Visual Activity Schedules: Teaching Independent Transitioning During Recreation and Leisure


  • Abigail D. Whatley
  • David L. Gast


Visual Activity Schedules, Independent Transition, Recreation, Choice, Intellectual Disability, On-task behavior, Leisure Education


This systematic replication and extension of Spriggs, Gast, and Ayres (2007) evaluated the use of visual activity schedule books on on-task and transitioning behaviors during recreation and leisure. Four middle school participants functioning within the moderate range of intellectual disabilities participated. Using a constant time delay procedure, participants were taught to use their visual activity schedule books and a withdrawal (A-B-BC-B-A-B) design was used to evaluate the effectiveness of intervention. Incidental vocabulary words and pictures were presented via instructional feedback and evaluated using pre- and post-test. All participants increased on-task behaviors and independent transitioning when using visual activity schedule books. Participants also acquired incidental words and pictures. Implications of results are discussed.





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