Visual supports.

Evidence: Structured visual supports are a core component of TEACCH methodology (Mesibov, Shea & Schopler, 2004). Evidence-based practice reports for ASD include them (Steinbrenner et al., 2020), and a review of single-case studies supports visual schedules mainly for independence and on-task behaviour (Knight et al., 2015); reduced anxiety is the usual explanation, not what was measured. Visual supports align with UDL 3.0 Principle 1: Multiple Means of Representation (CAST, 2024).

Mesibov, G., Shea, V. & Schopler, E. (2004). The TEACCH Approach to Autism Spectrum Disorders. Springer. · Steinbrenner, J.R. et al. (2020). Evidence-Based Practices for Children, Youth, and Young Adults with Autism. UNC Frank Porter Graham Child Development Institute, NCAEP. · Knight, V., Sartini, E. & Spriggs, A.D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with ASD. J. of Autism and Developmental Disorders, 45(1). · CAST (2024). UDL Guidelines 3.0.

Level of evidence: A (solid support). Basis: Visual supports meet the criteria for an evidence-based practice for ASD (Steinbrenner et al., 2020). Limits: Support is for ASD; for other profiles it is widespread practice. Each child needs individual adjustment.