Visual Schedules

For many people with autism, predictability and routines are very
important. Visual schedules are one aspect of structured teaching
that are very supportive for many people with autism. Visual
schedules inform students where they need to go throughout the
day. Other aspects of structured teaching include additional visual
supports that tell students what tasks they will be doing, and when
they will be finished.

Three key ideas regarding Visual Schedules:

Improves
Individualized for Adapted, but never
independence from
student removed
adult prompting
Check out this video
for a quick
explanation of Visual
Schedules.

How to successfully support Visual Schedules?

Consider Wait! Allow

Clearly define Student
Use objects, pictures transition time for Fade Student
locations where interacts with
and/or words cues (natural Student to prompts Independence
student travels the schedule
or added) Respond

Considerations

Decide on the format of the schedule:

a) Object Schedules are most appropriate when the student does not show interest in pictures or icons or
who has visual challenges.
1 Schedule
Format
b) Pictures or photographs are often the first choice. Even if a student does not yet show the ability to
match or discriminate pictures, you may wish to begin here.
c) Written words are used once students can easily read the words on the schedule. This allows us to
adapt the schedule to reflect a student “agenda” format over time.

2 Schedule
Consider how much information the student can manage at a time.
length

Will the student use the natural transitions in the environment (i.e., bells, teacher direction, work
3 Transition cues
completion) or will additional prompts (i.e., transition card, verbal prompt) be needed?

Don’t expect that the student will know how the schedule works from the start. Model its use, and
4 Teach
schedule use consider teaching the locations using “matching stations.”

Be reflective of the prompting that takes place with the schedule. Ideally, the student can use the
5 Work toward
independence schedule without adult prompts (including verbal, physical, or gestural prompts.)

Not all students need a picture-based visual schedule. If a student can read, consider adapting the
6 Adjust as
student grows schedule to reflect their capabilities.

Consistently sing a visual schedule is important. It is also important to have a way to respond to
7 Be consistent
but flexible “unexpected” events (e.g., fire alarm.) Have on hand, a plan for how to teach these as well.