What is it?
A visual schedule is a set of pictures that communicates a series of activities or the steps of a specific activity (1, 2). Visual schedules are meant to help children understand and manage the daily events in their lives (3). Visual schedules may be created using photographs, pictures, written words, or physical objects. Ideally, they communicate clear expectations for the child and decrease the need for constant adult involvement in the activity (4). Most visual schedules are introduced with adult guidance that gradually decreases with time (3). They can be used in speech therapy, at school, and at home (1, 4, 5).
What's it like?
Schedules may be placed into notebooks or on a schedule board, or also presented with the aid of or on computers. The figure below represents an example visual schedule for the last portion of a child’s school day.
When designing a visual schedule, consider the following questions (2):
- Will the child understand or recognize the pictures or words?
- Is the activity represented by the visual schedule obvious to the child?
- Can the schedule be made clearer by the use of words, more images, or objects?
- Does the child know and have available the tools required to successfully complete the activity?
What is the theory behind it?
Children with autism frequently have trouble paying attention to, adapting to, and understanding auditory input. They also tend to have strengths in rote memory and the ability to understand visual information (6). Visual schedules take advantage of these strengths by efficiently communicating information that allows children to better predict and plan within their environment (2, 3, 7). Some children with autism benefit from the use of computers to generate and present visual schedules, and may prefer getting visual schedule information directly from a computer rather than from a person (8).
Most behavioral problems associated with children with autism seem to stem from poor communication (2). While visual schedules can be useful at home, they may be especially useful for children transitioning into a school environment (4, 7). Visual schedules facilitate communication and therefore may minimize behavioral problems (3, 4).
Does it work?
Many studies have demonstrated that visual schedules are effective in helping developmentally disabled, and specifically, autistic children. These studies show visual schedules to be effective in helping children to gain independence and increase on-task behavior at school, at home, and in community settings (1, 2, 6, 7). In younger children, this can translate into improved play skills, and a decrease in disruptive and aggressive behavior (5, 7). Specifically, use of visual schedules has been associated with a decrease in disruptive behavior, aggression, tantrums, and property destruction (1).
In older children, use of visual schedules can enhance learning and improve a child's ability to perform the skills required for daily living (1, 3, 4, 6, 7). Visual schedules have also been effectively used to improve physical activity in a physical education setting (7). With time, some children are able to independently use visual schedules to achieve on-task behavior and self-management without supervision (3-5, 7).
The most effective way to use visual schedules is to have them readily available and used consistently (7). Most children seem to enjoy the use of schedules and appear to be excited to see what will be coming next (3, 4). This enthusiasm has been shown to translate into increased peer to peer interactions (3, 4).
Is it harmful?
There are no reports of visual schedules being harmful.
Cost
Visual schedules can be included as a component of speech therapy (1). The cost of speech therapy is covered by the government through the Individuals with Disabilities Education Act (IDEA). The amount of speech therapy provided in this setting may be suboptimal and may need to be supplemented with private therapy. Private speech therapy can be expensive (approximately $100/hour).
Activity schedules can be designed and made at home inexpensively, and are easy to transport (5). They can be made by hand on note cards by drawing or gluing cut-out pictures from magazines. They can also be made on the computer using clipart and the PowerPoint TM program.
When used at home, visual schedules require an initial parental investment of time. With time, the child should achieve an improved ability for self-management and should require less parental supervision.
Resources
Healing Thresholds has partnered with Natural Learning Concepts. They sell several visual schedules that can be used at home.
Healing Thresholds has also partnered with Flag House. Flag House sells computer software for creating customized visual schedules, communication display boards such as worksheets, picture instruction sheets, reading books, journals, posters, and more.
Clipart can be used to generate homemade schedules. One source of clip art is the Graphics Factory: http://www.graphicsfactory.com/.
A book that may be useful:
Activity Schedules for Children With Autism: Teaching Independent Behavior
References
- Bopp, K.D., et al. 2004. "Speech-Language Pathologists' Roles in the Delivery of Positive Behavior Support for Individuals with Developmental Disabilities." Am.J Speech Lang Pathol. 13(1):5-19.
- Wheeler, J.J., and S.L. Carter. 1998. "Using Visual Cues in the Classroom for Learners with Autism as a Method for Promoting Positive Behavior." B.C.Journal of Special Education 21(3):64-73.
- Kimball, J.W., et al. 2003. "Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules." TEACHING Exceptional Children. 36(1):40-45.
- Bryan, L.C., and D.L. Gast. 2000. "Teaching On-Task and On-Schedule Behaviors to High-Functioning Children with Autism via Picture Activity Schedules." J Autism Dev.Disord. 30(6):553-567.
- Morrison, R.S., et al. 2002. "Increasing Play Skills of Children with Autism Using Activity Schedules and Correspondence Training." Journal of Early Intervention 25(1):58-72.
- Massey, N.G., and J.J. Wheeler. 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 & Training in Mental Retardation & Development Disabilities. 35(3):326-335.
- Zimbelman, M., et al. 2006. "Addressing Physical Inactivity Among Developmentally Disabled Students Through Visual Schedules and Social Stories." Res.Dev.Disabil, 28(4):386-396.
- Stromer, R., et al. 2006. "Activity Schedules, Computer Technology, and Teaching Children with Autism Spectrum Disorders". Focus on Autism and Other Developmental Disabilities. 21(1):14-24.
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Please comment on this autism topic.
Responding to visual schedules
Dec 28, 2010 by AnonymousOne of the most important things to remember is that our words disappear, visuals (pictures) do not.. We all use visuals in one form or another, calendars, post it notes, grocery lists, etc. We all look to visuals for information for instance on the highway for a hospital, gas stations, places to eat and restrooms, divided highway ahead, merge to the right, speed limit 35 and Stop. Visual strategies though, are created with an intended focus of giving particular person information that they are not picking up naturally. If one mentions an abstract word to a group of people, they all may have a different vision of what that word means or looks like. A picture of the correct definition puts everyone on the same page with regards to comprehending the intended meaning of the word for that purpose. For instance your child may associate “eating” with their favorite cookie so when you say “we are going to eat” they are envisioning getting their favorite cookie, when in fact you are talking about giving them an egg for breakfast. There is confusion and probably a meltdown because they have a different view of what “eat” means. Visuals can help take away that confusion for them as well as their expectation of getting the cookie, especially if they are looking at a picture of a plate of eggs, then they are prepared as well for eggs for breakfast, or for what “we are going to eat.”
Visuals can be used to teach so much more than just schedules. I am the mother of a daughter with autism, who is now 16. I began using visual strategies with her when she was 3. They were affordable, I could do this myself and I did not need expensive equipment to find success. My daughter did have speech and occupational therapy and she did have a supportive team at school. I used visuals to teach routines, behaviors, social and academic rules, academics and the list goes on and on. I used them mainly to teach comprehension of our very abstract language and to also teach preparation for change. I created transition tools for moving from one environment to the next. She had bookmarks for the rules of the library, she had another bookmark with the class rules for doing seatwork as well as a foam cutout of a lunchbox with what to do when the lunchroom gets too noisy rule. I found the visuals were the bridge or the key to her understanding. They need to be used consistently, and you must have patience and you cannot give up. When my daughter looked confused, I would ask myself what it was about the situation she did not understand and then I created a visual to show her.
My daughter is now 16, a junior in high school, and is taking honors classes and two AP college level classes. She is fully included and was on the yearbook and school newspaper for two years. She has a great interest in sports and so her articles involved interviewing coaches and players for the articles. I believe the early intervention; with the use of visuals throughout the years is a major part of her success.
I co-authored a book with Linda Hodgdon, who is well known internationally in the use of visual strategies for individuals with autism. Linda has written two great books “Visual Strategies for Improving Communication” and “Solving Behavior Problems in Autism”. These were my constant companions and you may find them helpful as well. As a result of using all these visuals with my daughter over the years, I co-authored an e-book with Linda called “Practical Communication Tools for Autism-Visual Strategies for Lifelong Success”. It is about the journey with visuals and how they worked as well as pictures of many of them with my daughter. These can be found at www.usevisualstrategies.com
No matter what resource you use, the bottom line is to get started, be patient, consistent and to not give up trying. You don’t need to be trained in using a “system”, use your gut instinct. I tore apart magazines for pictures and used cereal box tops for cereal choices. This was before the age of the digital camera and film was expensive, but I did take a lot of pictures as well. I had to teach my daughter how to point and until she could. I read her facial expressions when I placed her hand on a picture. We did a lot of detective work and we worked through many obstacles until we got it right, but it was so worth it. Visuals have no side effects and are easy to use and affordable…best of luck
Responding to visual schedules
Sep 30, 2010 by AnonymousI saw the article about Visual Schedules and would like to introduce you to Picto Selector a freeware Windows tool that is designed to create visual schedules and is combined with over 14000 symbols.
You can follow this link to visit it's website
Visuals for Communication & Adapting Behavior
Feb 10, 2010 by JeanAs a special education teacher visuals were high on the priority list with me and our educational assistants for communication, adapting behavior and scheduling. What a difference visuals can make in someones life and for everyone supporting them. I too used happy & not so happy faces :) , :I and :(
This also became a great method for one young man with autism to self evaluate his own work. He rated himself on every activity/project he did and he was so honest in his evaluations! This visual notation on his work schedule would then remind him of how well he had done or that he needed more effort the next time. When using a visual schedule created with a series of cards (velcro) we had an assortment of "faces cards" Later when he had a written work schedule there was a self evaluation column where he drew the appropriate face. We also evaluated his work with the same visual notation, noting when our evaluations were the same as his, which was most frequent!
Picture-Based Communications on the iPhone/iPod
Jul 21, 2009 by AnonymousHi there,
My name is Dan, and my wife Carey and I are parents to a four-year-old boy (with autism) and a two-year-old girl (neurotypical). Both of our kids are adorable and keep us laughing!
Our son is verbal, though his expressive language is weak and he struggles with sensory processing, particularly in new environments. We were turned on to picture-based communication aids by the Connecticut Birth to Three system -- laminated strips of pictures, notebooks, magnet boards, etc.
These tools worked. They helped Evan a good deal. Unfortunately, though, they weren't the most "workable" solution. Carrying around notebooks and boards is inconvenient. We'd lose the symbols, or not have the right one on hand when needed.
So, we invented an application for the iPhone and iPod Touch that lets caregivers customize and present visual schedules, social stories, timers and choices -- all right there in the palm of your hand. It's called iPrompts -- check it out at http://www.iprompts.com. We've gotten some incredible feedback about it. Hope it helps!
- Dan