Several literature reviews have indicated the effectiveness of visual schedules (VS) to increase engagement and decrease problem behavior related to transitions for individuals diagnosed with autism spectrum disorder (ASD). However, Lequia et al. (2012) noted that VS are typically combined with multiple intervention components, making it unclear whether visual cues contribute to observed reductions in problem behavior. Waters et al. (2009) conducted a component analysis of an intervention that combined VS with DRO + Extinction. These authors found that VS did not contribute to decreased in problem behavior during predictable transitions between the same preferred and nonpreferred activity. The purpose of this study was to replicate and extend the findings of Waters et al. by evaluating the effects of VSs with and without extinction during transitions designed to be unpredictable. Three individuals diagnosed with autism spectrum disorder (ASD) participated, and sessions were conducted in the classroom in the context of the typical school day. Results for all three participants indicated extinction was necessary to decrease problem behavior and the VS did not contribute to improved transitions. We also assessed preference for treatment components with two participants and their staff and found no preference for the VS component. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]