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A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165-179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed.

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Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed.

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We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.

This study used a multiple probe across participants design to (a) evaluate the use of system of least prompts to teach students to self-instruct and (b) evaluate the use of a mobile device for a video activity schedule of a functional daily living skill. In baseline, the classroom teacher asked participants to make a snack and collected performance data. In the technology training condition, the teacher implemented a system of least prompts procedure to teach participants to initiate use of the mobile device, navigate to a training video activity schedule, pause/play videos of training tasks, and perform the modeled training tasks. After meeting criterion in technology training, the classroom teacher evaluated participant performance making a snack following use of a mobile device to self-instruct using a video activity schedule. Participant technology use was still assessed but not included in criterion. All four participants learned to independently initiate and navigate the mobile device during technology training. Three participants self-instructed using the video activity schedule to independently make a snack.

Professionals working with individuals at risk for, or with, disabilities are required by federal legislation to select, implement, and formatively and summatively evaluate the effectiveness of evidence-based practices in typical settings. Although multiple resources related to graph construction and visual analysis are available in the literature, studies on training pre-service and in-service professionals to visually analyze data are lacking. The purpose of this study was to evaluate a multi-component visual analysis training for pre-service professionals enrolled in a behavior management course. The training explained the importance of graphing and visually analyzing data, taught participants how to visually analyze data, and included guided practice visually analyzing sample A-B graphs. Results indicated that participants were likely to display difficulties visually analyzing complex data paths and, following the training, were able to increase their accuracy of visual analysis. Limitations and implications for future research and pre-service and in-service training are discussed.