Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders

Knight, Victoria; Sartini, Emily C.; Spriggs, Amy D.

doi:10.1007/s10803-014-2201-z

Cited by 128 publications

(99 citation statements)

References 44 publications

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“…Visual schedules are used to orientate students and provide predictability within the classroom by informing students of an anticipated sequence of events using pictures, symbols and/or written language. Making transitions predictable is thought to reduce anxiety for individuals on the autism spectrum (Sterling‐Turner and Jordan, ), and is associated with reductions in problem behaviour (Knight, Sartini and Spriggs, ). The National Autism Center () lists ‘schedules’ as ‘established interventions’ indicating that they are useful in promoting independence and helping students to plan.…”

Section: Structured Teachingmentioning

confidence: 99%

“…Wong, Odom, Hume, et al. () similarly categorise ‘visual supports’, including schedules, as an evidence‐based practice, and a review by Knight, Sartini, and Spriggs () concluded that visual schedules were effective in promoting on‐task behaviour and facilitating independent transitions. Together, these reviews indicate that visual schedules are an effective way to support students on the spectrum.…”

Section: Structured Teachingmentioning

confidence: 99%

“…There is less evidence for work systems than for visual schedules, although they share common elements (e.g., sequencing tasks, or task elements), and may have similar effects on anxiety and behaviour. Work systems were included in the review by Knight, Sartini, and Spriggs (); however, both the National Autism Center () and Wong, Odom, Hume, et al. () have found insufficient evidence for work systems due to the small number of studies focussing on this practice.…”

Section: Structured Teachingmentioning

confidence: 99%

See 2 more Smart Citations

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

Macdonald

Trembath

Ashburner

et al. 2018

Research in Spec Educ Needs

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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.

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Section: Structured Teachingmentioning

confidence: 99%

Section: Structured Teachingmentioning

confidence: 99%

Section: Structured Teachingmentioning

confidence: 99%

See 1 more Smart Citation

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

Macdonald

Trembath

Ashburner

et al. 2018

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…To be considered evidence-based, a practice must have at least five studies, conducted by different researchers, in different locations, with a minimum of 20 participants over all of the studies (Horner et al, 2005). It was determined that visual supports were an evidence- Instruction, January 2018 • Vol.11, No.1 based practice and can be used for a variety of different behaviours (Knight, Sartini, & Spriggs, 2015).…”

Section: Visual Supportsmentioning

confidence: 99%

The Effects of Mentor Instruction on Teaching Visual Supports to Novice, Special Education Teachers

Mrstik¹,

Vasquez²,

Pearl³

2018

INT J INSTRUCTION

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The use of mentor teachers to sustain the longevity of a novice special education teacher is not a new tactic nor is the use of a mentor teacher's guidance in professional development for novice teachers. This study examines a new method of mentor teachers conducting professional development sessions for novice special educators through the use of short video clips, which can be viewed at the novice teachers' convenience; thus making the professional development more user-friendly and less time consuming for the busy, novice special educator. Three secondary teachers were instructed through video modelling led by a mentor teacher. The researcher used a single-subject, range changing criterion design to show the relationship between the use of mentor video instruction and the implementation of visual supports in participants' classrooms. The results of this pilot study revealed teachers improved their use of visual supports in their classrooms.

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“…Lequia, Machalicek, and Rispoli (2012) conducted a systematic review, focusing on problem behaviors in relation to di erent variables. Knight, Sartini, and Spriggs (2015) evaluated the quality of the activity schedule literature using evidence-based criteria.…”

Section: Introductionmentioning

confidence: 99%

A Review of Activity Schedules for Individuals With Autism Spectrum Disorder

Cho

Noor

Sonoyama

2017

JSER

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A review of the literature was conducted regarding the use of activity schedules. Articles in peer-reviewed scienti c journals were identi ed that evaluates the use of activity schedules with individuals with ASD.e review deals with a total of 28 case studies with 93 participants that met the inclusion criteria. e review analyzes the articles from ten aspects. A quantitative synthesis of outcomes and a summary of studies of individuals with ASD are presented in tables. A school setting was used most frequently, and a teacher was identi ed as the conductor in 78.6% of the studies. ese results indicated that activity schedules have been applied successfully in the eld of education. Also, play/leisure skill was the most popular targeted skill, when activity schedules were used for school-aged individuals. As a result, the ndings of this review provide further support for the use of activity schedules as an e ective tool for modifying various targeted skill in various setting when utilized for individuals with ASD.

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Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders

Cited by 128 publications

References 44 publications

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

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

The Effects of Mentor Instruction on Teaching Visual Supports to Novice, Special Education Teachers

A Review of Activity Schedules for Individuals With Autism Spectrum Disorder

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