A Closer Examination of the Visual Schedule Component of Interventions to Improve Transitions

ABSTRACT Visual schedules (VS) are often recommended with individuals with autism to improve transitions in educational settings based on the assumption that enhanced predictability will improve transitions. However, previous literature reviews have not examined the evidence that the VS intervention component contributes to improved transitions. We searched peer‐reviewed journals in the APA PsychInfo database and included studies in which researchers implemented a VS and measured increases in appropriate behavior (e.g., on‐task) and/or decreases in problem behavior (e.g., aggression). Based on the current review, the included studies provided insufficient evidence that the VS component of the intervention contributed to improved transitions with individuals diagnosed with ASD. We found that VS are typically presented along with other treatment components with documented efficacy, and few component analyses have been conducted. Practice recommendations and areas for future research are discussed.