Visual Schedules and Mini-Picture
Communication Boards

Doyle Burnett, Education Specialist
and
Kathy Privratsky, Assistive Technology Coordinator

Note: All photographs on this page have been linked to a page with longer descriptions detailing more specifically what the photographs show visually.

Over the years, there have been many wonderful articles written about the use of visual supports for students with varying disabilities. In recent years, many of the viable visual support strategies that were used with students and individuals with significant mental challenges have found their way into benefiting the lives of individuals with Autism Spectrum Disorders (ASD). In all cases, visual support strategies are extremely beneficial for all students, regardless of disability.

What is a visual schedule and mini-picture communication board?

Simply put, a visual schedule and mini-picture communication board is a strategy of combining a "typical" visual schedule system with the corresponding communication symbols that would be used in any given activity throughout a student's school-day. Obviously, this same system/strategy can be used with individuals who may not be in a school setting (home, church and other community environments).

How is the schedule constructed?

The materials used to develop this type of schedule is not really important. As with all schedules that will be handled on a daily basis, it will be important to assure that the schedule can withstand continual use and handling by students or others who may not always treat materials with care. The visual system that's pictured below actually uses sample counter top tiles as a backing but tag-board that has been laminated over the top of the the schedule pictures will work just as well.

The pictures on the backing material are from a software program called, Boardmaker - an easy to use picture retrieval software program from Mayer-Johnson Company (http://www.mayerjohnson.com/). It should be noted that pictures from other sources can be used when constructing visual support schedules and other related strategies. It is not within the scope of this short article to help teachers or others figure out what types of pictures will work best for a given individual.

How do I use the type of schedule you are talking about?

The schedule shown below (photograph) is what the student will see when he or she starts to use the visual schedule system. The teacher can either have the schedule set up in advance or have the student help with placing the individual activities (schedule) in the order they will occur from left to right. The schedule show below does NOT reflect a full school day.

Above - the schedule system as viewed from the front. Figure #1.

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Below - front and back photographs of an individual activity (story) from the overall picture schedule system.

Story activity card - the front view. Figure #2	Story activity - the back view. Figure #3

How does my student use this system?

There are no rules as to how any schedule system "must" be used! What this author has found most useful with the use of this particular system is to teach the student to pick up the first card and actually take the card to the location of the given activity. Remember, the back side of each activity card actually has the visual symbols that represent the likely communication that can be used in each of the different activities. When the activity is finished, the student will put the activity card of the activity just completed in a done pile, a small box or an envelop. Then the next activity card will be selected and used in the same manner as the previous card. This system is followed until the student reaches the end of his or her school day.

Hopefully, this simple method of presenting a visual schedule and communication symbols at the same time will benefit the students who need the supports that can be provided by the use of simple visual strategies.

Additional Visual Support Resources

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