Abstract
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.
Published Version
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