Research: Acquisition and Generalization of Activity Schedules and Their Effects on Task Engagement in a Young Child with Autism in an Inclusive Pre-School Classroom

Authored by Massey, NG, and Wheeler JJ in Education and Training in Mental Retardation and Developmental Disabilities, Volume 35, Issue 3, p. 326-335, (2000).

Article summary (posted Sep 23, 2006):

This case study provides a detailed example of the effective use of visual schedules for young children in a classroom setting.

Visual schedules are used for children with autism in order to facilitate processing of information. Research has shown that visual cues can be a form of communication that leads to independence in school, home, and community settings. This case study describes the use of a visual schedule with a 4-year old boy diagnosed with autism. The authors found that the boy was able to successfully acquire the skills required to independently use the visual schedule. In addition, upon completion of the study, he displayed more frequent attempts at social interaction and spontaneous communication.

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You can access the original abstract and the complete paper is sometimes available for free via Google Scholar (look for entries that say "PDF").
autism, case study, child-centered, classroom, communication, developmental disabilities, education, generalization, home, independence, interaction, joint attention, mental retardation, schedule, school, social interaction, spontaneous, visual, visual cueing, visual schedules
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