SPED 5326
VISUAL ACTIVITY SCHEDULES
EMPOWERING STUDENTS USING VISUAL SUPPORTS
WHAT ARE VISUAL ACTIVITY SCHEDULES?
Teachers often use visual
supports to assist students
who have learning
disabilities. Visual activity
schedules (VAS) are a
support strategy that
includes a sequence of visual
cues to provide the learner
with a prompt to follow a
series of activities or tasks
independently. VAS
communicate the type and
amount of work that a
student is expected to
complete and promote
smooth transitions between
and within activities.
Transition times can be difficult for students with specific
learning disabilities, intellectual disability, or autism
spectrum disorder. These students often have difficulties
coping with unstructured time. The support offered by
visual schedules can decrease students anxiety and
increase their independence and time management.
Using a visual schedule, students can learn to move from
one activity to another using the schedule rather than
relying on someone else to lead them or verbally prompt
them to the next activity.
SUMMER 2017
WHAT DOES A VISUAL
SCHEDULE LOOK LIKE?
Visual activity schedules include visual
clues that guide students from one activity
to another. These visual cues can be
pictures, photographs, written words, etc.
Visual schedules can also be displayed in
various formats such as on the classroom
wall, binders, PowerPoints, iPad, etc.
WHY USE A VISUAL
SCHEDULE?
Visual activity schedules provide support
for students who typically have difficulty
following verbal directions. Visual
schedules create meaning through visual
images rather than sound. These visual
cues offer non-intrusive prompts for
smooth transitions, which have been
shown to increase activity engagement
and decrease problem behaviors.
Visual schedules allow students to
develop a positive routine of looking for
upcoming information. This can increase
students flexibility and acceptance of
change because they are able to see the
upcoming changes within the familiar
routine of checking the schedule.
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SPED 5326 SPRING 2017

IMPLEMENTING VISUAL
SCHEDULES
First, determine the reasoning for
schedule use. Schedules may be used to
improve transitions between activities
without problem behavior, perform a
series of tasks independently, follow a
sequence of activities, or manage leisure
time. The way the visual schedule is
developed will depend on its purpose.

Second, decide the type of schedule that

THE VALUE OF VISUAL SCHEDULES would most benefit the student (picture,
photograph, timetable, written, checklist,
Visual activity etc). The schedule needs to be simple
schedules can aid enough that students can utilize it even on
students with specific their worst day.
learning disabilities,
intellectual disabilities, Next, determine the length of the
and autism spectrum schedule. It may include an entire days
disorders by increasing worth of activities or may only one or two
independence and on- tasks at a time as to not overwhelm the
task behaviors. Visual student.
schedules can be used
to enhance students Finally, teach and monitor schedule use.
organizational skills, Like any new concept using a schedule is
academic learning, something students will need to be
communication, taught. The teacher should then monitor
socialization, and self- whether the student is able to use their
control. schedule independently. If not
modifications to the type or format of the
VASs are easy to implement, non-intrusive, effective, and schedule may be needed.
appropriate for all ages.

REFERENCES
Humphries, J., & Rains, K. (2017). Schedules: Make Them Visual. Exchange (19460406), 39(233), 83-86.
Mesibov, G. B., Browder, D. M., & Kirkland, C. (2002). Using Individualized Schedules as a Component of Positive Behavioral
Support for Students with Developmental Disabilities. Journal Of Positive Behavior Interventions, 4(2), 73.
Pierce, J., Spriggs, A., Gast, D., & Luscre, D. (n.d). Effects of Visual Activity Schedules on Independent Classroom Transitions
for Students with Autism. International Journal Of Disability Development And Education, 60(3), 253-269.
Spriggs, A. D., Mims, P. J., van Dijk, W., & Knight, V. F. (2017). Examination of the Evidence Base for Using Visual Activity
Schedules With Students With Intellectual Disability. Journal Of Special Education, 51(1), 14-26.
doi:10.1177/0022466916658483