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:

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

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)