logo

Visual Schedules and Autism Ranking: Insufficient/Mixed evidence

Aims and Claims

Aims

According to Lequia et al (2012), different visual schedules may have different aims.

“The aim or purpose of activity schedules can vary. For example, some schedules may be used to increase predictability in a daily schedule, whereas others may be used to promote self-management. According to Quill, the purposes of activity schedules range from anticipating events of the day to organizing time, space and instructional procedures. Providing children with activity schedules to supplement verbal input during and between activities or routines may reduce the likelihood of challenging behavior. This combination of verbal and visual communication may increase the likelihood that children with ASD will understand behavioral expectations and anticipate the next step in their routine.”

Claims

A number of people have made claims about the use of visual schedules for autistic individuals. For example,

  • Banda and Grimmett (2008) claimed that “Results across studies indicate that activity schedules enhanced social interactions and on-task and transition behaviors. Also, investigators in some studies used activity schedules to decrease students’ tantrums and other problem behaviors during transitions.”
  • Knight et al (2015) claimed that “Visual supports, like VAS [visual schedules], are non-intrusive prompts that can be used to assist students with ASD in transitioning from one activity to the next (e.g., math to reading), or within an activity (e.g., calendar to singing songs as part of circle time). The use of visual supports can reduce student dependence on caregivers if the student learns to use the visual support independently to stay on-task and on-schedule.”
Updated
17 Jun 2022
Last Review
01 Nov 2017
Next Review
01 Feb 2024