Visual Schedules Research Articles

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study.

Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate.

Effects of Visual Activity Schedule on Decreasing Transition Latency

A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.

Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability

The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to engage in leisure activities with technology. Employing an iPad2, the present study examined the effects of an intervention package with most-to-least prompting on independent leisure engagement of six adults with autism spectrum disorder (ASD) and ID. In addition, the impact of teaching visual schedule use to increase their independence in leisure engagement was assessed. Results indicated that the interventions were effective in increasing the participants’ independent leisure engagement and their duration of leisure engagement. Caregivers reported high degrees of satisfaction with the interventions.

An Expert Discussion on Autism in the COVID-19 Pandemic.

An Expert Discussion on Autism in the COVID-19 Pandemic.

Reducing Escape-Maintained Challenging Behavior in Children with Autism Spectrum Disorder through Visual Activity Schedule and Instructional Choice

Children with autism tend to engage in challenging behavior more than other children, which impacts their ability to engage appropriately with instructional tasks. Existing literature has established that visual activity schedules are effective for maximizing on-task behaviors and reducing challenging behavior in individuals with autism. However, in some cases challenging behavior may not be effectively reduced, especially when the visual activity schedule includes a less preferred task. This study aimed to address this need by (a) examining the effects of a treatment package consisting of a visual activity schedule and instructional choice on escape-maintained challenging behavior of children with autism during less preferred tasks and (b) comparing the effects of the treatment package with a visual activity schedule only treatment. Results suggest the treatment package effectively reduced challenging behavior during less preferred tasks and had more consistent effects than the visual schedule only treatment on the reduction of challenging behavior.

The Effect of Visual Supports on Engagement Activities for Young Children with Autism Disorder in an Inclusive Classroom

본 연구는 서울시 G구 국공립 어린이집에 통합된 자폐성 장애유아 1명을 대상으로 특별한 관심을 반영한 시각적 지원이 참여행동에 미치는 영향을 알아보았다. 중재는 매일 오후 어린이집의 자유선택 활동 중에 자폐성 장애유아의 관심과 선호도에 맞춘 시각적 시간표, 파워카드, 퍼즐식 그림카드로 구성한 시각적 지원을 실시하였다. 참여행동은 상황간 중다기초선 설계를 적용하여 오전 대그룹시간과 자유선택활동시간, 전이시간에 관찰하였다. 연구결과, 특별한 관심을 반영한 시각적 지원을 통해 자폐성 장애유아의 주의집중행동과 자발적 행동, 지시따르기와 과제수행행동, 전이행동이 증가되어 일과중 참여행동이 증가되었으며, 중재 종료 후에도 증가된 참여행동은 일반화되었고 유지되었다. 본 연구를 통하여 특별한 관심을 반영한 시각적 지원이 통합된 자폐성 장애유아의 일과 참여에 긍정적인 영향을 미친다는 것과 특별한 관심을 반영한 시각적 지원은 자폐성 장애유아의 특성을 고려한 강점 중심의 중재라는 것을 확인하였다. 특별한 관심을 반영한 시각적 지원은 어린이집의 자연스러운 환경에서 적용할 수 있는 효과적인 중재라는 점과 통합 환경에서 활동 참여를 높이는 것은 자폐성 장애유아의 발달과 학습에 긍정적인 영향을 미칠 수 있다는 점에서 의의를 지닌다.The purpose of this study was to evaluate whether using individualized visual supports were effective in increasing engagement for preschool-aged children with autism disorder in inclusive classrooms. A multiple baseline across settings design was used to show that one-on-one visual support instruction for the routine occurring during class increased of engagement behaviors. The Visual Supports used in this study are as follows. They are Visual schedule, Power card, and Puzzle-typed Picture Cards which include the participant’s special interest area(SIA), tailored to the special interest of the participant, to teach behavioral skills. Results suggested that the children’d improved their on-task behaviors, initiating interaction behaviors, following directions skills, completing tasks behaviors, and transition skills in the context of ongoing activities in the inclusive classroom. These effects were maintained across settings following the end of the intervention. These results provided the further support that the individualized visual supports using SIA intervention in preschool routines can improve the engagement of children with Autism Disorder in an inclusive setting.

Repurposing a Smartwatch to Support Individuals With Autism Spectrum Disorder: Sensory and Operational Considerations

Smartwatches may provide a natural, portable, and unobtrusive strategy by which to support directive-following for individuals with autism spectrum disorders (ASD). A mentor can send visual supports (e.g., photographs, videos, text) “just-in-time” (JIT) to a learner’s smartwatch. This may reduce the need for extraneous face-to-face intervention within social and educational settings and thereby preserve the naturalness of interactions for individuals with ASD. In this article, the following questions are explored: (1) Will some children with ASD with limited functional speech tolerate wearing a smartwatch after receiving only spoken instructions? (2) Can children with ASD who did not initially tolerate wearing a smartwatch increase their tolerance for wearing a smartwatch after they view video models within a visual schedule? and (3) Will children with ASD who tolerate wearing a smartwatch attend to, and follow, scene cue text messages received on the watch? Results provide preliminary evidence for the feasibility of using a smartwatch with children with ASD. Limitations of this study are addressed and implications for future research are posited.

Implementing Evidence-Based Practice: A Visual and Video-Modelling Case Study

This paper examines the multi-component use of visual supports, namely visual schedules and video modelling, to achieve the vocational goal of making a sandwich independently for a 16-year old girl with autism. This practice approach was informed by both the three step process from the National Professional Development Centre (The NPDC Model, n.d.) as well as from a Kaupapa Maori culturally-responsive perspective - He Ritenga Whaimo hio (Macfarlane & Macfarlane, 2013). Relevant research (tika) and underpinning theories of autism were considered, family voice and priorities collected (aroha), and a teaching plan developed, implemented and evaluated (pono) to achieve the long-term goal of increasing a young woman’s independence. The intervention was led by the author of this paper supporting the Special School classroom teacher, teacher-aides, parents and the student directly. The successes and challenges of this intervention were monitored and will be critically discussed in this practice paper.

An Investigation into the Use of Laney U Chart as a Visual Schedule Tracker to Graphically Monitor the Schedule Performance Index

Abstract The intent of this article is to explore a mathematically sound method to graphically monitor schedule performance index (SPI) such that it enables the project manager to take objective data based decisions regarding the progress of the project schedule. The article aims to leverage the theory and application of control charts, specifically the U chart and Laney U chart and test its applicability to earned value management by trending schedule performance index on a time series chart. Off the shelf software, MinitabTM was used to generate the control charts based on earned value and planned value. While this paper proves that the Laney U chart, with correct interpretation, acts as an effective trigger-based tool for schedule risk management, it also generates further avenues for research into similar use of control charts for cost performance and other quality indices.

Training University Students About Autism Spectrum Disorder Through Outreach to School-Based Speech-Language Pathologists

Training preprofessional students about autism spectrum disorder (ASD) is crucial, particularly since students with ASD are represented on the caseloads of approximately 90% of school-based speech-language pathologists (SLPs). When this training can occur within the context of an outreach program, the results of such programming can be mutually beneficial for the individuals served as well as the students. Through the present program, six graduate students and four undergraduate students created materials for 15 SLPs working in the schools in a significantly underserved region of the United States. Students created nearly 800 materials for the SLPs to use in therapy with children with ASD. These included visual schedules and picture/icon cards and social stories. Students completed a survey and wrote a reflection paper about what they learned. Survey data from all participants indicated that the program met the needs of the SLPs and furthered students’ skills in creating materials and understanding more about the demands of working as an SLP in the schools. Implications for undergraduate and graduate training including increasing student knowledge and confidence as well as gaining student perspectives on the experience and collaboration are discussed. Future directions for extensions of this training program are proposed.

Using Visual Supports to Facilitate Audiological Testing for Children With Autism Spectrum Disorder.

Purpose One in 59 children is diagnosed with autism spectrum disorder (ASD). Due to overlapping symptoms between hearing loss and ASD, children who are suspected of having ASD require an audiological evaluation to determine their hearing status for the purpose of differential diagnosis. The purpose of this article is twofold: (a) to increase audiologists' knowledge of ASD by discussing the challenges associated with testing and interpreting clinical data for children with ASD or suspected ASD and (b) to provide visual supports that can be used to facilitate audiological assessment. Method Eight children (ages 4-12 years) were recruited as video model participants. Videos were filmed using scripts that used concise and concrete language while portraying common clinical procedures. Using the video models, corresponding visual schedules were also created. Conclusion Although obtaining reliable hearing data from children with ASD is challenging, incorporating visual supports may facilitate testing. Video models and visual schedules have been created and made freely available for download online under a Creative Commons License (Creative Commons-Attribution-NonCommercial-ShareAlike 4.0 International License). Incorporating visual supports during clinical testing has the potential to reduce the child's and family's stress, as well as to increase the probability of obtaining a reliable and comprehensive audiological evaluation. Future research is warranted to determine the effectiveness and feasibility of implementing these tools in audiology clinics. Supplemental Material https://doi.org/10.23641/asha.10086434.

Communication board as a Montessori apparatus in teaching mathematics to autism students

The research of mathematics teachers and instructors is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be mastered by everyone, including students with special needs. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. The study used the descriptive qualitative method. According to the research results several Montessori apparatuses have been chosen used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.

Utilisation of an Intervention to Support Students on the Autism Spectrum: Examining Teachers' Responses to Finished! The On-task Toolkit.

Abstract A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on task and work independently. However, evidence of effectiveness does not ensure a timely implementation of interventions in applied educational contexts. The translatability of interventions depends, to a large extent, on their contextual fit and how they are perceived by those that will use them. This mixed methods study examined general education teachers' responses to an information toolkit outlining the use of visual schedules and work systems as inclusive, whole-class practices. While teachers regarded the toolkit positively, their responses also offer insights into potential barriers to implementation.

自閉症児に対する視覚的スケジュールとPECS（絵カード交換式コミュニケーションシステム）を用いたトイレのこだわり行動の減少とトイレ要求行動の形成

自閉症児に対する視覚的スケジュールとPECS（絵カード交換式コミュニケーションシステム）を用いたトイレのこだわり行動の減少とトイレ要求行動の形成

Discrepancies and Agreement in Perceptions of Implementation Leadership: Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism.

Studies demonstrate that discrepancies among leader-follower perceptions of leadership are related to organizational processes that may impact evidence-based practice (EBP) implementation. However, it is unknown whether discrepancies in leadership perceptions also predict EBP use. This study examined the association of principal-staff alignment and discrepancy in perceptions of implementation leadership with the dosage of three Autism-focused school-based EBPs, Discrete Trial Training, Pivotal Response Training (PRT), and Visual Schedules. PRT dosage was higher when principals under-rated their implementation leadership and when it was agreed upon that implementation leadership was low. Findings have implications for leaders support of EBPs implemented in school-based settings.

Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: a cross-sectional observational study

BackgroundChildren with autism receive most of their intervention services in public schools, but implementation of evidence-based practices (EBPs) for autism varies. Studies suggest that individual (attitudes) and organizational characteristics (implementation leadership and climate) may influence providers’ use of EBPs, but research is relatively limited in this area. This study examined individual and organizational factors associated with implementation of three EBPs—discrete trial training, pivotal response training, and visual schedules—for children with autism in special education classrooms in public elementary schools.MethodsParticipants included 67 autism support teachers and 85 other classroom staff from 52 public elementary schools in the northeastern United States. Participants reported their attitudes toward EBPs (e.g., intuitive appeal, willingness if required, openness, and divergence), implementation leadership and climate of their school, and the frequency with which they deliver each of three EBPs. Linear regression was used to estimate the association of attitudes about EBPs with organizational characteristics and intensity of EBP use. Demographic covariates with a bivariate association with EBP use significant at p < .20 were entered into the adjusted models.ResultsThere were significant findings for only one EBP, discrete trial training. Teachers who reported higher perceived divergence (perceived difference of usual practice with academically developed or research-based practices) between EBPs and current practices used less discrete trial training (f2 = .18), and teachers who reported higher appeal (willingness to adopt EBPs given their intuitive appeal) of EBPs used more discrete trial training (f2 = .22). No organizational factors were significantly associated with implementation with any of the three EBPs.ConclusionsAttitudes toward EBPs may affect teachers’ decisions to use EBPs; however, implementation leadership and climate did not predict EBP use. Future implementation efforts ought to consider the type of EBP and its fit within the context in terms of the EBP’s similarities to and differences from existing practices and programs in the setting. Implementation strategies that target individual attitudes about EBPs may be warranted in public schools.

Organizational culture and climate profiles: relationships with fidelity to three evidence-based practices for autism in elementary schools

BackgroundImplementation researchers have typically studied organizational culture and climate by testing whether individual dimensions are linked to the implementation of evidence-based practices (EBPs) rather than examining how the overarching social context influences implementation. This approach may limit implementation theory and strategy development to the extent that individual dimensions of culture and climate interact, mutually reinforce or counteract one another, or exhibit non-linear relationships. This study tests whether empirically identifiable culture and climate profiles emerge in a sample of organizations and examines how these profiles relate to EBP fidelity and work attitudes that support EBP sustainment, focusing on three EBPs for youth with autism delivered in schools as an example.MethodsThe study included 65 elementary schools in the U.S. that implemented three EBPs—discrete trial training, pivotal response training, and visual schedules—for youth with autism. Organizational culture and climate and work attitudes were assessed using the Organizational Social Context measure at the beginning of the school year. Observations of EBP fidelity occurred mid school-year. We used bias-adjusted stepwise latent profile modeling to (1) identify subpopulations of schools that share similar culture and climate profiles, and (2) test for mean differences across profiles in observed EBP fidelity and teacher and staff work attitudes.ResultsControlling for region, four profiles best characterized the organizational cultures and climates of schools. Teachers and staff in schools with a comprehensive profile (high proficiency culture, positive climate) exhibited higher fidelity to two of three EBPs (d’s = .95 to 1.64) and reported superior work attitudes (d’s = .71 to 1.93) than teachers and staff in all other schools. Teachers and staff in supportive schools (low rigidity culture, positive climate) had better work attitudes, but not better fidelity, than those in schools with indifferent (low culture/climate, elevated stress) and constrained (high rigidity and resistance, high stress) profiles.ConclusionsOrganizational culture and climate profiles are a strong predictor of EBP fidelity and work attitudes that support EBP sustainment, highlighting the importance of an organization’s overarching social context when developing implementation theory and strategies. Strategies that foster a comprehensive profile may improve EBP implementation.

The use of visual schedules and work systems to increase the on‐task behaviour of students on the autism spectrum in mainstream classrooms

Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on‐task and transitioning between tasks and task elements can interfere with students’ participation in educational activities and lead to stress and anxiety. While the use of visual supports, such as visual schedules and work systems, has been shown to be effective in supporting students to stay on‐task in special education and autism‐specific settings, there is little research to support the use of these strategies by teachers in mainstream classrooms. This study evaluated the use of visual schedules and work systems in supporting four students on the autism spectrum to stay on‐task and work independently in a mainstream setting. These strategies were implemented by teachers as inclusive practices, and evaluated using observations within the natural classroom environment to examine their feasibility in mainstream settings. All participants demonstrated improvements in on‐task behaviours. Results for other, secondary, dependent variables were mixed, with some students showing reduced off‐task behaviours and increased productivity. The implications for clinical practice and future research directions are discussed.

Effectiveness of visual schedule in combination with sensory-integration therapy for developing self-care in children with autism

Background: Developmental disorders like autism are heterogeneous and lifelong disorder which will have mild-to-severe limitations for which they rely heavily on others for support in self-care, daily living, employment, relation, and overall independent living. Objectives: The aim of this study is to explore the effect of visual scheduling for developing self-care in children with autism and to incorporate the visual scheduling as a therapeutic intervention in combination with sensory integration therapy (SIT). Study Design: This was pretest–posttest control group design. Methods: Convenient sample of 32 children with autism were screened with childhood autism rating scale (CARS) were allotted to experimental and control group. The pretest score was taken using Wee-FIM, after that, both groups underwent 12 weeks of intervention. Experimental group followed conventional therapy (SIT) along with visual schedule protocol of self-care and control group followed conventional therapy and the culture-based rearing techniques. The potential impact of the program on participation was assessed as post Wee-FIM score. Results: The present study aimed at knowing the effectiveness of the combined approach of visual schedule and SIT for increasing self-care in children with autism. Statistical analysis shows that there is a significant difference between both groups after posttest. Result shows the change in mean score 25.56–40.43. Moreover, the result is highly significant at the level of P = 0.00 (95% confidence interval). Conclusions: This study shows the combined effect of visual schedule and SIT is an effective intervention to improve self-care activities in children with autism.

Применение визуального расписания для детей с РАС в Центре длительной реабилитации детей «Добрый сад».

The application of a visual schedule allows effectively educate and socialize children with autism spectrum disorders. In the end of the article the stages of implementation of the whole day general group schedule by teachers of the “Dobryi Sad” center are described. Positive results of 6-month work on the application of the visual schedule are presented, including, improvement in children’s skills of visual perception, cooperation, reduction of cases of problem behavior. Positive results of 6-month work on the application of the visual schedule are presented, including improvement in children’s visual perception skills, cooperation, reduction of cases of problem behavior. Ending. Beginning in no 2 (59), 2018.