Using an Activity Schedule to Facilitate Transitions in Adolescents with Autism Spectrum Disorder
Gessica Sanfilippo Frittola, Luca Vascelli
People with autism spectrum disorder (ASD) often exhibit repetitive and restricted behaviours and interests, as well as rigid routines and difficulties in transitions (APA, 2013). We conducted a comprehensive review of the literature of articles published between 2009 and 2022 to assess the effects of using a visual activity schedule (VAS) on the difficulty in transitions by adolescents with autism. We conducted the review following the PRISMA guidelines, using three different databases (PubMed, PsycINFO and Google Scholar). We selected a total of 10 studies to be included in this review. The results suggest that activity schedules have been successfully applied in school and educational contexts, with the aim of reducing a range of dysfunctional behaviours (difficulty in transitions and rigid routines); however, not in all interventions were helpful in reducing repetitive behaviour. The implications for professionals using activity schedules, their limitations and recommendations for future research are discussed.
Keywords
Autism spectrum disorder, Difficult with transitions, School, Adolescent, Activity schedule.
