EFFECTIVENESS OF VISUAL SCHEDULE MEDIA IN ENHANCING SPOON-FEEDING INDEPENDENCE FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

Independence in daily living skills, particularly the ability to use a spoon during meals, is a fundamental adaptive milestone for children with Autism Spectrum Disorder (ASD). However, core characteristics of autism, such as difficulties in processing verbal instructions and fine motor coordination, often hinder the acquisition of these skills. This study aims to evaluate the effectiveness of visual schedule media in improving spoon-feeding independence in a child with autism. A Single Subject Research (SSR) design with an A-B-A reversal pattern was employed. The participant was a 7-year-old boy with ASD enrolled in an inclusive education institution. The intervention, conducted over four weeks, utilized a structured visual schedule depicting the step-by-step process of eating. Data were collected through structured observation and analyzed using visual inspection techniques to determine level changes and stability across phases. The findings revealed a significant improvement in the subject’s independence level. The mean percentage of independence rose from 35% during the initial baseline phase (A1) to 78% during the intervention phase (B). Furthermore, the skill was successfully maintained at 74% during the second baseline phase (A2) even after the visual aids were withdrawn. The results suggest that visual schedules effectively clarify activity sequences and reduce anxiety by providing environmental predictability. The transition from physical prompting to visual reliance facilitated the internalization of the motor sequence. This research underscores the critical importance of integrating visual-based strategies into self-care curricula for children with autism in both school and home settings.