Files
Abstract
A systematic review of the literature was conducted for articles published between 2014 and 2020 to evaluate the effects of using visual activity schedules (VAS) for individuals with autism spectrum disorder (ASD). A total of 20 studies met inclusion criteria for the current literature review. Studies included participants ranging from ages 3-19 years old. Studies were conducted across the school, community, clinic, and home settings. All studies utilized a single- case design. Dependent variables were categorized into four skill areas which included behavioral, daily living, vocational, or social skills. Independent variables were coded for VAS type, teaching method, and use of technology. Primary, generalization, and maintenance outcomes were evaluated for quality and rigor utilizing the Single Case Analysis and Review Framework (SCARF; Ledford, Chazin, Lane, Zimmerman & Ayres, 2020). Results suggest that using visual activity schedules for individuals with ASD show high quality evidence of positive effects.