Document Type
Article
Publication Date
Fall 2025
Abstract
This paper explores the effectiveness of visual schedules in supporting self-regulation and on-task behavior among middle and high school students with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). Visual schedules are evidence-based tools that provide structured, predictable routines and help students transition between activities with reduced anxiety. A review of current research highlights their impact on increasing independence, reducing problem behaviors, and fostering engagement in both general and special education settings. The paper discusses studies that demonstrate measurable improvements in student outcomes, including reduced transition time and increased task completion. Additionally, teacher perceptions of visual schedules are examined, with findings showing that educators consider them practical, low-cost supports that can be easily integrated into daily instruction. Implications for practice suggest that visual schedules not only benefit students with ASD and ADHD but also promote smoother classroom management and support diverse learners in inclusive environments.