Document Type

Article

Publication Date

5-2017

Abstract

This paper explores the use of visual schedules to support students diagnosed with Autism Spectrum Disorder with transitions throughout the school day. Students diagnosed with Autism Spectrum Disorder have a tough time interpreting verbal directions throughout the school day; therefore, there is an increase in student behaviors during transitions (Dettmer, Simpson, Brenda, & Ganz, 2000). The students utilized in this study are preschool aged students, which means they are between the ages of three to five. All students are in an integrated preschool classroom. The researcher implemented and created individualized visual schedules for each student in this paper. The researcher collected data and analyzed the data to determine the effects individualized visual schedules have on behaviors displayed during transitions throughout the school day. This paper explores whether individualized visual schedules can be used as an intervention to reduce the number of behaviors displayed during transitions throughout the school day.

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