Visual schedules use a series of images and text to visually illustrate a sequence of events, prepare the individual for the following action or step within an activity or chain of activities, and prompt them to follow a series of activities or tasks independently. As an evidence-based practice, visual schedules can be effectively used in different settings across age groups and a range of skills and behaviors for learners with autism spectrum disorder. The authors summarize the key steps of making and using visual schedules using the acronym CHECK. Special education and general education teachers or professionals can use the CHECK strategy to increase the participation and independence of their students on the autism spectrum.
AkersJ. S.HigbeeT. S.PollardJ. S.PellegrinoA. J.GerencserK. R. (2016). An evaluation of photographic activity schedules to increase independent playground skills in young children with autism. Journal of Applied Behavior Analysis, 49(4), 954–959. https://doi.org/10.1002/jaba.327
2.
ArcherA. L.HughesC. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
3.
BandaD. R.GrimmettE. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43, 324–333. https://www.jstor.org/stable/23879794
4.
BryanL. C.GastD. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553–567. https://doi.org/10.1023/A:1005687310346
5.
CollinsB. C. (2022). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes.
6.
Da FonteM. A.Barton-ArwoodS. M. (2017). Collaboration of general and special education teachers: Perspectives and strategies. Intervention in School and Clinic, 53(2), 99–106. https://doi.org/10.1177/1053451217693370
7.
GischlarK. L.HojnoskiR. L.MissallK. N. (2009). Improving child outcomes with data-based decision making: Interpreting and using data. Young Exceptional Children, 13(1), 2–18. https://doi.org/10.1177/1096250609346249
8.
HojnoskiR. L.GischlarK. L.MissallK. N. (2009). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 12(3), 32–44. https://doi.org/10.1177/1096250609333025
9.
HughesC. A.RiccominiP. J. (2019). Purposeful independent practice procedures: An introduction to the special issue. Teaching Exceptional Children, 51(6), 405–408. https://doi.org/10.1177/0040059919850067
10.
HughesC. A.RiccominiP. J.DexterC. A. (2022). Use explicit instruction. In McLoskeyJ.MaheadyL.BillingsleyB.BrownellM.T.LewisT. J. (Eds.), High leverage practices for inclusive classrooms (pp. 235–264). Routledge.
11.
HumeK. (2009). Steps for implementation: Visual schedules. The National Professional Development Center on Autism Spectrum Disorders; Frank Porter Graham Child Development Institute; The University of North Carolina.
12.
HumeK.SteinbrennerJ. R.OdomS. L.MorinK. L.NowellS. W.TomaszewskiB.SzendreyS.McIntyreN. S.Yücesoy-ÖzkanS.SavageM. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013. https://doi.org/10.1007/s10803-020-04844-2
13.
IvyS. E.HattonD. D.WehbyJ. H. (2018). Using graduated guidance to teach spoon use to children with severe multiple disabilities including visual impairment. Research and Practice for Persons with Severe Disabilities, 43(4), 252–268. https://doi.org/10.1177/1540796918808519
14.
JimenezB. A.AlamerK. (2018). Using graduated guidance to teach ipad accessibility skills to high school students with severe intellectual disabilities. Journal of Special Education Technology, 33(4), 237–246. https://doi.org/10.1177/0162643418766293
15.
KnightV.SartiniE.SpriggsA. D. (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. https://doi.org/10.1007/s10803-014-2201-z
16.
KoyamaT.WangH.-T. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32(6), 2235–2242. https://doi.org/10.1016/j.ridd.2011.05.003
17.
LequiaJ.MachalicekW.RispoliM. J. (2012). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6(1), 480–492. https://doi.org/10.1016/j.rasd.2011.07.008
18.
LequiaJ.WilkersonK. L.KimS.LyonsG. L. (2015). Improving transition behaviors in students with autism spectrum disorders: A comprehensive evaluation of interventions in educational settings. Journal of Positive Behavior Interventions, 17(3), 146–158. https://doi.org/10.1177/1098300714548799
19.
LiangZ.LeeD.ZuoJ.LiangS. (2024). The use of visual schedules to increase academic-related on-task behaviors of individuals with autism: a literature review. International Journal of Developmental Disabilities, 1-14. https://doi.org/10.1080/20473869.2024.2402124
20.
LoryC.RispoliM.GregoriE.KimS. Y.DavidM. (2020). Reducing escape-maintained challenging behavior in children with autism spectrum disorder through visual activity schedule and instructional choice. Education & Treatment of Children, 43(2), 201–217. https://doi.org/10.1007/s43494-020-00019-x
21.
MasseyN.WheelerJ. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. Education and Training in Mental Retardation and Developmental Disabilities, 35(3), 326–335. https://www.jstor.org/stable/23879654
22.
McLeskeyJ.BillingsleyB.BrownellM. T.MaheadyL.LewisT. J. (2019). What are high-leverage practices for special education teachers and why are they important?Remedial and Special Education, 40(6), 331–337. https://doi.org/10.1177/0741932518773477
23.
MeadanH.OstroskyM. M.TriplettB.MichnaA.FettigA. (2011). Using visual supports with young children with autism spectrum disorder. TEACHING Exceptional Children, 43(6), 28–35. https://doi.org/10.1177/004005991104300603
24.
MesibovG. B.SheaV.SchoplerE. (2005). The TEACCH approach to autism spectrum disorders. Springer Science & Business Media.
25.
MorrisJ. R.DexterD. D.HunterW. (2021). Using guided practice for students with EBD within explicit instruction. Beyond Behavior, 30(2), 64–71. https://doi.org/10.1177/10742956211021616
26.
MorrisonR. S.SainatoD. M.BenchaabanD.EndoS. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25(1), 58–72. https://doi.org/10.1177/105381510202500106
27.
PierceJ. M.SpriggsA. D.GastD. L.LuscreD. (2013). Effects of visual activity schedules on independent classroom transitions for students with autism. International Journal of Disability, Development and Education, 60(3), 253–269. https://doi.org/10.1080/1034912X.2013.812191
28.
PlanerJ.DeBarR.ProgarP.ReeveK.SarokoffR. (2018). Evaluating tasks within a high-probability request sequence in children with autism spectrum disorder. Behavioral Interventions, 33(4), 380–390. https://doi.org/10.1002/bin.1634
29.
ScheuermannB.BillingsleyG.HallJ. (2022). Positive behavioral supports for the classroom (4th ed.). Pearson.
30.
SteinbrennerJ. R.HumeK.OdomS. L.MorinK. L.NowellS. W.TomaszewskiB.SzendreyS.McIntyreN. S.Yücesoy-ÖzkanS.SavageM. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill; Frank Porter Graham Child Development Institute; National Clearinghouse on Autism Evidence and Practice Review Team.
WalkerM. A.KearnsD. (2022). Provide Intensive Intervention Using Data-Based Individualization. In High Leverage Practices for Inclusive Classrooms (pp. 313–329). Routledge.
33.
WoleryM.GastD. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4(3), 52–77. https://doi.org/10.1177/027112148400400305
34.
ZimmermanK. N.LedfordJ. R.BartonE. E. (2017). Using visual activity schedules for young children with challenging behavior. Journal of Early Intervention, 39(4), 339–358. https://doi.org/10.1177/1053815117725693
