving a single peg  135  from one hole to the next or placing a different peg  135  into each peg hole  115  until all eight parts, segments, or tasks are completed. In various embodiments, each peg  135  may be differentiated from the others, by for example, color, size, or shape. 
         [0017]    In various embodiments, the overlays may be mass-produced or hand-printed circular sheets that cover the circle  130  (e.g., the scheduling area) of the device  100 , such as paper or cardstock circles. (See  FIG. 4 ). As noted above, an overlay may include holes corresponding to the dowel holes  120  and an overlay may be secured in the correct alignment on the circle  130  using dowels  125 . An overlay may also include holes corresponding to the peg holes  115 , so that a user may place a peg  135  through such a hole in the overlay and into a peg hole  115  while the overlay is in place in the scheduling area over the circle  130  in the tracking side  105 , which placement may indicate that the task corresponding to the peg hole  115  is completed. The overlay may be divided into various segments, and each segment may include words and/or graphics that represent a task, subtask, sub-activity or the like that a user is performing over time and keeping track of using the device  100 . 
         [0018]    As noted above and shown in  FIG. 2 , around the edge of the circle  130  that indicates the scheduling area, eight peg holes  115  correspond to the location (e.g., align) of each pie-piece-shaped segment and eight different pegs  135  are housed outside the circle  130 . The users utilizes the overlay, the pegs  135 , and the peg holes  115  to schedule and keep track of or measure the progress of their day or tasks or activities by moving a peg  135  from one hole  115  to the next hole  115  around the circle  130  or by placing a different peg  135  in each hole  115  around the circle  130  as an indicator after each activity or task corresponding to each pie-piece segment of the overlay is completed. This allows users either to identify accomplishment of a schedule, or indicate completion of each task with the movement of a particular peg (e.g. favorite color or favorite shape) around the circle  130  and/or to provide a sense of accomplishment as all the peg holes  115  are filled. 
         [0019]    The tracking side  105  of the apparatus  100  provides to users a method and device for tracking a schedule or a specific activity or series of tasks in a way that makes the routine or activity fun and game-like. The portions of the overlay on the circle  130  break down each day or activity into a series of achievable tasks or subtasks (e.g., a schedule) and empower the user with a sense of visual accomplishment as each task is completed. 
         [0020]    In other embodiments, more or fewer than eight parts, segments, pie-piece-shaped segments, or tasks may used for scheduling and tracking with correspondingly more or fewer numbers of pegs  135  and peg holes  115 . 
         [0021]    Referring to the left side of the exemplary apparatus  100  in  FIGS. 1 and 2 , the activity-reward side  110  of the apparatus  100  includes and activity area and a reward area, represented by two circles  150  and  155 , labeled “ACTIVITY” and “REWARD”, each with a spinning arrow  151  and  156  fastened in the center. The plane surface of the activity-reward side  110  is a whiteboard surface in this example, which allows things to be drawn, written, and erased from the surface. In the embodiment shown an erasable marker  160  and an eraser  162  are also secured to the activity-reward side  110 . Because each user is different, the whiteboard circles  150  and  155  (i.e., the activity area and the reward area) are not permanently divided into portions, sections, segments, or pie slices, giving a user, their caretaker, or their supervisor the option to erasably write any choices, and any number of choices, into separate subdivided portions as they desire in the circles  150  and  155 . 
         [0022]    An individual (e.g., the user or the user&#39;s caretaker) can segment and write in choices of activities and rewards in the appropriate drawn-in portions of the whiteboard circles  150  and  155  depending on their knowledge of the user. The activity-reward side  110  works in conjunction with the tracking side  105  by enabling the user to determine a choice for a particular Activity (e.g., the choice of what is to be eaten during the breakfast activity scheduled by one of the peg holes  115 , pegs  135  and overlay (not shown)) by spinning the spinning arrow  151  to select one of a number of drawn-in portions, each having a written-in choice (e.g., pancakes, cereal, toast, etc. for the eat breakfast activity choice). Similarly, the activity-reward side  110  enables the user to determine the Reward for accomplishing an activity (e.g., doing homework, which may be scheduled and tracked by one of the peg holes  115 , pegs  135  and appropriate overlay (not shown)) by spinning the spinning arrow  156  to select or determine one of a number of drawn-in portions, each having a written-in reward choice (e.g., the rewards of calling Grandma &amp; Grandpa, having a pretzel snack, playing with the dog, etc.). 
         [0023]    In one possible use case, when a user reaches a part or segment of his or her day which includes a choice or decision (e.g., “Do Afternoon Activity,” on the overlay (not shown) of the circle  130 , without the activity being pre-specified on the overlay), the user&#39;s supervisor may used the erasable marker  160  to subdivide and write in choices in the ACTIVITY area  150  that give the user the ability to choose or select one amongst several afternoon activities (e.g., watch TV, play with a toy) by spinning the spinning arrow  151  so that it points to a portion containing one of the written-in choices. Similarly, when a user reaches a part of his or her day which includes a reward, the user&#39;s supervisor may used the erasable marker  160  to subdivide and write in possible reward choices in the REWARD area  155  and then give the user the ability to choose or select one amongst several rewards (e.g., pretzels, call Grandma &amp; Grandpa, etc.) by spinning the spinning arrow  156  so that it points to one of the choices. The spinning may be random, or it the spinning arrow  156  may be purposely placed by the user to indicate (point to) a specific choice. In doing so, users expressly make choices while subtly easing the anxiety in the decision making and in transitioning from one activity to another because the device  100  provides a game-like mechanism for decision making. 
         [0024]    The activity-reward side  110  of the apparatus  100  provides to users a method and device for addressing and soothing a user&#39;s anxieties that stem from making choices or transitioning from one task to another. The activity-reward side  110  may be especially beneficial to users who are more anxious with decision-making or for whom easing anxieties is part of that user&#39;s occupational therapy, such as autistic users. 
         [0025]    Thus, various embodiments consistent with the principles of the invention may employ the tracking side  105  and the activity-reward side  110  to provide to users a fun and game-like way to schedule and move through the tasks of their day while encouraging them via activities and rewards to make choices without heightening their anxieties. 
         [0026]    The embodiment shown in  FIG. 2  includes examples of dimensions for one implementation of consistent with the invention. The exact dimensions are not critical to the invention and different dimensions may be used within the principles of the invention. 
         [0027]      FIG. 3  is another perspective view of an example of an apparatus  100  for scheduling and tracking including examples of construction details, consistent with the principles of the invention. In the example shown, the apparatus  100  is constructed primarily from wood, fiberboard, fabric and dry-erase Masonite™. Other embodiments may be constructed using other materials, for example, the fabric hinge shown in this example may be replaced with a metal hinge or hinges. 
         [0028]      FIG. 4  is an illustration of an example of an overlay  400  for the scheduling and tracking device  100 , consistent with the principles of the invention. In various embodiments, the overlays may be plastic-coated, cardstock circles divided into eight segments  405 - 440  corresponding to the positions of the peg holes  115 , including holes  450  through the overlay  400  that align with the peg holes  115  of the device  100 . As shown, an overlay may also have holes  460 ,  465  that that align with the dowel holes  120  of the device  100 , such that the dowels  125  secure the overlay  400  into place in the proper alignment on the device  100 . 
         [0029]    Each segment  405 - 440  may include pictures and/or words describing scheduled tasks, subtasks, sub-activities, or the like. In the example of an overlay shown, the overlay  400  is divided into eight activities or tasks that occur during or that make up a doctor&#39;s visit. Segment  405  represents the activity “Go In” to the doctor&#39;s office. Segment  410  represents the activity “Wait” in the waiting room. Segment  415  represents the activity “Talk” to the nurse when the nurse calls you in from the waiting room. Segment  420  represents the activity “Measure” your height. Segment  425  represents the activity “See Doctor” for your checkup. Segment  430  represents the activity “Talk to Doctor” after he or she examines you. Segment  435  represents the activity “Pay” the doctor. And, segment  440  represents the activity “Say Goodbye” to the staff as you leave. Although not shown in  FIG. 4 , each segment may include graphics illustrating its task, in addition to the words. For example, the “Go In” segment  405  may include a picture or drawing of a person walking in the door of a building; the “Wait” segment  410  may include a picture or drawing of a person sitting in a chair under a clock; the “Talk” segment  415  may include a picture or drawing of a person talking to a nurse; and the like. 
         [0030]    For another example of an overlay for a schedule or plan having eight sub-activities or tasks, consider a typical school day for a child. A “Typical School Day” schedule overlay (not shown) may feature eight “pie pieces,” segments, or portions, each representing tasks that include: 1) Get Up &amp; Get Dressed; 2) Eat Breakfast; 3) Go To School; 4) Come Home &amp; Do Homework; 5) Do Afternoon Activity; 6) Eat Dinner; 7) Do Evening Activity; and 8) Bathe &amp; Get Ready For Bed. As noted above, an overlay may include holes corresponding to the dowel holes  120  and an overlay may be secured in the correct alignment on the circle  130  using dowels  125 . Also as noted above, an overlay may be divided into, and used to schedule and track, fewer or more than eight activities or tasks, in various implementations. 
         [0031]    Further, embodiments consistent with the principles of the invention are not limited to physical embodiments. Embodiments consistent with the principles of the invention include virtual embodiments which are implemented, displayed, and interacted with on a computing system, such as a client-server system, laptop computer, tablet computer, smartphone, etc. A software application implementation for a tablet computer, such as an Apple iPad™ or a Kindle Fire™ or the like, may be particularly desirable because these devices are very portable, allowing a user to easily carry and utilize the application throughout their day. In such virtual embodiments, a graphical user interface may simulate the features shown in  FIGS. 1-3 , and a user may be able to change overlays, write in and customize activities and rewards, select activities and rewards (e.g., spin a virtual arrow), move pegs into and out of peg holes (or use like completion indicators), etc. by manipulating corresponding virtual visual objects on the graphical user interface. 
         [0032]    For example, a computer-implemented version of the device  100  may include a graphical user interface that mimics the view of device  100  shown in  FIG. 2  with the overlay  400  of  FIG. 4  in place. Such an implementation may include virtual controls that allow a user to select one from among a group of virtual overlays, which are similar to overlay  400 , to place over the scheduling area delimited by the circle  130 , and drag and drop virtual pegs  135  into virtual peg holes  115  as tasks are completed to indicate their completion. In other implementations, techniques other than virtual pegs  135  may be used to track tasks on a virtual overlay, such as having a user double click on a segment of the virtual overlay to make it change color to indicate that the user has completed the task. 
         [0033]    Similarly, a computer implementation of the activity-reward side  110  may utilize a touch screen of a computing device, such as a tablet computer, to allow a user or caretaker to erasable subdivide and write activities into an activity area denoted by circle  150  and rewards into a reward area denoted by circle  155  using their finger, in a manner similar to that described above with respect to a white board and erasable marker implementation. Similarly, the graphical interface of a computer implementation may include virtual spinning arrows  151  and  156 , which a user can virtually spin by swiping a finger across the virtual arrow on the touch screen of the computing device. Other computer-implemented variations are also possible. 
         [0034]      FIGS. 5A-5C  are perspective views of an example of an apparatus  100  for scheduling and tracking in various positions, consistent with the principles of the invention. In the example shown, the apparatus  100  is implemented in the form of an opening and closing compact box. In some embodiments, the apparatus  100  may be similar in size to a portable backgammon set or a small lap-top computer. Such embodiments may allow for easy mobility when traveling and may give users the emotional sense that they are in charge of their daily lives, their routines, and their activities and tasks within each day, thus reducing anxiety. 
         [0035]      FIG. 5A  depicts the apparatus  100  for scheduling and tracking in a fully open position, in which position it may be employed by users and caretakers as described herein.  FIG. 5B  depicts the apparatus  100  for scheduling and tracking in a semi-close position, wherein the tracking side  105  and the activity-reward side  110  are pivoting toward each other around the hinge line  500  between them.  FIG. 5C  depicts the apparatus  100  for scheduling and tracking in a fully closed position. In various embodiments, a latch (not shown) may be employed to secure the apparatus  100  in the fully closed position. Some embodiments may include a handle (not shown) for carrying in the closed position. In various embodiments, the pegs  135  and spinning arrows  151  and  156  may be secured in or prevented from falling out of their current holes by the opposing side when the apparatus  100  is in the fully closed position; while in other embodiments, friction fits between the pegs, dowels, and arrows and their respective holes may prevented items from falling out in the closed position. 
         [0036]    Other embodiments of the invention will be apparent to those skilled in the art from consideration of the specification and practice of the invention disclosed herein, including computer-implemented embodiments as mentioned previously. It is intended that the specification and examples be considered as exemplary only, with a true scope and spirit of the invention being indicated by the claims of a corresponding non-provisional application that will be filed in the future. The claims described below are possible examples.