Which approach is appropriate to incorporate visual supports in teaching students with ASD?

Implementing visual schedules is an appropriate approach to incorporating visual supports in teaching students with Autism Spectrum Disorder (ASD). Visual schedules provide a structured framework that helps students understand the sequence of activities throughout the day. These schedules can reduce anxiety by clarifying expectations and transitions, which can be particularly beneficial for individuals with ASD who may struggle with changes in routine.

Visual supports, such as schedules, are effective because they leverage the visual learning strengths that many students with ASD possess. They make abstract concepts more concrete and can facilitate communication and understanding in ways that verbal instructions might not. Additionally, visual schedules can help students develop independence by enabling them to navigate tasks and routines with less reliance on adult prompts.

In contrast, traditional text-based instructions and relying solely on verbal communication may not be as effective, as they can be challenging for students with ASD who might have difficulties decoding text or processing auditory information. Encouraging independent task completion can be beneficial but should ideally be accompanied by visual supports to ensure that students understand the tasks they are expected to complete on their own.