title: Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: a review.
abstract: A literature review was conducted on the effectiveness of activity schedules. Twenty three studies that a) were peer-reviewed, b) were experimental, c) implemented activity schedule as a primary intervention, d) incorporated multiple activities, and e) aimed to teach learners to self-manage individual schedules were included in the review. The results demonstrated the effectiveness of activity schedules for promoting independence and self-management skills for a broad range of individuals with intellectual disabilities. An increase in engagement and on-task behavior was the most frequently cited outcome, followed by independent task initiation or transition and self-scheduling. Failure to include social validity measures and caregivers as interventionists were discussed. A corpus of the reviewed studies supports applications of activity schedule in school and (group) home settings.
authors.affiliation: College of Education, University of Washington, Miller102, BOX 353600, Seattle, WA 98195, USA. takanori@uw.edu
authors.forename: Takanori
authors.initials: T
authors.lastname: Koyama
authors.forename: Hui-Ting
authors.initials: HT
authors.lastname: Wang
mesh_terms: D000203:Activities of Daily Living; D001321:Autistic Disorder / Q000534:rehabilitation*; D002648:Child; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods* / Q000458:organization & administration; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D007899:Leisure Activities; D012648:Self Care / Q000379:methods*