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Visual Schedules
This topic explains what visual schedules are and why they are beneficial for children and youth
with autism spectrum disorders (ASD). Information on how to make and use visual schedules is
also presented.
Your child may not be able to say to you, "I do not understand, can I see a picture of what you
are talking about?" Instead, she will:

Not follow directions

Just stand there and look at you

Walk away

Continue doing whatever she was doing

Engage in other equally unattractive and ineffective behaviors
What Are Visual Schedules?
Many children with ASD understand by seeing rather than hearing. Visual schedules display
planned activities in symbols (words, pictures, photograph, icons, actual objects) that are
understood in the order in which they will occur.
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"Visual schedules help children and youth with autism, Asperger Syndrome, and other
special needs understand their world better" (Savner & Myles, 2000, p. 1). Just as most
adults need calendars, to-do lists, and planners to remind them of their activities for the
day, individuals with ASD need visual schedules to better understand their day.
Because visual schedules enhance understanding of what is going to happen, they also
clarify expectations during that specific time period or activity, particularly if the activities
are familiar. In addition, visual schedules help the child move from one activity to the
next with less frustration because the symbols turn the unknown into something the
child understands.
"The number of activities and amount of time shown on a visual schedule depend on the
individual’s needs. ... You know your child or student and can decide which is better – a
schedule that covers a shorter period or one that covers a longer period" (Savner &
Myles, 2000, p. 4). Some visual schedules may list all of the activities for a particular
day, while others may only present events that occur during a more limited period (i.e.,
morning only, after school).
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Examples of visual schedules
Components of Visual Schedules

Visual symbols

Something on which to present the visual symbols (i.e., tag board, laminated paper,
chalkboard)

A means of indicating that an activity is complete (i.e., a finished box, folder)
Select symbols for the visual schedule that are easily recognized by the user. Options include
words, pictures, photographs, line drawings, or objects. Combinations of words and symbols are
often best.
Many people believe that individuals, including those with ASD, acquire an understanding of
symbols in a specific order typically beginning with full-size objects. This is not the case,
however. Research shows that children vary in the type of symbols they understand and the order
in which they learn new symbols.
Examples of different kinds of symbols:
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To help the child learn faster, everyone should use the same symbols consistently. When creating
a schedule, consider the following:
1. Who is it for?

A group of children

An individual
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If the visual schedule is to be used by an individual, is he insistent that other students not be
aware that he is using a visual support?
2. How will the visual schedules show a sequence of events or time?

Does it need specific times to coordinate with bells and other school functions?

Is the sequence of activities more important than specific times?
3. How will the visual schedule be presented?
Visual supports can be presented in a myriad ways, depending on the number of individuals who
will use them, where they are located, whether the individual is sensitive to others knowing
about the visual support, and age of the student.
Common ways in which visuals schedules are presented include:

Wall charts

Books, folders, or binders

Plastic strips or pages

Paper or index cards

Clipboards

Blackboards
4. Where will it be used?

At a center

In one classroom or in one area of the classroom

In several classrooms

Outdoors/on the playground

Stays in one location

Goes with user
(Hodgdon, 1995)
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Tips for Creating Effective Visual Schedules
Keep the schedule clear and concise both in terms of the symbols and the words used. It is not
necessary or possible to list every activity that occurs in a day. Choose the activities that are the
most important to the user. How much you include depends on what the user understands. Some
activity titles are very specific. For activities that are more generic, a mini-schedule may be
added to further clarify the activity for the day. For example, if the activity is for the group, a
mini-schedule may be developed to identify each activity for that day in group.
It is helpful to develop a routine to indicate when an activity is finished and to facilitate
transition to the next activity. For instance, the picture of the finished activity could be turned
over or the picture could be removed and placed in a "finished" container. Then, the focus could
be on the next activity by pointing to the next symbol and talking about what is going to happen.
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The above picture of a binder shows that when an activity was completed, the card was turned
over. The card then showed a happy face with the word "finished." Sometimes a verbal cue is
helpful. For example, you could say, "Work is finished. Now it’s time for lunch" (Hodgdon,
1995).
Some individuals with ASD become rigid about what their schedule says. For example, if the
visual schedue indicates that reading is to begin at 9:00, the student may shut his mathbook at
8:59 even though the teacher has not finished the math activity. If this is the case, you might not
want to put time on the schedule, or you may want to indicate that the activity begins at
approximately 9:00.
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In addition, you might also want to build in flexibility by using a symbol to represent "I don’t
know." For example, a question mark may be used. You could then delay making a decision
about an activity. For instance, if you planned to take a walk in the afternoon but thought it
looked like rain, you could put the "?" on the schedule and decide later.
For greater success, the schedule should be followed consistently. "Make it an essential part of
the daily routine. Continually refer back to it when communicating about its information"
(Hodgdon, 1995, p. 38).
What Do You Need to Create Visual Schedules?
Materials needed to make the visual schedules are not necessarily difficult to find or expensive.
Words, photographs, magazine pictures, line drawings, commercially made icons, miniature
objects (check out refrigerator magnets), or simple drawings can be used. The specific choice of
symbol depends on the individual’s needs. Other basic materials that might be needed include:
construction paper, glue, small photograph albums, tag or poster board, and a camera. Digital
cameras are particularly useful when creating visual schedules. Pictures taken using this type of
camera can easily be downloaded into a computer and be easily manipulated on a visual
schedule. To preserve the pictures and schedules, laminating materials or clear contact paper is
recommended. Laminating material or clear contact paper is often available at office or teacher
supply stores (Savner & Myles, 2000).
Velcro™ is also used in many visual schedules (Velcro can be purchased in bulk). Velcro has
two sides: a looped side and a fuzzy side. Decide from the start which side goes on the back of
the symbols and which side will go on the item to which the picture is being attached. Be
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consistent. If you do not have a "Velcro rule," your icons may not be able to be used on all of the
visuals supports in the classroom or home.
When you use visuals, you will find that your child becomes more successful and happy. Visual
schedules help children with special needs understand their world better.
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Quiz
1. A visual schedule displays planned activates in symbols and sequences the events in
the order in which they will occur.
True
False
2. Visual schedules can be made for ________.
A. a group of children
B. an individual
C. both
3. A visual schedule is expensive and difficult to make.
True
False
4. Visual schedules help children ________ their day.
A. sequence
B. continue
C. not understand
D. end
5. A visual schedule should be ________ and ________.
A. messy and unorganized
B. clear and concise
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C. wordy and boring
D. scant and hard to understand
6. A mini-schedule may be made to further clarify an activity.
True
False
7. Visual schedules can be made on ________.
A. a binder
B. a clipboard
C. a piece of paper
D. all of the above
8. A visual schedule can decrease frustration because it increases a child’s
understanding of what is going to happen.
True
False