Running Head: VISUAL SCHEDULES

Visual Schedules

Anna Telepak

EDU 348
VISUAL SCHEDULES 2

Visual Schedules and Autism

Classroom behavior management is an essential skill for teachers. Behavior issues are

constantly presented to teachers throughout the day, and can become disruptive to the whole

classroom environment. It is important for teachers to build positive behaviors than it is to

control negative ones (Strain & Sainte, 2000). Off task behavior includes distractions to other

stimuli other than instruction, as well as inappropriate interaction with peers. An extremely

common type of behavior found in the classroom in non-compliant behavior (Paramita &

Sharma, 2020). This involves a child’s inability to start or complete a task, as well as follow an

instruction. This can also include rudeness, and talking out without permission. Students with

disabilities tend to struggle with non-compliant behaviors more than students without disabilities

(Shwab, 2019). Specifically, non-compliance is a common trait that children with Autism

Spectrum Disorders hold (ASD). These behaviors cause students with ASD, as well as their

peers in an inclusive classroom, a tremendous set back in their academic and social success. A

strategy that is used to support on-task behavior is the use of visual schedules (Lequia & Rispoli,

2012).

Definition of Visual Schedules

Visual schedules, also known as visual activities, inform students of an anticipated

sequence of events or task using an alignment of pictures, symbols, line drawings, and/or text

(Macdonald & Trembath, 2018). This can tell individuals where they should be, and when they

should be there. For example, a sequence of clip art pictures representing each subject or activity

happening throughout a single day of the week could be placed chronologically on a student’s

desk. A schedule using particular clip art images would be placed on this student’s desk on a

Monday, then changed every morning as the week rolls along. This way the student will be able
VISUAL SCHEDULES 3

to anticipate each subject happening throughout his or her day by looking at the visual schedule

attached to their designated desk. Another example could be a sequence of realistic photographs

that represent steps involved in the process of washing one’s hands. If a student struggles with

this everyday task, they can simply use this visual activity to practice and be reminded of the

proper steps. The purpose of a visual schedule is to visually prepare a student for the next

activity or next step within an activity or chain of activities (Knight & Sartini, 2015). It can also

be used to inform an individual of any changes that might occur.

Visual schedules are a common management strategy used for teaching and improving

transition behaviors and on-task behaviors (Waters & Lerman, 2009). Students learn how to

become more independent when using these visual prompts. When visual schedules are used,

individuals become less anxious because they are provided structure and predictability, they are

aware of what is expected of them, and they are given opportunities to manage their time

(Mahoney, 2019). These schedules may also be used to increase and maintain a variety of social

skills (Hodgdon, 2000). When implementing a visual schedule or activity, it is important to make

it doable and not overwhelming. As the individual can handle more than one activity or step at a

time, the teacher should begin to extend the visual schedule. It is also important to reinforce

independence. When implementing a visual schedule, teachers should remember to include

reinforcement for following the schedule without prompting (Mahoney, 2019).

Review of Literature

Transitions

Switching between tasks and activities can be extremely overwhelming and difficult for

kids with autism (Tustin, 2000). This is often due to the lack of predictability throughout their
VISUAL SCHEDULES 4

day, especially when unexpected changes arise. However, a visual schedule aids in reducing

difficult behavior that may appear when moving to the next task. This is because visual

schedules depict what comes next (Hume & Snyder, 2014). This allows students to anticipate

any changes that occur during their day.

Supporting Study 1

One of those studies demonstrates how visual prompts combined with instruction can

improve behavior during transitions. During this study, a variety of visual supports using real

photographs and clipart pictures for two elementary age boys with autism were evaluated. The

visual supports were used to aid transitions from one activity to the next. These were used both

in community and home settings. The assessment was done using single-subject reversal designs

(ABAB) (Dettmer & Simpson, 2000). Using the visual supports, this data revealed an immense

decrease in the latency between the time the students were given instructions and the time they

began the next activity. Teacher prompts also decreased significantly with the use of these visual

prompts.

These results not only demonstrate how visual schedules can help speed up the time it

takes for students to transition, but it presents the amount of independence the students gained

from a simple visual prompt. Students who use visual schedules are able to remind themselves

what activity, step, thing, etc., comes next without the constant verbal prompts given by a teacher

or adult. It allows students to become more independent in the way they take on the day.

Students are also less anxious with the knowledge of what is to come throughout their day and

what is expected of them. The use of visual prompts lessens the anxious energy created by

unpredictability and lack of structure without the prompts.

Supporting Study 2

A different study that also supports the use of visual schedules for transitions was carried

out. This study involved three students with autism that were chosen and given a symbol

assessment to see how well they could match objects to photos. The assessment also involved

collecting data on the student’s communication throughout this process. Eight sets of highly

preferred toys were spread out around a room. Two types of photographs were also prepared.

The first type were high context photos. This means that each photo had one of the toys sets at its

place. The second type of photos were no-context photos. This meant that each photo contained

the toys without a background. Each background was plain white behind the toys. After the

baseline phase, fifteen sessions were held with each student beginning fifteen feet away from the

designated tables. The student was prompted that it was time to play and that a specific toy was

to be chosen without visuals.

The data collected was based on the number of prompts, and how long it took these

students to transition. In the next couple of phases, the students were shown certain photographs

before being promoted. In comparison to the baseline phase, every student showed a decrease in

the amount of time taken for each transition (Siegal, 2015). Two students showed a bigger

decrease using the no context photos. As for the last student, a greater decrease was shown using

the high context photos. Every student showed a decrease in the number of prompts needed to

complete each transition. This study demonstrated the effectiveness of visual prompts used

during transition times using context, and no context visuals.

Social Skills
VISUAL SCHEDULES 6

Individuals with autism struggle with social interaction skills (Schnieder & Goldstein,

2010). Social skills do not come naturally to student with autism and need prompting to help

improve social interactions with others around them. Visual schedules are an effective strategy to

help students improve these social skills.

Supporting Study 1

One study involved the use of blocks to play with in a social setting with peers. This kind

of play provides a normative context for social interactions between children with and without

disabilities (Barton & Ledford, 2018). However, individuals with disabilities tend to engage in

more repetitive than complex play than children without disabilities. This may limit social

interactions with others around. This study assessed the use of imitation and visual prompts in

group instructional social settings, specifically with block play. The students participating in this

study were both at-risk for disabilities, students with autism, and students without disabilities.

The first intervention occurred with modeling of how the block play would go about for the

students. When the students were given this imitation and modeling instruction, every single

individual increased their levels of engagement between each other. However, when given visual

prompts as well as modeling before allowing the students to interact and play, the students

showed an immaculate increase of block play complexity. The students without disabilities

practiced block play with greater engagement after given the visual prompts, but not as much as

the individuals who were at risk, or had disabilities.

This study and results given not only demonstrate the importance of inclusive

classrooms, but how specific instructional practices such as visual prompts and specific

instruction can aid all students whether they have a disability or not. The imitation and visual

interventions allowed all students to learn and improve their socialization and work skills in such
VISUAL SCHEDULES 7

a simple and collective way. Visual prompts can not only provide predictability in schedules and

steps of a task, but how to interact and play with others.

Supporting Study 2

In another study facilitated by Gadiaire (2018), four students with autism and one student

with Attention Deficit Hyperactivity Disorder (ADHD) aging from five to ten years old were

chosen to partake. During the baseline testing, a table with a visual activity schedule was

provided by a therapist for the children. This included one activity that was not on the schedule,

and three that were. The students were only given the instruction to go play, nothing else was

said. This phase consisted of four sessions of twenty minutes each. After the baseline testing,

visuals were brought in with pictures of each activity, as well as pictures of each individual

student that was assigned to lead each one. Each activity was first demonstrated by multiple

therapists by pointing out the visuals and modeling how the materials at each activity were to be

played with. They then imitated cleaning up each activity and how to move on to the next one.

Then, students were placed into two groups and given the opportunity to practice the activities

that were just demonstrated.

At the beginning of the study, without the use of modeling and visual prompts, were

struggling with the level of interactive play between one another. Once the modeling and visuals

were demonstrated, every single student showed an incline of interaction during peer play in the

activities. However, it needed to be determined if the intervention of visual prompts was

effective or both the visual activities and the extra prompts were the key to the student’s

improvement. The same facilitator conducted extra research by gathering eight students with

autism that were again split in two separate groups. The first group was only given prompts

without the visuals while the second group was given both. The groups were then switched using
VISUAL SCHEDULES 8

a different activity. After the second part of the study, results showed that the visual activities

were more effective and promoted a higher level of peer interaction than the interventions

without the use of visuals. This thorough study demonstrated the effectiveness of visual activities

along with normal instructional prompts when encouraging better social play with students who

have disabilities, specifically with ADHD and autism.

Implications

Visual schedules are an effective and simple intervention that can be used by teachers to

implement for students with disabilities, specifically autism. Visual schedules can decrease

student’s anxiety and increase their independence due to the clear expectations and predictability

that is given from this strategy. Visual schedules can help students learn new skills, and serve as

reminders for skills that need to be practiced or improved. This visual intervention can also

reduce the amount of time that is needed to be taken during transitions (Knight & Sartini, 2015).

Visual activities are effective when trying to teach and encourage social skills in students.

Through the use of visual prompts, students improve their ability to properly interact and engage

in social play with their peers (Schneider & Goldstein, 2010). Students with autism struggle with

social skills and deserve the opportunity to learn how to socialize with others around them. These

studies presented also show the importance of inclusion and how simple strategies such as visual

schedules can help students with disabilities work and interact with students without disabilities

in the same environment.

Directions for Future Research

The use and effectiveness of visual schedules used for students without autism or any

disability could be explored. Students all learn differently whether they have a disability or not,
VISUAL SCHEDULES 9

and may gain more from visuals than they do from only verbal instruction. This research could

also help emphasize and prove the importance of inclusion and how it can benefit both special

education students and general education students. Another possibility for future research could

be studying the amount of time it takes for students to fully learn new skills with the help of

visual schedules, and if taking the visuals away once better mastered by the students would

change anything. Lastly, research on the effects of visual schedules for students with a different

specific disability such as down syndrome compared to students with autism.

Conclusion

In conclusion, visual schedules are a simple and important intervention that should be

understood and practiced by teachers to help reach their students greatest potential. Not only this,

but to help students become more comfortable and independent in their everyday environments.

Visual schedules provide a “win win” situation. Teachers receive the opportunity to help their

students reach their greatest potential with the help of implementing this strategy, and become

blessed with the improvement in behavior that these visual schedules help instill in their

students. All of these aspects combined help create a positive and safe environment for learning

and constant interaction. Visual schedules decrease the anxiousness and misunderstanding that

students with autism can have due to unpredictability and unclear expectations without these

visuals.
VISUAL SCHEDULES 10

Bibliography

Barton, E., & Ledford, J., (2018). Increasing the engagement and complexity of block play in

young children. Education and Treatment of Children, 41(2), 169-196.

Dettmer, S., & Simpson, R., (2000). The use of visual supports to facilitate transitions of students

with autism. Council for Exceptional Children, 15(2), 17-24.

Gadaire, D.M., Bartell, K., (2018). Evaluating group activity schedules to promote social play in

children with autism. Learning and Motivation, 64, 18-26.

Hodgdon, L. (1995). Visual strategies for improving communication: Practical supports for

school and home. Troy, MI: Quirk Roberts Publishing.

Hume, K., Sreckovic, M., Snyder, K., (2014). Smooth transitions: Helping students with autism

spectrum disorder navigate the school day. TEACHING Exceptional Children, 47(1), 35-45.

Knight, V., & Sartini, E., (2015). Evaluating visual activity schedules as evidence-based practice

for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders,

45(1), 157- 178.

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

Autim Spectrum Disorders, 6, 480-492.

Mahoney, M., (2019). Peer-mediated instruction and activity schedules: Tools for providing

academic support for students with ASD. TEACHING Exceptional Children, 51(5), 350-60.

Paramita, P., & Sharma, U., (2020). Effective teacher professional learning on classroom

behavior management: A review of literature. Journal of Teacher Education, 45(1), 61-81.

Sainato, S., & Lefebvre, R., (2000). Facilitating transition times with handicapped preschool

children: a comparison between peer mediated and antecedent prompt procedures. Appl Behav

Anal, 20(3), 285-91.

Schneider, N., & Goldstein, H., (2010). Using social stories and visual schedules to improve

socially appropriate behaviors in children with autism. Journal of Positive Behavior

Interventions, 12(3), 149-160.

Tustin, L., (2000). The effects of advance notice of activity transitions on stereotypical behavior.

Appl Beh Anal, 28(1), 91-2.

Waters, M., & Lerman, D., (2009). Separate and combined effects of visual schedules and

extinction plus differential reinforcement on problem behavior occasioned by transitions. Journal

of Applied Behavior Analysis, 42(2), 309-13.