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It outlines what VAS are, who they are intended to support, and the mechanisms for improving performance through sequential visual organization, systematic prompting, and transition support. The guide also reviews the research knowledge base, practicality, and effectiveness, concluding with open questions, references, and related figures.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/intensive-intervention-practice-guide-using-visual-activity-schedules-to-intensify-academic-interventions-for-young-children-with-autism-spectrum-disorder/586460/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/intensive-intervention-practice-guide-using-visual-activity-schedules-to-intensify-academic-interventions-for-young-children-with-autism-spectrum-disorder/586460.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What are Visual Activity Schedules (VAS)?","Question",{"text":111,"@type":112},"VAS are evidence-based visual supports that provide sequential organization of steps for an activity or skill. They can be aligned with individual student needs and used during a wide range of classroom activities.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Who is the guide intended for and who can benefit from VAS?",{"text":116,"@type":112},"The guide targets young children with Autism Spectrum Disorder who have difficulty completing steps of tasks or activities. VAS are especially useful for students who need support transitioning between steps and gaining independence in multistep academic activities.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the guide describe using VAS to intensify academic interventions?",{"text":120,"@type":112},"It focuses on using VAS to intensify academic interventions, including for students receiving intervention within Tier III of Multi-Tiered Systems of Support. It emphasizes using visual cues over time to remind students of activity steps and to support processing, executive functioning, communication, sequencing, and organization.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},586460,1792057972,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Intensive Intervention Practice Guide:  \nUsing Visual Activity Schedules to Intensify Academic Interventions for Young Children With Autism Spectrum Disorder  \nMaria Lemler Hugh, University of Minnesota Carlin Conner, Southern Methodist University Jennifer Stewart, Southern Methodist University  \nUsing Visual Activity Schedules to Intensify Academic Interventions for Young Children With Autism Spectrum Disorder | 2  \nThis project was supported in part by Grant H325H140001 from the U.S. Department of Education, Office of Special Education Programs (OSEP) . Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education, and no official endorsement by it should be inferred.  \nThis product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Hugh, M.L. , Conner, C. , & Stewart, J. (2018) . Practice Guide: Using Visual Activity Schedules to Intensify Academic Interventions for Young Children With Autism Spectrum Disorder. Washington, DC: US Department of Education, Office of Special Education Programs.  \nSpring 2018  \nUsing Visual Activity Schedules to Intensify Academic Interventions for Young Children With Autism Spectrum Disorder | 3  \nContents  \nWhat Is It? .......................................................................................... 4  \nFor Whom Is It Intended? .................................................................. 4  \nHow Does It Work? ............................................................................ 4  \nHow Adequate Is the Research Knowledge Base?........................... 8  \nHow Practical Is It? ............................................................................ 9  \nHow Effective Is It? ............................................................................ 10  \nWhat Questions Remain?.................................................................. 11  \nWhere Can I Learn More? ................................................................ 11  \nReferences ......................................................................................... 11  \nFigure 1. Antonio’s Data for Writing a Sentence .............................. 14  \nFigure 2. Antonio’s VAS for Sentence-Writing................................... 15  \nFigure 3. Monitoring Antonio’s Progress with the VAS ..................... 16  \nFigure 4. Using DBI to Develop and Teach the Use of Visual Activity Schedules ................................................................... 17  \nUsing Visual Activity Schedules to Intensify Academic Interventions for Young Children With Autism Spectrum Disorder | 4  \nWhat Is It?  \nStudents who are slow to respond to traditional instruction and intervention require intensified intervention. Visual Activity Schedules (VAS) are an evidence-based type of visual support that provide sequential organization of the steps for an activity or skill (Bryan & Gast, 2000; Knight, Sartini & Spriggs, 2015; Koyama & Wang, 2011; Spriggs, Mims, van Dijk, & Knight, 2017; Wonget al. , 2014) . VAS can be aligned with individual student needs, including behavioral support. VAS have strong evidence of effectiveness, provide many opportunities to respond, and can be used by teachers during a wide array of classroom activities. For students with Autism Spectrum Disorder (ASD), VAS can be an effective method of intensifying intervention to support students’understanding of, and participation in, multistep activities that pose difficulty.  \nFor Whom Is It Intended?  \nResearchers have demonstrated that VAS can be used successfully to support students with ASD in acquiring academic skills (Banda, Grimmett, & Hart, 2009; Bryan & Gast, 2000) . VASare useful for students who are having difficulty completing the steps of a task or activity. These students may benefit from visual organization of the steps taught through system","cbCaid74yiFOv21B","https://ap.wps.com/l/cbCaid74yiFOv21B","pdf",1170337,17,"English","# What Is It?\n# For Whom Is It Intended?\n# How Does It Work?\n# How Adequate Is the Research Knowledge Base?\n# How Practical Is It?\n# How Effective Is It?\n# What Questions Remain?\n# Where Can I Learn More?\n# References\n# Figure 1. Antonio’s Data for Writing a Sentence\n# Figure 2. Antonio’s VAS for Sentence-Writing\n# Figure 3. Monitoring Antonio’s Progress with the VAS\n# Figure 4. Using DBI to Develop and Teach the Use of Visual Activity Schedules","[{\"question\":\"What are Visual Activity Schedules (VAS)?\",\"answer\":\"VAS are evidence-based visual supports that provide sequential organization of steps for an activity or skill. They can be aligned with individual student needs and used during a wide range of classroom activities.\"},{\"question\":\"Who is the guide intended for and who can benefit from VAS?\",\"answer\":\"The guide targets young children with Autism Spectrum Disorder who have difficulty completing steps of tasks or activities. VAS are especially useful for students who need support transitioning between steps and gaining independence in multistep academic activities.\"},{\"question\":\"How does the guide describe using VAS to intensify academic interventions?\",\"answer\":\"It focuses on using VAS to intensify academic interventions, including for students receiving intervention within Tier III of Multi-Tiered Systems of Support. It emphasizes using visual cues over time to remind students of activity steps and to support processing, executive functioning, communication, sequencing, and organization.\"}]","Intensive Intervention Practice Guide - Using Visual Activity Schedules to Intensify Academic Interventions for Young Children With Autism Spectrum Disorder | PDF",43]