Estephania

Cortez #5

Visual
Schedules

What are Visual Schedules?

A visual or activity schedule is a
visual support system that can be
composed of photographs,
images, drawings and words
arranged in a sequence format to
represent the students sequence
of daily activities. They provide
predictability by allowing
students to know the daily
routine and be able to anticipate
any sudden changes in their
schedule. This helps students to
progress successfully between
and within activities, stay on task,
improve social interactions, and
avoid any inappropriate behavior.
This strategy is extremely helpful
when students need to change
from a preferred to a nonpreferred activity because
students know that the desired
activity will eventually take place.
When teachers provide students
with extra time to process

changing from one activity to the

next, it helps increase class
participation, communication and
social skills.
Types of Visual Schedules
There are several different types
of schedules that teachers can
implement. When choosing a
schedule, teachers need to
consider the students
preferences and the students
physical, sensory and cognitive
abilities. Two major types are
between and within schedules,
which help to transition either
from one activity to the next or
within one activity. Some
examples are: pictures with
words, tactile, notebook, Velcro
on clipboard, symbols in a slide
holder, and video schedules.

Which Students Can It Help?

This strategy is helpful for children with Autism

and other learning disabilities. However, a recent
study showed the effectiveness of activity
schedules in students without ASD.

An example of a tactile schedule

Using Visual
Schedules

The following steps will help you implement

visual/activity schedules in your classroom.

Identify Transition Behaviors:

Collaborate with parents and
teachers to identify the different
transition times. Describe the
problem behaviors.
Collect baseline data on problem
behaviors (frequency and
duration).
Choose what type of schedule to
implement based on students
needs and interests.
Place in a location that is familiar to
the student.
Teach student how to use the
schedule through modeling and
prompting.
Collect Intervention data: Monitor
data regularly to see if problem
behaviors are decreasing.
Add new pictures and/or words
when the student is able to
transition successfully within and
between activities.

Fade prompts of schedule. For

example, move the schedules
location from the wall to a binder.
This is intended to make the
schedule both socially and age
appropriate.
Try to use the visual schedules
across many activities and settings.

VIDEO /TECHNOLOGY SCHEDULES

Video schedules are being implemented in
classrooms due to more accessibility students
have to devices and the ability to be able to
carry their schedule around with them. It
demonstrates skills or acitivites through video
representation and is shown right before the
activity takes place.

References

Banda, D. R., Grimmett, E., & Hart,

S. L. (2009). Activity
schedules: Helping students
with autism spectrum
disorders in general
education classes manage
transition issues. Teaching
Exceptional Children, 41(3),
16-21.
Case, L., & Yoonkoo, J. (2015). Visual
practices for children with
autism spectrum disorders in
physical activity. Palaestra,
29(3), 21-25.

Downing, J., & Peckham-Harding, K.

D. (2001). Daily schedules: A
helpful learning tool.
Teaching Exceptional
Children, 33(3), 62-68.