Visual Timetables

A visual timetable presents the abstract concept of time in a concrete form. The timetable communicates to the person with an autistic spectrum disorder when events/activities will take place and what will come next in a clear, stable, concrete and uncluttered manner. This strategy assists them in predicting and planning.Successful implementation of a visual timetable will often decrease challenging behaviors due to the increase in effective communication.

There are several steps to implementing an effective individual visual timetable. The first step is to assess the individual’s level of understanding of different forms of visual communication. If, for example, the individual understands some photos, but generally is at an object level, the schedule may consist of a combination of objects and photos. As the individual demonstrates understanding of the objects, they may be paired with the photo to teach the individual the meaning of the photo. The object may be faded or removed when the individual is able to demonstrate understanding of the photo. Always pair the written word with photos and picture symbols.timetable>

The hierarchy of visual communication (least abstract to most abstract):

• Objects (whole object, miniature object, partial object)
• Photos
• Picture Symbols
• Written Words

Once the type of visual communication has been selected, the timetable can be constructed. Specific information should first be considered such as how the timetable will be used. Where it will be managed? Who will manage it? How will the individual transition between the timetable and the activities/places on the timetable?

The timetable should be easy to create and use, accessible to the individual, durable, inexpensive, flexible, visually clear (free of unnecessary details and decoration), and appropriate to the age and skill level of the individual. Depending upon the skill level of the individual, the schedule may need to be presented in parts rather than the whole day at once.

The individual may need the timetable posted on the wall or may be able to carry the timetable in a binder with them wherever they go. The timetable may be arranged left to right or top to bottom. The variety of materials that can be used to create a timetable is endless. Individual timetables may look very different and be implemented very differently depending upon the person using it.

A visual cue is necessary to communicate to the individual when it is time to check the timetable. For example, this may be an arbitrary object such as a red block or a soft ball for the individual who needs objects.

Another example is a 3X5 piece of card with the person’s name written on it. This is always paired with the verbal phrase, “check timetable.” A person who is able to follow a written timetable may need only the verbal phrase. However, for anyone who is not at this level, a transition object is critical to the successful implementation of the timetable.

The following is an example of the implementation of a timetable with an individual. Joe’s timetable is mounted on the wall just inside the classroom door. Joe is given an index card with his name on it that indicates he needs to check his timetable. When he arrives at the timetable, there is a place for him to put the card. The timetable is arranged left to right, and the picture symbols are attached with Velcro. He removes the picture symbol farthest to the left that says gym because it is time for P.E. class. Joe takes the picture symbol with him to class and when he arrives at the gym, there is a place for him to match the symbol. When class is over, the teacher gives him another card with his name on it which takes him back to the schedule and the process begins again.

Mini-timetables are used to supplement the daily timetable. For example, the daily timetable indicates that it is time for reading class. The mini-timetable tells the student that he is going to 1) read a book, 2) listen to the teacher, and 3) do a worksheet. When the student has completed the activities on the mini-timetable, he is prompted to transition back to the daily timetable.

Joe’s timetable (an example of a visual timetable)

Adapted from: Hodgdon, L. (1995). Visual Strategies for Improving Communication: Practical Supports for School and Home. Troy, MI: QuirkRoberts Publishing.
Janzen, J. (1996). Understanding the Nature of Autism: A Practical Guide. San Antonio: Therapy Skill Builders.
Schopler, E., & Mesibov, G. (1995) Learning and Cognition in Autism. New York: Plenum Press. Quill, K. (1995). Teaching Children with Autism: Strategies to Enhance Communication and Socialization. New York: Delmar Publishers, Inc.
Autism and Related Disorders Program
Center for Disabilities
Department of Pediatrics
The University of South Dakota School of Medicine & Health Sciences