Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability

Amy D. Spriggs, Pamela J. Mims, Wilhelmina van Dijk, Victoria F. Knight

Research output: Contribution to journalArticlepeer-review

38 Scopus citations

Abstract

We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.

Original languageEnglish
Pages (from-to)14-26
Number of pages13
JournalJournal of Special Education
Volume51
Issue number1
DOIs
StatePublished - May 1 2017

Bibliographical note

Publisher Copyright:
© 2016, © Hammill Institute on Disabilities 2016.

Keywords

  • evidence-based practices
  • intellectual disability
  • visual activity schedules

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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