Cameron

King #7

What i s a Visual Schedule?

Who does it work for?

A visual schedule is a tool which provides a concrete

and simplified routine that students can easily follow.

Visual schedules are comprised of a step-by-step
routine of daily activities accompanied by pictures
representing the activity. It can come in multiple
as a d aily schedule on the wall or an
forms such
individual
booklet. Visual schedules are used by
students in order to organize daily activities and stay
on task.

Visual schedules work well for students with autism

because it provides structure and predictability which
addresses a child's difficulty with sequential memory
and organization of time. However, visual schedules
are used by practically everyone in some shape or
form because we h umans are visual creatures.
Whether it is your monthly calendar or the daily
specials p osted on the wall of your favorite
restaurant, visual schedules help us organize our lives.

Benefits:

Tips:

Provides
a specific routine that is easy to u nderstand
and increases efficiency in the classroom

Makes abstract concepts, such as later or after,

more concrete
and easier to understand for students
with autism

Use p ictures and color-coding to highlight the various

elements of each task; video modeling is also an
emerging tool to demonstrate activities

Encourages
students with autism to acquire a level of

independence

Teaches the importance of organization and time

management

Create individual schedules to address the individual

needs of students with autism in addition to the
general schedule of the classroom

Arrange the visual schedule in a top-to-bottom or

left-to-right format which makes it easier to follow

Provide manipulatives (such as cards or objects) to

represent the transition of one step to the next

Steps
for Creating & Implementing a Visual Schedule:
1. First, break the day into segments and name each segment


2. Next, decide h ow the segments will be represented by using different colors, p ictures, symbols, or objects.
The representation should be matched to the general n eeds and abilities of the individual who will use the
schedule.

3. Decide how the schedule will presented: clipboard, notebook, mounted on the wall, attached to a desk, etc.


4. Determine where the symbols/representations will b e placed once an activity is completed. M ake sure the
symbols are p laced where they can be clearly identified as finished.


5. Model how to use the schedule for your students and make sure to use it every day. Be prepared to make
any necessary changes as time moves along and students become more independent.

Case, L., & Joonkoo, Y. (2015). Visual Practices for Children with Autism Spectrum Disorders in Physical Activity.

Palaestra, 29(3), 21-25.
Knight, V., Sartini, E., & Spriggs, A. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for

Individuals with Autism Spectrum Disorders. Journal Of Autism & Developmental Disorders, 45(1), 157

178 22p.
Spriggs, A., Knight, V., & Sherrow, L. (2015). Talking Picture Schedules: Embedding Video Models into Visual

Activity S chedules to Increase Independence for Students with ASD. Journal Of Autism & Developmental

Disorders, 45(12), 3846-3861.