![]() ![]() Systematic searches of electronic databases, journals, and reference lists identified 18 studies meeting the inclusion criteria. Research in Autism Spectrum Disorders, 6(1), 480-492.Ī systematic review of studies implementing activity schedules to decrease challenging behavior of children with autism spectrum disorders (ASD). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Lequia, J., Machalicek, W., & Rispoli, M. Students maintained the same results during follow up and generalization probes with novel VAS. ![]() Using an ABAB withdrawal design, the researchers demonstrated that when the VAS was used, participants were more independent with activities and transitions. ![]() VAS was used to indicate to students what location to transition to in the classroom, the activity to be completed at the location, and the steps to follow after the timer went off (i.e., the next transition). Teachers reviewed the VAS with each student and then indicated it was time to begin using the first activity picture. The intervention took place in self-contained classrooms. Four students ranging from 9-11 years old with autism participated. The purpose of this study was to demonstrate if the use of visual activity schedules (VAS) during activities and transitions increased students’ independence in the classroom. Journal of Disaility, Development, and Education, 60(3), 253-269. Effects of visual activity schedules on independent classroom transitions for students with autism. Pierce, J., Spriggs, A., Gast, D., & Luscre, D. Generalization to novel schedules and settings was demonstrated. A multiple-baseline across subjects design demonstrated that all participants completed a high percentage of activity components designated by the iPod schedule with a high level of on-task behavior. The participants were told to start their schedule while the experimenters stepped away to allow for independent completion of the schedule. A timer was programmed into the iPod to signal the beginning and end of activities. Each participant was given an iPod touch with a visual schedule of leisure activities to complete during a designated time period. ![]() The study took place in each of the participants’ classrooms. Education and Treatment of Children, 36(2), 33-57.įour boys aged 8–12 years old with autism participated in the study. Using activity schedules on the iPod touch to teach leisure skills to children with autism. Visual schedules can be used at home and at school.Ĭarlile, K., Reeve, S., Reeve, K., & DeBar, R. Based on the child’s specific characteristics, the appropriate environmental support can then be identified. Nevertheless, generally, when providing environmental supports, first evaluate the child’s strengths, interests, goals, and learning style and identify challenges that need to be addressed. There are no specific steps involved in providing environmental supports to children with AU. In addition, it is important to ensure that the individual understands the information presented on his visual schedule. The decision on (a) what and how the information will be presented on the visual schedule and (b) where the visual schedule will be displayed should be based on the specific individual’s characteristics and preferences. Visual schedules can be displayed in different settings and made of different sizes according to their purposes. They may be presented through written words, objects, photographs, line drawings, symbols or a combination of these options. The information listed in each schedule should vary according to the individual’s age and level of functioning. Visual schedules can be created to present a range of information, such as a daily schedule, a schedule of activities to be completed in a class period, and so on. They serve two major purposes: (a) to provide motivation by making clear when preferred activities, tasks, or classes will occur and allow anticipation of upcoming events and activities and (b) to facilitate an understanding of time and the ability to predict change (Myles, 2005). Visual schedules take an abstract concept (i.e., time) and present it in a more concrete and manageable form using words and/or pictures. Visual schedules are an environmental support that accommodates the need for predictability and decreases anxiety about the unknown. ![]()
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