Visual Schedules
Definition
Visual schedules are an environmental support that accommodates the need for predictability and decreases anxiety about the unknown. Visual schedules take an abstract concept (i.e., time) and present it in a more concrete and manageable form using words and/or pictures. They serve two major purposes: (a) to provide motivation by making clear when preferred activities, tasks, or classes will occur and allow anticipation of upcoming events and activities; and (b) to facilitate an understanding of time and the ability to predict change (Myles, 2005).
Visual schedules can be created to present a range of information, such as a daily schedule, a schedule of activities to be completed in a class period, and so on. The information listed in each schedule should vary according to the individual’s age and level of functioning. They may be presented through written words, objects, photographs, line drawings, symbols or a combination of these options. Visual schedules can be displayed in different settings and made of different sizes according to their purposes.
The decision on (a) what and how the information will be presented on the visual schedule and (b) where the visual schedule will be displayed should be based on the specific individual’s characteristics and preferences. In addition, it is important to ensure that the individual understands the information presented on his visual schedule.
How to Use
There are no specific steps involved in providing environmental supports to children with AU. Nevertheless, generally, when providing environmental supports, first evaluate the child’s strengths, interests, goals, and learning style and identify challenges that need to be addressed. Based on the child’s specific characteristics, the appropriate environmental support can then be identified.
When to Use
Visual schedules can be used at home and at school.
Downloads
Implementation Checklist
Resource List
Examples
Research
Carlile, K., Reeve, S., Reeve, K., & DeBar, R. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education and Treatment of Children, 36(2), 33-57.
Four boys aged 8–12 years old with autism participated in the study. The study took place in each of the participants’ classrooms. Each participant was given an iPod touch with a visual schedule of leisure activities to complete during a designated time period. A timer was programmed into the iPod to signal the beginning and end of activities. The participants were told to start their schedule while the experimenters stepped away to allow for independent completion of the schedule. A multiple-baseline across subjects design demonstrated that all participants completed a high percentage of activity components designated by the iPod schedule with a high level of on-task behavior. Generalization to novel schedules and settings was demonstrated.
Pierce, J., Spriggs, A., Gast, D., & Luscre, D. (2013). Effects of visual activity schedules on independent classroom transitions for students with autism. Journal of Disaility, Development, and Education, 60(3), 253-269.
The purpose of this study was to demonstrate if the use of visual activity schedules (VAS) during activities and transitions increased students’ independence in the classroom. Four students ranging from 9-11 years old with autism participated. The intervention took place in self-contained classrooms. Teachers reviewed the VAS with each student and then indicated it was time to begin using the first activity picture. VAS was used to indicate to students what location to transition to in the classroom, the activity to be completed at the location, and the steps to follow after the timer went off (i.e., the next transition). Using an ABAB withdrawal design, the researchers demonstrated that when the VAS was used, participants were more independent with activities and transitions. Students maintained the same results during follow up and generalization probes with novel VAS.
Lequia, J., Machalicek, W., & Rispoli, M. J. (2012). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6(1), 480-492.
A systematic review of studies implementing activity schedules to decrease challenging behavior of children with autism spectrum disorders (ASD). Systematic searches of electronic databases, journals, and reference lists identified 18 studies meeting the inclusion criteria. Activity schedules included photographs, line drawings, and videos intending to promote self-regulation, independence, transitions, or play skills. Regardless of the form and intended purpose of the activity schedule, they proved effective in reducing challenging behavior in each of the reviewed studies. There was some variation in effectiveness of the activity schedules across settings, severity of ASD diagnosis, and communication abilities. Included studies are summarized and evaluated in terms of effectiveness across the aforementioned variables.
Koyama, T., & Wang, H. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32, 2235-2242.
This collection of twenty-three studies involving sixty-nine students with autism reviews the effectiveness of using activity scheduling for the improvement of independent performance.