Walk into almost any preschool or special education classroom in North America, and you’ll likely spot them: colorful strips of pictures, icons, or words lining the walls, showing children exactly what happens next in their day. These are visual schedules—structured representations of daily activities that transform abstract time concepts into concrete, actionable sequences students can see and follow.
Key Points
- Visual schedules reduce anxiety and improve classroom behavior by providing clear, predictable routines.
- They promote independence by helping students manage daily tasks without constant adult support.
- Visual schedules support diverse learners, including those with autism spectrum disorder and limited language skills, by using clear visual prompts.
Key Benefits of Visual Schedules in the Classroom
This section breaks down the main advantages visual schedules offer for both students and teachers. Understanding these benefits helps you implement schedules strategically rather than simply hanging pictures on the wall.
Predictability lowers uncertainty at critical moments. Think about those transition points that routinely cause chaos in your classroom—coming back from lunch, shifting from recess to math around 1:00 p.m., or packing up at dismissal. When children can see these transitions coming on their schedule, they mentally prepare for what’s ahead. A visual schedule transforms “What are we doing next?” into a quick glance at the wall.
Reduced anxiety creates calmer classrooms. Children with autism spectrum disorder and attention deficit hyperactivity disorder often experience heightened anxiety when uncertain about what’s coming. Visual schedules help diminish these feelings by providing visual reassurance about the day’s activities. Students can see that the challenging math lesson ends at 10:30, followed by their preferred art time—this knowledge alone reduces anxiety considerably.
Independence develops through consistent use. Rather than relying on repeated verbal instructions, students consult their visual schedule and proceed with daily tasks on their own. This self reliance builds confidence and frees teachers from constant reminders. One case study documented a fifth-grade student whose on-task productivity increased from 20% to 53% when visual supports were provided.
Communication support reaches all learners. Visual schedules make routines more accessible for diverse learners, including those who are non-verbal, have communication challenges, or are English language learners. The pictures and icons represent activities in ways that transcend language barriers, helping students understand expectations without relying solely on spoken words.
Behavior management becomes proactive. Research shows visual schedules help diminish off-task activity, temper tantrums, and delays in beginning tasks. When students with moderate autism used visual activity schedules, they demonstrated increased independence with transitions. This proactive approach to behavior management means fewer disruptions and more instructional time.
For teachers, the benefits extend beyond student outcomes. You’ll find yourself giving fewer repeated clear instructions, experiencing smoother classroom management, and providing clearer routines for substitute teachers or support staff who step into your room.
Types of Visual Schedules Used in Classrooms
Teachers typically combine several schedule formats depending on the age, reading skills, and unique needs of their students. Understanding the different types helps you select the right approach for your classroom setting.
Picture-based schedules work best for preschool and kindergarten students. These use photos or simple clipart to show the sequence of the day: arrival, circle time, centers, snack, outdoor play, and dismissal. Young children who can’t read yet can still understand what comes next by looking at familiar images. Many teachers use real photographs from their actual classroom—pictures of the reading corner, the cafeteria, or the playground—to make connections concrete.
Symbol-based schedules use standardized icons or visual systems for students with communication challenges or limited literacy skills. These might include Picture Exchange Communication System (PECS) icons or other consistent symbol sets that students learn to recognize across different contexts. The consistency of symbols helps students with autism spectrum disorder build recognition and understanding over time.
Text-based schedules serve fluent readers in grades 3–12. These might appear as daily agendas written on whiteboards, posted on digital classroom platforms, or printed in student planners. Middle school and high school students often prefer text-heavy lists with time estimates, mirroring the planners and calendars they’ll use in college and careers.
Color-coded schedules assign consistent colors to each subject or block period:
- Blue for reading and language arts
- Green for math
- Yellow for science
- Purple for specials (art, music, PE)
- Orange for A-day classes, teal for B-day classes in rotating block schedules
This color coding helps visual learners quickly scan the day and connects to organizational systems like matching folder and notebook colors.
Individual vs. whole-class schedules serve different purposes. A whole-class schedule posted at the front of the room near the door establishes shared expectations for everyone. An individual schedule—a laminated strip on a student’s desk, a mini-schedule in a binder, or a visual on a clipboard—provides additional support for students who need it. Some students carry portable schedules on lanyards so their routine travels with them throughout different subjects and classrooms.
How Visual Schedules Support Learning and Executive Functioning
Visual schedules do more than just show what’s happening next. They actively build critical executive function skills that students need for academic success: planning, organization, working memory, and self-monitoring.
Planning ahead becomes visible. When students see the day broken into discrete blocks, they can prepare materials and mentally ready themselves. A student who knows science lab starts at 10:30 a.m. can have their notebook out and ready before the transition. This seemingly simple act of anticipation represents sophisticated planning skills that many students—especially those with developmental delays—struggle to develop without external supports.
Working memory load decreases. Executive functioning challenges often include difficulty holding multiple steps in mind simultaneously. Visual schedules externalize sequences, reducing the cognitive demand of remembering what comes next. For multi-part tasks like research projects, a visual breakdown (research → outline → draft → revise → present) provides the structure that working memory alone can’t sustain.
Time management becomes concrete. Pairing schedules with clocks, visual timers, or time blocks makes the passage of time visible. A schedule entry reading “Reading Workshop, 9:00–9:30” with a visual timer counting down helps students develop internal time awareness. Over time, this external scaffolding builds the skills students need to manage time independently.
Emotional regulation improves through predictability. When students know what’s coming, they experience fewer meltdowns or shutdowns during transitions. The ability to mentally prepare for less preferred activities—seeing that the challenging writing block ends at 11:00 followed by lunch—allows students to regulate their emotional responses rather than being surprised by unwanted demands.
Consider a 4th-grade classroom using visual schedules for math center rotations. The teacher posts a rotation schedule showing four groups moving through stations every 15 minutes: manipulatives, computer practice, small group instruction, and independent work. Students check the schedule to see which station comes next, gather appropriate materials, and transition smoothly. Without this visual support, the teacher would need to announce each rotation, redirect confused students, and manage the chaos of 25 children unsure where to go.
Step-by-Step: Creating an Effective Visual Schedule for Your Class
Building an effective visual schedule doesn’t require expensive materials or extensive preparation. Teachers can create practical schedules using laminated cards, magnets, poster board, or simple digital slides.
Start by listing your exact daily routine segments. Write down every block of time from arrival to dismissal:
- Arrival and unpacking (8:15–8:30)
- Morning work (8:30–8:45)
- Morning meeting (8:45–9:00)
- Literacy block (9:00–10:30)
- Recess (10:30–10:50)
- Math (10:50–11:45)
- Lunch (11:45–12:30)
- Science or social studies (12:30–1:15)
- Specials (1:15–2:00)
- Read aloud and dismissal prep (2:00–2:30)
- Dismissal (2:30)
Select age-appropriate visuals. Photos work best for early childhood, simple icons for elementary, and mixed icons with text for upper grades. Keep visuals consistent—use the same image for “math” every day so students build automatic recognition.
Choose a format that matches your students’ needs. Linear vertical charts work well for younger students who can follow a top-to-bottom sequence. Horizontal layouts or grid formats serve middle and high school students managing more complex days with rotating blocks and different subjects.
Consider your display options:
- Magnetic whiteboard strips for whole-class schedules
- Pocket charts with moveable cards
- Individual binders with Velcro pieces for personal schedules
- Tablets or Chromebooks with schedule apps for tech-savvy classrooms
- Laminated strips attached to student desks
Build in flexibility. Add removable pieces so assemblies, fire drills, guest speakers, or unexpected schedule changes can be updated in real time. Students with autism spectrum disorder particularly benefit from seeing changes on the schedule before they happen rather than being surprised.
Follow key design principles: Use clear, readable fonts. Maintain consistent icon styles. Limit your color palette to avoid visual overwhelm. Provide enough spacing so students can quickly scan the day’s activities without confusion.
Identifying Daily Activities and Transitions
Mapping out your full day means capturing not just the major blocks but also the “in-between” times that often cause problems.
Walk through a typical day and note every transition point:
- Unpacking backpacks and putting away belongings
- Lining up for specials, lunch, or recess
- Bathroom breaks (both scheduled and as-needed)
- Moving between centers or stations
- Cleanup time before transitions
- Switching between subjects within your classroom
- Walking to different classrooms (for departmentalized settings)
Prioritize activities that routinely create confusion or behavior spikes. Post-recess transitions often prove challenging as students struggle to shift from high-energy play to focused learning. In grades 6 and above, switching between classrooms creates opportunities for students to lose focus or forget materials.
Include regular support services on your schedule. Students who receive speech therapy, occupational therapy, or resource room time on specific days benefit from seeing this on their schedule. They can anticipate being pulled out rather than being surprised mid-lesson.
Don’t forget less-structured times like “choice time,” “independent reading,” or “free centers.” These periods still need representation on the schedule so students understand that unstructured time is part of the planned routine, not random chaos.
Selecting and Designing the Visuals
Choosing or creating concrete visuals requires matching images to your students’ developmental and language levels.
Use consistent iconography for repeated activities. If you use a calculator icon for math on Monday, use that same icon every other day. This consistency builds automatic recognition and reduces anxiety about interpreting new images.
Mix imagery and text for emerging readers. Pair a simple word like “Recess” with a playground icon. This supports literacy skills while ensuring comprehension for students still developing reading skills.
Consider real photographs for young children. Taking actual pictures of your reading corner, cafeteria, playground, and classroom areas creates immediate recognition. A photo of your specific classroom rug for “circle time” communicates more clearly to preschoolers than a generic cartoon image.
Test visuals with your students. Notice which images they understand immediately and which cause confusion. A student who stares blankly at an abstract “science” icon might respond better to a photo of the science materials shelf. Be willing to revise based on what works.
For students with limited language skills, consider visuals that show not just locations but actions—a child raising their hand, students sitting at desks, children walking in a line.
Building and Displaying the Schedule
How you physically or digitally assemble and position the schedule affects how well students use it.
Place the whole-class schedule at students’ eye level near the main instruction area or the door where they enter each morning. Students should be able to check the schedule without special effort or permission.
Use attachment methods that allow easy changes:
- Velcro strips for moving pieces on and off
- Magnets on a whiteboard for quick reordering
- Pocket charts that hold cards you can swap out
- Clear pockets on a poster for sliding items in and out
Consider digital projection for older students. A schedule slide displayed at the start of each period or accessible on a classroom website lets students check remotely. This works especially well when absent students need to stay informed or when families want to preview the day’s activities.
Add a clear “Now” or “Next” marker. A clothespin, a frame, or an arrow that moves down the schedule shows students exactly where they are in the day. This visual cue helps students orient themselves, especially after returning from specials, lunch, or other activities outside the classroom.
Introducing and Implementing Visual Schedules with Students
Even the best-designed schedule only works if students are explicitly taught how to use it. The schedule itself is just a tool—the teaching happens in how you introduce and reinforce its use.
Start with a gradual rollout. During the first week, focus only on introducing the morning routine section. Let students become comfortable checking that portion before expanding to the full day’s activities. This prevents overwhelm and builds confidence incrementally.
Model schedule use at specific, consistent times. Each morning at 8:20 a.m., point to the day’s sequence and preview any changes from the typical routine. Make this ritual predictable: “Let’s check our schedule. Today we have library instead of art. See how it shows library here?”
Conduct brief mini-lessons where students practice checking the schedule before asking “What are we doing next?” When a student approaches you with that question, redirect them: “Great question! What does the schedule tell us?” This builds self reliance rather than dependence on teacher reminders.
Maintain consistency by referring to the schedule before every transition:
- Before lining up for specials
- Before switching subjects
- Before cleanup time
- Before going to lunch or recess
- Before packing up for dismissal
This consistency teaches students that the schedule is their reliable source of information about what comes next, not the teacher’s verbal announcements alone.
Teaching Students to Read and Use the Schedule
Explicit teaching transforms a wall decoration into a functional tool.
Introduce each element systematically. Point to each icon or word, name it clearly, and connect it to real classroom locations or materials. “This picture shows math. See the numbers? When we see this on our schedule, we get our math journals from our cubbies.”
Turn schedule-checking into a daily job. Assign a “schedule helper” who moves markers and announces upcoming activities. This role rotates weekly, giving every student practice with active schedule use while building classroom community.
Replace verbal instructions with prompting language. Instead of repeating “Time for reading, get your books,” try “Check the schedule—what’s next?” This subtle shift encourages students to rely on the visual support rather than waiting for adult direction.
Encourage students to mark completed activities. Crossing off items, flipping cards over, or moving completed tasks to a “done” column builds a sense of progress. Seeing tangible evidence of what they’ve accomplished enhances motivation and provides structure for the remaining day.
Celebrate schedule independence. When you notice students checking the schedule without prompting, acknowledge it: “I saw you check the schedule before getting your materials. That’s exactly what independent learners do!”
Reinforcing, Reviewing, and Updating Over Time
Visual schedules require ongoing attention to remain effective visual schedules throughout the school year.
Close each day with a quick review. Spend 2-3 minutes reflecting on the schedule: “We finished everything on our schedule today. Tomorrow we have a special assembly during math time—let’s update our schedule now so we’re ready.”
Conduct weekly or monthly check-ins to ensure the visual schedule still matches actual routines. When specials rotate each quarter, when testing weeks alter schedules, or when seasonal activities change the day’s flow, update the schedule accordingly. An outdated schedule undermines trust and predictability.
Invite student feedback, especially from older students. Ask what they find helpful or confusing about the current format. A middle school student might prefer a digital version they can access on their device. A high school student might want time estimates added. These conversations increase engagement leads students to feel ownership over their schedule.
Gradually increase student responsibility. Older students can help set up the next day’s schedule at the end of the afternoon. They might check the school calendar for upcoming events that need to be reflected. This practice builds executive functioning skills while reducing teacher workload.
Stay flexible. Assemblies, testing weeks, fire drills, and seasonal events disrupt routines. Visual schedules should bend to accommodate reality rather than breaking. When students see that schedules can be updated—and that updates are communicated clearly—they develop resilience for managing unexpected changes throughout their child’s life.
Adapting Visual Schedules for Different Ages and Needs
Visual schedules are not “one size fits all.” What works for a preschool classroom won’t serve high school students, and what supports neurotypical learners may need modification for students with special needs.
Younger students benefit from concrete images and fewer items on their schedules. Older students can handle detailed, text-heavy lists with time estimates and multi-day planning. Students with autism spectrum disorder, attention deficit hyperactivity disorder, developmental delays, communication disorders, and English language learners each require thoughtful adaptations to ensure schedules provide clarity rather than confusion.
Some students may need individual portable schedules—on a lanyard, clipboard, or tablet—even when the class has a shared wall schedule. Meeting unique needs requires flexibility in format, complexity, and delivery method.
Preschool and Early Elementary Classrooms
Young children in Pre-K through Grade 2 typically follow 3-5 key routine blocks: arrival, circle time, centers, snack, outdoor play, lunch, and rest or quiet time.
Use large, colorful pictures with minimal or no text. Non-readers can follow the sequence through images alone. However, pairing simple words with pictures provides early exposure to print and supports developing literacy skills.
Include visuals for self-care routines. Handwashing, bathroom procedures, and cleanup sequences deserve their own visual supports. A “bathroom routine” mini-schedule showing toilet, flush, wash hands, dry, and return builds independence in daily routines without constant adult reminders.
Keep the number of visual items limited and well-spaced. Three to five items visible at once prevents overwhelming young children. You might post only the morning schedule during morning arrival, then update with afternoon activities after lunch.
Pair explicit teaching with songs and transition cues. A cleanup song combined with pointing to the “cleanup” picture on the schedule reinforces the connection between visual and auditory cues. These multi-modal approaches support students who process information in different activities and modes.
Upper Elementary and Middle School Students
As students rotate between rooms and teachers, schedules become more complex. Fifth graders might switch classrooms for math and science. Middle schoolers navigate 6-8 period days with different teachers for different subjects.
Use mixed text-and-icon schedules posted near the door and duplicated on individual planners or digital learning platforms. Students at this age can read, but icons provide quick visual scanning that pure text doesn’t offer.
Implement color-coding that extends beyond the schedule. When the math block appears in green on the schedule, and the math folder, notebook, and digital tab are also green, students build organizational systems that reduce lost materials and forgotten assignments.
Extend visual schedules to multi-step assignments. A visual breakdown of a two-week research project (choose topic → gather sources → take notes → create outline → write draft → revise → present) helps students manage time and prioritize tasks across extended periods.
Encourage student input in designing schedules. When students help choose icons, select colors, or customize their personal planners, they develop ownership and self-advocacy skills. A student who requests a specific format is learning to recognize and communicate their own learning needs.
High School and Transition-Age Students
High school students juggle classes, homework, extracurriculars, and often part-time jobs. Visual scheduling at this level takes different forms but maintains the core principle of making time and tasks visible.
Introduce weekly planners and digital calendars. Apps like Google Calendar, Notion, or specialized task management tools can maintain strong visual layouts with color coding, icons, and clear time blocks. The “visual” element doesn’t disappear—it evolves.
Connect visual scheduling to postsecondary readiness. College students manage syllabi, assignment deadlines, and exam schedules independently. Workers track shifts, meetings, and project deadlines. Teaching these skills in high school creates a smooth transition to adult responsibilities.
Create visual timelines for long-term projects. A semester-long research paper benefits from a visual calendar showing weekly milestones. Exam prep schedules that break review into daily chunks reduce last-minute cramming and support students in managing complex demands.
Maintain visual elements even in text-heavy formats. Icons for assignment types, color blocks for different classes, and charts showing progress all preserve the benefits of visual representation while respecting older students’ preference for sophisticated formats.
Students with Special Educational Needs
Visual schedules can be written into individualized education programs (IEPs) as classroom supports or accommodations, providing formal recognition of their value for specific student populations.
For students with autism spectrum disorder:
- Use extra-clear, consistent icons that don’t change
- Include explicit break visuals showing when and how long breaks occur
- Maintain predictable sequences that minimize surprises
- Add social story elements when changes are necessary
For students with attention deficit hyperactivity disorder:
- Break classes into smaller time chunks (20-minute segments rather than 60-minute blocks)
- Visually represent movement breaks between focused work periods
- Use timers alongside schedule blocks to show time passing
- Incorporate fidget or sensory break icons
For students with communication or language difficulties:
- Pair all visuals with simple spoken or signed cues
- Use symbols from the student’s augmentative communication system
- Keep text minimal and at appropriate reading level
- Consider individual schedules that travel with the student
First-then boards work well for students who need immediate, concrete motivation. “First worksheet, then computer time” shows the sequence clearly and provides structure for completing less preferred activities before accessing preferred ones.
Some students benefit from mini-schedules for specific routines—a “morning arrival” schedule just for unpacking, a “lunch routine” sequence, or a “dismissal checklist” for the last 15 minutes of the day.
Evidence of Impact: Classroom Examples and Outcomes
Classroom case examples and small-scale studies consistently show positive results when visual schedules are used regularly. The evidence base spans preschool through high school and includes students with various learning profiles.
Early childhood success story. A preschool class in 2022 introduced a picture schedule specifically to address transition tantrums. Before implementation, 3-4 children regularly escalated during the shift from free play to circle time. After two weeks of consistent schedule use with explicit teaching, transitions became smoother, with tantrums decreasing significantly. Teachers reported spending less time on behavior management and more time on instruction.
Middle school classroom improvement. A 7th-grade teacher implemented a visual agenda on the whiteboard each period, showing the day’s activities with time estimates. Within three weeks, “What are we doing?” questions dropped dramatically. More importantly, assignment completion improved as students could see multi-step work broken into manageable steps. The increased engagement leads to better learning outcomes across the class.
Research findings from 2010-2020 support these anecdotal examples. Studies examining students with autism and developmental delays found that visual activity schedules improve on-task behavior, reduce disruptive conduct, and increase independent transitions. One notable study showed that when visual schedules were removed, behavioral gains diminished—then returned when schedules were reintroduced. This pattern suggests the schedule itself, not general classroom changes, drove improvement.
High school vocational program results. Students in a transition program used visual checklists for job training tasks. Supervisors reported fewer errors, better task completion, and reduced need for repeated verbal instructions. Students expressed feeling more confident knowing exactly what steps to complete tasks successfully.
The 2019 study published in Autism Research demonstrated that visual supports led to greater task engagement and less reliance on verbal instructions. This peer-reviewed evidence confirms what teachers observe daily: visual schedules help students stay focused and understand expectations across educational settings.
Practical Tips and Tools for Getting Started
Ready to implement visual schedules in your classroom? Here are actionable tips you can start using immediately:
- Start with just morning routines. Choose arrival through your first major subject block. Master that section before expanding to the full day.
- Use free icon sets. Websites like Boardmaker, LessonPix, and even Google Images offer free or low-cost visual schedule icons. You don’t need expensive materials to get started.
- Laminate for durability. A one-time investment in lamination means your schedule pieces survive daily handling, Velcro removal, and the occasional student who drops them on the floor.
- Keep materials simple. Index cards, printed clipart, sticky tack, and clear tape create functional schedules for classrooms without extensive budgets.
- Create digital backups. A simple daily slide deck lets absent students or families see the day’s plan. This also serves as your master copy if physical materials get lost.
- Collaborate with families. Share your visual schedule format so parents can mirror routines at home for homework time, bedtime, or morning preparation. Consistency across settings reinforces the system.
- Post schedules where students naturally look. Near the door, next to the clock, or at eye level in the main instruction area—visibility matters more than decoration.
- Update regularly. A schedule that doesn’t reflect reality undermines trust. When routines change, change the schedule first.
Conclusion: Building Calm, Predictable, and Independent Classrooms
Visual schedules transform abstract time concepts into concrete, visible sequences that support students across all grade levels and learning profiles. From the preschooler checking picture cards before circle time to the high schooler color-coding their digital planner, visual schedules provide structure that reduces anxiety and builds independence.
The benefits covered throughout this article—reduced anxiety, improved behavior, enhanced executive functioning, stronger communication support, and smoother classroom organization—all stem from one simple principle: students do better when they know what’s coming. Visual schedules make the invisible visible, giving students the predictability they need to focus on learning rather than worrying about what happens next.
Think of visual schedules as flexible tools that evolve with your students rather than rigid charts that must be perfect from day one. The preschool picture schedule eventually becomes the elementary icon-and-text version, which grows into the middle school planner, which develops into the high school digital calendar. The format changes; the underlying support for routines independently managed remains constant.
If you’ve been considering visual schedules for your classroom, start with one concrete change this week. Post a visual agenda for your morning routine and observe how students respond. Notice who checks it independently, who needs prompting, and what adjustments might help. That single experiment will teach you more about visual schedules in your specific classroom setting than any article can provide. Your students are waiting to show you how much they benefit from knowing what comes next.
Frequently Asked Questions (FAQ)
What are the benefits of visual schedules in the classroom?
Visual schedules reduce anxiety, improve classroom behavior, promote independence, support diverse learners including those with autism spectrum disorder and limited language skills, and enhance communication by providing clear visual prompts and predictable routines.
How do visual schedules help students with autism spectrum disorder?
Visual schedules provide structure and predictability, which reduce anxiety and behavioral challenges. They use clear, consistent visuals that help students with autism understand daily routines and transitions, allowing them to manage their tasks independently with less reliance on verbal instructions.
Can visual schedules improve executive functioning skills?
Yes, visual schedules support executive functioning by making planning, organization, time management, and self-regulation more concrete. They help students anticipate upcoming activities, manage their time effectively, and regulate emotions during transitions.
What types of visual schedules are commonly used in classrooms?
Common types include picture-based schedules for young or non-reading students, symbol-based schedules for those with communication challenges, text-based schedules for older or fluent readers, and color-coded schedules to organize subjects or activities visually.
How can teachers create effective visual schedules?
Teachers should list daily activities, select age-appropriate and meaningful visuals, choose a suitable display format, build in flexibility for changes, place schedules in visible locations, and explicitly teach students how to read and use the schedules.
Are visual schedules beneficial for students with attention deficit hyperactivity disorder (ADHD)?
Yes, visual schedules help students with ADHD by breaking tasks into manageable steps, providing clear expectations, reducing the need for frequent reminders, and supporting focus and organization.
How do visual schedules support communication for students with limited language skills?
By using pictures, symbols, or icons to represent activities and routines, visual schedules provide concrete, accessible information that transcends language barriers, helping students understand expectations and communicate their needs more effectively.
Can visual schedules be adapted for different age groups?
Absolutely. Visual schedules can be tailored with simpler images and fewer items for young children, more detailed text and icons for older students, and digital formats for high school and transition-age students to meet developmental and individual needs.
How often should visual schedules be updated?
Visual schedules should be reviewed and updated regularly to reflect changes in routines, special events, or student needs to maintain accuracy, relevance, and trust in the schedule as a reliable tool.
What is the best way to introduce visual schedules to students?
Introduce visual schedules gradually, starting with key parts of the day, model their use consistently, involve students in managing the schedule, and reinforce their use through reminders and positive feedback to build independence and confidence.
Original content from the Upbility writing team. Reproducing this article, in whole or in part, without credit to the publisher is prohibited.
References
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- Parker, E. (2021). The benefits of visual schedules for children’s executive functioning. Bierman Autism Centers Blog. Retrieved from https://www.biermanautism.com/resources/blog/visualschedules
- Pfiffner, L. J., et al. (2017). A randomized controlled trial of a psychosocial intervention for ADHD inattentive type: Effects on classroom behavior and academic performance. Journal of Child Psychology and Psychiatry, 58(8), 885-895.
- Stephenson, J., & Thomas, N. (2020). Visual activity schedules for children with ADHD: A systematic review. Journal of Attention Disorders, 24(12), 1704-1715.
- Tricia, S. (2019). Visual schedules for students with autism spectrum disorder: Strategies and success stories. Especially Education. Retrieved from https://especiallyeducation.com/the-power-of-visual-schedules-enhancing-learning-and-organization-in-the-classroom
- Williams, D., & Smith, A. (2018). Enhancing learning and organization in the classroom through visual schedules. Special Education Quarterly, 34(3), 45-53.
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