The Effect of Visual Activity Schedules on Task Compliance for Students with Severe Disabilities

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


visual activity schedules, severe disabilities, task compliance



The purpose of this study was to show the effectiveness of using visual activity schedules on task compliance for students with severe disabilities in the elementary setting, grades kindergarten through grade four. The study compared student’s task compliance when they use visual activity schedules to when they do not. The study included six students with Developmental Cognitive Disabilities and Autism Spectrum Disorder. The data was collected during their independent work station time and their daily calendar time. The students were provided with two separate visual activity schedules, one was used for the independent work station and one was used for the calendar time. Data was collected by staff working in the self contained classroom. Analyzing the data at the completion of the study showed that using visual activity schedules had positive impacts on the individuals participating in the study. Participation in the study helped improve participant’s task compliance and reduce disruptive behavior. This study helped students improve their achievement in the special education classroom.

Abstract only: No full text available.