Visual Schedules Research Articles

The use of visual schedules to increase academic-related on-task behaviors of individuals with autism: a literature review

A literature review was conducted to examine the existing studies on visual schedules to increase academic-related on-task behaviors for individuals with autism. Systematic searches of electronic databases and reference lists identified 10 studies meeting the inclusion criteria. These studies were evaluated in terms of the effectiveness of visual schedules based on (a) participant characteristics; (b) intervention settings and activities; (c) independent variables including visual schedule forms, presentation modes, and other methods or strategies combined with visual schedules; (d) research design and measures; and (e) generalization, maintenance, and social validity. Also, the methodological rigor of each study in this review was assessed (e.g. against Reichow’s evaluation standards). The results provided evidence that visual schedules could be utilized in combination with other strategies or methods, especially prompting and reinforcement, to increase the academic-related on-task behaviors of individuals with autism. Seven studies reported social validity, six studies programmed for generalization, and four studies reported maintenance effects. According to Reichow’s evaluation standards, six studies met strong criteria and one study met acceptable criteria, indicating that they provide good evidence for the effectiveness of VS on the academic-related on-task behaviors of individuals with autism. Implications and suggestions for practitioners and researchers are provided.

Evaluating Mobile Application as Assistive Technology to Improve Students with Learning Disabilities for Communication, Personal Care and Physical Function

This study addresses the challenges faced by Malaysian students with learning disabilities, emphasizing the critical role of assistive technology (AT), particularly Augmentative and Alternative Communication (AAC) within mobile applications. Focusing on the Smart-App, the research explores its efficacy in supporting students in learning and establishing routines for activities of daily living (ADLs). Four preschool students aged five to six attending a specialized institution, with the use of direct observation and an adapted checklist methodology to assess their personal care, physical function, and communication aspects. Smart-App's shows significant impact on communication, enhancing two-way communication through visual schedules and AAC features. In personal care, the app facilitated ADLs, such as handwashing and tooth brushing, emphasizing a sequential click-through approach. Additionally, the oral hygiene module served as an effective pedagogical tool. In terms of physical function, Smart-App contributed to toilet training and identified challenges in specific physical activities. The study contributes substantively to the discourse on AT in education, underscoring the potential of Smart-App as a valuable tool for enhancing ADLs and fostering independence among students with learning disabilities.

Using a visual support package to facilitate independent leisure engagement and choice-making for individuals with moderate to severe autism in Taiwan.

Self-determination encompasses various components, including decision-making and independence, making it a complex process. While the importance of self-determination for individuals with autism spectrum disorder has been explored in previous studies, there is limited research focusing on individuals with moderate to severe autism spectrum disorder. Evidence-based practices such as visual activity schedules and video modeling have shown effectiveness in promoting independence among individuals with autism spectrum disorder. To address the need for independence and choice-making among individuals with moderate to severe autism spectrum disorder, this study developed a visual support package incorporating visual activity schedules, video modeling, preference assessments, and prompt procedures. By investigating the intervention's effectiveness in three participants, this study contributes to the existing literature on the use of a visual activity schedule and video modeling in enhancing choice-making and independent leisure engagement. Following the intervention, all participants were able to select three leisure activities, develop their own visual schedules, and complete them. Notably, this study conducted preference assessments to determine participants' preferred leisure activities and did not provide additional reinforcement. Practical implications of this research include incorporating video prompting as needed and adjusting activity engagement time. Future research should explore the long-term effectiveness of the visual support package and its application in developing novel skills or vocational activities for individuals with moderate to severe autism spectrum disorder. This study fills a critical gap in the literature, providing important insights for practices and research in the field of autism spectrum disorder interventions.

Introducing the Music Therapy Visual Schedule Approach (MT-ViSA): Contexts and considerations for visual design and production

Visual schedules have been used with different population groups within music therapy practice, mostly with people on the autism spectrum, however there is a paucity of focused literature on the use of these tools in the field. Drawing on a range of diverse information sources (e.g. literature, research data, practice experience), the Music Therapy Visual Schedule Approach (MT-ViSA) was developed. The MT-ViSA is a co-design approach to using visual schedules within music therapy practice. This article introduces the MT-ViSA and poses detailed questions under the four components of assessing, planning, delivering and evaluating; and visual design and production considerations for music therapists utilising a visual schedule within their work. This article suggests that a visual schedule may be of benefit to music therapy participants with different needs across the lifespan. It is anticipated that the outputs from this research will contribute to the evidence-base and practice approach of utilising visual schedules within music therapy service delivery.

Words are delicious

Words are delicious

Young children's perspectives of time: New directions for co‐constructing understandings of quality in ECEC

AbstractChildren's relationship with time in preschools is an under‐researched area. Young children rarely know how to measure time using a clock, but their experiences of time may contribute to understanding children's well‐being and debates about quality in preschools. This paper brings together two empirical exploratory studies conducted in preschools in Iceland and Croatia, respectively, and is based on participatory research methods that highlight young children's perspectives on their sense of time. First, the paper provides examples of young children's understanding of the sequence of events in preschools. Most days were marked by regular routines, such as mealtimes, circle time and outdoor activities. These stepping stones were seen as providing a rhythm for the day. Children's conversations and drawings indicated an embodied sense of time that is subjective, relational and situational. Second, questions have been raised about the impact of different time practices on young children's everyday lives in preschools. In some cases, the management of time appeared to have unintended consequences for factors relating to quality in preschools. Adherence to daily visual schedules could lead to fragmented days with fewer opportunities for uninterrupted play than time management based on ‘flow’. The subjective nature of children's sense of time is complex, and shared understandings between adults and children are not guaranteed. Careful and imaginative listening is required in order to deepen understandings on this topic. This could, in turn, support teachers to further consider the impact on children's daily experiences of preschool when planning based solely on ‘clock time’.

Environment Modifying in Inclusive Education

The goal of inclusive education is to give all students equal opportunities to learn, without regard to their abilities, backgrounds, or needs. To achieve this, it is essential to alter the educational environment to meet the distinct requirements of each learner. Visual schedules, tactile materials, and auditory aids are some of the sensory resources available in inclusive classrooms to cater to different sensory preferences. To promote focus and comfort, learners can opt for adaptable seating and quiet spaces. An environment that fosters inclusivity is as much about culture as physical elements. It is critical to cultivate an atmosphere of empathy, understanding, and respect. Among all students, a sense of belonging, peer support, and open dialogue can be encouraged by recognising and commending their differences and unique qualities. Environment modification in inclusive education, improved by changing surroundings, is a key method for giving excellent education that appreciates students’ diversity. By making these changes, schools and teachers can aid in making surethat every student has an equalchance to learn, join in, and do well in school.

A Scoping Review of Studies on Assistive Technology Interventions and Their Impact on Individuals with Autism Spectrum Disorder in Arab Countries.

To review the current literature on the AT interventions and outcomes reported for individuals with ASD in Arab countries. A scoping review adhering to PRISMA guidelines was undertaken to explore the utilization of AT, segmented into three categories: low-technology (low-tech), mid-technology (mid-tech), and high-technology (high-tech) devices. Twelve studies had a pooled sample of 1547 participants, primarily male school-aged children with ASD. The AT applications evaluated ranged from low-tech visual schedules and support to high-tech virtual reality systems. Studies have reported the potential benefits of AT in improving communication, social, academic, adaptive, and functional abilities; however, comparative evidence between AT interventions is limited. The identified barriers to the adoption of AT included caregiver uncertainty about the use of AT and a lack of awareness of AT among professionals and the Arab community in general. Available studies suggest that the adoption of AT can enhance the skills of individuals with ASD in Arab countries. However, more rigorous studies across diverse demographic groups and Arab national regions are needed to strengthen the evidence base and provide appropriate recommendations.

An Evaluation of Online Training on Pre-service Special Education Teachers’ Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China

Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.

"On an island by myself": implications for the inclusion of autistic students in self-contained classrooms in public elementary schools.

Autistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators' attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting. Semi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper. An inductive approach to thematic analysis revealed principals' and special education teachers' perspectives regarding the "autism-specific culture" in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to "autism-specific culture" detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals' and special education teachers' attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students. Results suggest that valuing "equal" access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators' attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed.

Development of oral health resources and a mobile app for caregivers and autistic children through consensus building.

Caregivers of autistic children often lack knowledge regarding oral homecare and when and where to see the dentist. To address this need, we developed a series of information on oral health. An autistic child assisted in developing two social stories to showcase a dental visit. A mobile app was developed to deliver the above mentioned. Other features include creation of customised social stories and visual schedule and an inbox to allow dentists to send messages to parents. The developed information and social stories were reviewed by experts and parents. The app also underwent anonymous and independent testing by parents. Overall the information and app were well received by the experts and parents.

Educational Strategies for Deaf Children with Autism Spectrum Disorder (ASD)

In this paper we highlight some of the difficulties that deaf and hard-of-hearing (DHH) children with autism spectrum disorder (ASD) are likely to exhibit in the classroom, such as echolalia and insistence on sameness, deficits in perspective-taking and theory of mind, difficulty producing and comprehending facial expressions and pronouns, articulation difficulties, and challenges with social interaction. For each challenging area we propose educational strategies that teachers may find useful, including video modeling, visual schedules, Social Stories, Power Cards, and peer support groups. We encourage educators to be flexible and creative in their use of multiple teaching strategies with these children, so that we can meet our ultimate goal of serving students’ diverse educational needs more effectively.

Novice Teachers’ Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception

Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers’ procedural understanding and subjective buy-in.

Employment Equity: Setting up Persons with Disability for Success

Mister Elliot Smith has found meaningful employment at the age of 21 years. In this personal experience piece, Mr. Smith shares with readers the strategies that have helped him achieve and maintain employment as an individual who lives with Autism Spectrum Disorder (ASD) and Attention Hyperactivity Disorder (ADHD). These strategies have helped him gain experience (completing a cooperative learning placement, volunteering, and participating in employment programs) and succeed in his employment (taking breaks, using a visual schedule, training with a support worker). It should be noted that not all of Mr. Smith’s experiences will be relatable to all people with ASD and ADHD; however, the messaging regarding equity-based principles are universal.

Testing a Theory of Implementation Leadership and Climate Across Autism Evidence-Based Interventions of Varying Complexity

Prominent theories within the field of implementation science contend that organizational leaders can improve providers’ fidelity to evidence-based practices (EBPs) by using focused implementation leadership behaviors that create an organizational climate for EBP implementation. However, this work has been criticized for overreliance on nonspecific, self-report fidelity measures and poor articulation of the boundary conditions that may attenuate leadership and climate’s influence. This study tests the predictions of EBP implementation leadership and climate theory on observed fidelity to three school-based EBPs for autism that vary in complexity: pivotal response training (PRT), discrete trial training (DTT), and visual schedules (VS). Educators in kindergarten to third-grade autism support classrooms in 65 schools assessed their principals’ EBP implementation leadership and school EBP implementation climate prior to the school year. Mid-school year, trained observers rated educator fidelity to all three interventions. Expert raters confirmed PRT was significantly more complex than DTT or VS using the Intervention Complexity Assessment Tool for Systematic Reviews. Linear regression analyses at the school level indicated principals’ increased frequency of EBP implementation leadership predicted a higher school EBP implementation climate, which in turn predicted higher educator fidelity to PRT—however, there was no evidence of a relationship between implementation climate and fidelity to DTT or VS. Comparing principals whose EBP implementation leadership was ±1 SD from the mean, there was a significant indirect association of EBP implementation leadership with PRT fidelity through EBP implementation climate (d = 0.49, 95% CI [0.04, 0.93]). Strategies that target EBP implementation leadership and climate may support fidelity to complex behavioral interventions.

Use of “Picture Communication Card” and “Visual Schedule” in Two Children with Developmental Disorders with a Focus on Their Visual Characteristics

Use of “Picture Communication Card” and “Visual Schedule” in Two Children with Developmental Disorders with a Focus on Their Visual Characteristics

Evaluation of the Effect of the “Picture Communication Card” and “Visual Schedule” for Children Suspected with Developmental Disorders

Evaluation of the Effect of the “Picture Communication Card” and “Visual Schedule” for Children Suspected with Developmental Disorders

The application of the Music Therapy Visual Schedule Approach (MT-ViSA) within a group music therapy program

ABSTRACT Introduction There is evidence to suggest that the use of visual schedules within music therapy practice is beneficial; however, there is a paucity of supporting literature for using these tools in programs for families with complex needs. This study investigates the application of the existing Music Therapy Visual Schedule Approach (MT-ViSA) to this focus population group. Method Participants considered to be families with complex needs were recruited using a purposive sampling strategy to attend a 6-week music therapy program. Data collection was informed by a hybrid mixed methods design with observation, survey and interview methods being used. A bricolage research approach forms the theoretical framework for the analysis, demonstrating the joint juxtapositioning of qualitative and quantitative data. Results Eight parent–child dyads participated in the study with a 100% attendance rate achieved. The use of the MT-ViSA assisted participants with the routine and structure of the sessions, supporting attendance and engagement. When investigating how the visual flip-book schedule primed the children for music-making, four themes emerged: understanding, anticipating, self-regulating and exercising agency. A single embedded case example is included to further illustrate these themes. Discussion This paper has implications for music therapy practice. The work highlights the beneficial role of the MT-ViSA for families with complex needs and suggests that this approach may potentially benefit different population groups. The theoretical model is presented and discussed, along with project limitations including the small sample size and data collection tools. In conclusion, future research plans and training are shared.

Teaching Board Game Play to Young Children With Disabilities

We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations was related to increases in independent board game play behaviors. No changes in peer-directed social communication were observed. Our study extends the research on board game play–focused interventions by demonstrating the effectiveness of the intervention package for young children with or at risk for disabilities and their typically developing peers.

Nutrition and Eating Problems—Autism Toolkit

Nutrition and Eating Problems—Autism Toolkit