The effects of activity schedules on teaching independent leisure skills to children with visual impairment

Purpose: This study investigated the effects of activity schedules on teaching independent leisure skills to children with visual impairment. To address this goal, the effects of progressive time delay on teaching following activity schedule and the effects of activity schedules on increasing on-task behavior. Additionally, the study aimed to determine whether children with visual impairment generalize their ability to follow schedules and their on-task behaviors across different settings and individuals. Furthermore, the importance of the goals, the acceptability of activity schedules, and the significance of results were assessed based on the opinions of children, teachers, and parents. Method: Four children diagnosed with visual impairment aged between eight and 10 who attended a special education class in a primary school participated in the study. The research employed a single-case experimental design with a multiple probe across participants. A tactile-object activity schedule was utilized for a child who is blind, while a picture-based activity schedule was used for children with low vision. Results: The findings indicated that the progressive time delay method was effective in helping children with visual impairment acquire the skill of following schedules and increasing their levels of on-task behavior. They continued to sustain these behaviors two weeks and five months after the instruction ended. Additionally, it was observed that the progressive time delay method was effective in facilitating the generalization of children's schedule-following skills and on-task behaviors across different settings and individuals. The final finding of the study demonstrates that the participants, their teachers, and parents held positive views regarding the importance of the research purpose, the acceptability of the activity schedules, and the significance of the findings. Conclusion and Suggestions: The study' conclusion demonstrated that the progressive time delay method, presented with activity schedules tailored for children with visual impairment, was effective in fostering the acquisition of schedule-following skills and learning on-task behaviors. Furthermore, it showed that schedule-following and on-task behaviors were maintained even two weeks and five months after the intervention ended. It is suggested that activity schedules and other practices be utilized to teach children with visual impairment various skills.