Visual Schedules/VIZH-oo-uhl SKEH-juuls/
External, visual plans (lists, cards, timelines) that show what’s happening and in what order, to reduce cognitive load and uncertainty.
Andy says:
It’s like turning a messy to‑do cloud into clear stepping stones you can see and follow.
Detailed Explanation
Visual schedules externalize working memory and time/order information. They support task initiation, transitions, and autonomy.
Formats include:
- Picture cards and storyboards
- Checklists and kanban boards
- Shared calendars with reminders
Best practice: keep steps small, visible, and checkable; pair with time cues.
Community Context
Commonly used in autism/ADHD supports, classrooms, homes, and workplaces. They align with UDL and accommodations; many people use them informally as planners.
Quick Tips
- Show only the next 3–7 steps; collapse details under each step
- Pair with timers and “start/stop” cues; mark done for a dopamine win
- Keep a parking lot for “later items” to avoid derailment
Do / Don't
- Do: co‑create schedules; update live; keep them where work happens
- Do: use icons/colors consistently
- Don't: overfill with tiny text; don’t hide changes—signal them
Scripts (Examples)
- "Let’s list the steps and start with just the first one."
- "When the timer rings, we switch to step two."
Scientific Context
Evidence from executive function supports shows externalizing steps and order improves initiation, follow‑through, and transitions.
Language Notes
Related tools: checklists, kanban, storyboards, timers; can be low‑ or high‑tech.
Related Terms
Executive Dysfunction
Difficulties with a set of mental skills that include working memory, flexible thinking, and self-control.
Working Memory
The mental workspace that holds and manipulates information for short periods (seconds to minutes) to guide actions.
Accommodations
Changes to the environment, tools, timing, or expectations that remove barriers so a person can participate on an equal basis.
Universal Design for Learning (UDL)
A framework for designing learning goals, materials, and assessments that are accessible from the start via multiple means of engagement, representation, and action/expression.
Assistive Technology (AT)
Tools that reduce barriers and support access, communication, learning, and work (software, devices, environmental controls).
AAC (Augmentative and Alternative Communication)
Tools and methods that support or replace spoken language so people can communicate (e.g., symbol boards, text-to-speech, sign, eye-gaze).
Sources
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