Benefits of Using a Visual Schedule/Other Visual Supports

o We all use visual supports! calendars, grocery lists, quick notes. We do well
in life, can be independent and flexible, in part, due to these visuals (whether it be
a picture in an ad which jogs our memory, a handwritten list, an assignment book
in school or the symbol on a restroom door in public).
o Visuals bring meaning and independence into a students life.
o Visuals support the child to remain calm and focused.
o Visuals increase comprehension. Pictures/written words hang on in time
words and sign language sometimes pass too quickly and are lost before the child
can process the information. Visuals provide information about expectations,
location, what is next and more.
o Visuals help make the world predictable. One child became anxious after
daycare and after super not knowing if the family would be doing errands or
staying home for the evening. Simple schedule pictures were put up for home,
daycare, car/errands and the child was able to relax. Another child benefited from
having a bowling symbol on the school calendar so he knew when this would
occur and he did not need to repeatedly ask. Use visuals at school, at home and
while in the community.
o Visuals help make the adults be consistent. If we organize the day for the child,
we become more predictable in our words/actions. This does not mean that
change cannot happen, but typically a benefit is that adults start using more
consistent language/actions which calm the child due to increased comprehension.
o Visuals teach change and flexibility by predicting change. A change or
something unexpected symbol may be used in conjunction with the schedule.
o Visuals support/teach literacy skills. Ex: Use the word label on the schedule
even for a very young child because we realize that some children read early and
benefit from this exposure to a functional reading opportunity.
o Visual schedules are individualized for the students learning style, ability,
comprehension and literacy level. Examples: type of icon (object, photo, line
drawing, word), format (portable, stationary), length (1 item, entire day), the way
completion is shown (erase, move card, check off), cue level (transition object,
schedule card, verbal prompt/script).
o Visuals provide the opportunity to use the Premack Principle moving
through a less preferred activity by being motivated by a more preferred activity
which follows. The WHEN/THEN format or FIRST/THEN format can be highly
effective for increasing attending, comprehension and motivation. Ex: WHEN I
take my bath, THEN I can watch my video. This is a very powerful principle and
we all actually use it in some form or another across daily living.
o Visual learning is typically the strongest mode of learning. Some children have
difficulty using multiple senses at a time and may not hear if they are trying to
do a motor response. Incorporate visual strategies as a foundation of learning.
o Visuals help provide the student with clear beginnings and endings of activities.
o Visuals started for receptive/comprehension reasons, often expand in use for
choice and other forms of expressive communication.
o Visuals are quick/easy to use within the needed environments and activities
because they can be portable and easily accessible. White boards, small spiral
notebooks, Post-It notes and index cards work well for many students. These can
often be easily incorporated into academic planners for discrete reminders.

o Visual support construction with the student/staff involved, as is possible, often

results in ownership of the need for this intervention and increased
involvement in processing, attending and learning.
o Visual support usage places the focus on the visual, not on the person
supporting the student. This can remove adult-specific dependency and decrease
interactions over resistance to expectations.
o Visuals help ease transitions since the focus is on the visual support which
represents sameness/predictability rather than newness of unknown routines/
people/places/activities.
o Visuals direct the students attention to the visual support and may help filter out
conflicting visual, auditory and other stimulation.
o Visuals provide important information, not just for one particular student, but also
information to peers in terms of learning social rules, how to play, the sequence
of a new task and more.
o Visual use typically results in positive, proactive strategies (which research
supports) rather than reactive, cost-expense strategies.
o Visuals may actually increase peer interactions by fading adult supports.
o Fade the adult, not the visual (Mazeika). If we build an adult into a routine, it
may be difficult to fade the adult out particularly if verbal cuing is used. The goal
is independence and increased learning/participation, not removing the visual.
Examples of Visual Supports:
- daily schedule with a card removed after each class is completed (put in STOP pocket).
- mini-schedule for grooming which is mounted on a panoramic picture frame
- written shopping list on which items are crossed off as they are put in the cart
- color-coded worksheet for which items to do, where to stop
- wait/my turn cards for teaching waiting and turn-taking while on the playground
- picture exchange cards for communicating an order in a restaurant
- break card to leave circle time and then return
- 5-point scale to indicate level of voice volume while in study hall
- tabbed countdown for number of math problems to be completed and what to do next
- rolling correction tape to reduce over-erasures on a handwriting assignment
- adapted books with manipulative pieces
- file folder work system to check for comprehension of a story
- timer to indicate when indoor recess is over
- social cue card for sitting with peers in the library or ways to compliment a friend
- colored tape on the floor to indicate the location of where feet should be place

-Ask about resources on visual supports from our Loan Library-

Northwestern Illinois Association

- A Ten-County Regional Special Education Cooperative www.thenia.org
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NIA Regional Autism Training and Technical Assistance Team

Email: autism@thenia.org
(815)964-0937 - 3626 E. State St. Rockford, IL 61108