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

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Abstract

A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed.

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* Studies examined in the review; ** Acceptable studies retained for further analysis

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Authors and Affiliations

  1. Department of Special Education, Vanderbilt University, GPC 228, 230 Appleton Place, Nashville, TN, 37203-5721, USA

    Victoria Knight

  2. Fayette County Public Schools, Lexington, KY, USA

    Emily Sartini

  3. University of Kentucky, Lexington, KY, USA

    Amy D. Spriggs

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  1. Victoria Knight
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  2. Emily Sartini
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  3. Amy D. Spriggs
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Correspondence to Victoria Knight.

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Knight, V., Sartini, E. & Spriggs, A.D. Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. J Autism Dev Disord 45, 157–178 (2015). https://doi.org/10.1007/s10803-014-2201-z

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