The use of visual schedules to increase academic-related on-task behaviors of individuals with autism: a literature review

A literature review was conducted to examine the existing studies on visual schedules to increase academic-related on-task behaviors for individuals with autism. Systematic searches of electronic databases and reference lists identified 10 studies meeting the inclusion criteria. These studies were evaluated in terms of the effectiveness of visual schedules based on (a) participant characteristics; (b) intervention settings and activities; (c) independent variables including visual schedule forms, presentation modes, and other methods or strategies combined with visual schedules; (d) research design and measures; and (e) generalization, maintenance, and social validity. Also, the methodological rigor of each study in this review was assessed (e.g. against Reichow's evaluation standards). The results provided evidence that visual schedules could be utilized in combination with other strategies or methods, especially prompting and reinforcement, to increase the academic-related on-task behaviors of individuals with autism. Seven studies reported social validity, six studies programmed for generalization, and four studies reported maintenance effects. According to Reichow's evaluation standards, six studies met strong criteria and one study met acceptable criteria, indicating that they provide good evidence for the effectiveness of VS on the academic-related on-task behaviors of individuals with autism. Implications and suggestions for practitioners and researchers are provided.