Students who are slow to respond to traditional instruction and intervention require intensified intervention. Visual Activity Schedules (VAS) are an evidence-based type of visual support that provide sequential organization of the steps for an activity or skill. VAS can be aligned with individual student needs, including behavioral support. VAS have strong evidence of effectiveness, provide many opportunities to respond, and can be used by teachers during a wide array of classroom activities. For students with Autism Spectrum Disorder (ASD), VAS can be an effective method of intensifying intervention to support students' understanding of, and participation in, multistep activities that pose difficulty. The focus of this guide is on using VAS to intensify academic interventions for students with ASD, including students who may be receiving intervention within Tier III of Multi-Tiered Systems of Support. VAS work well for students with ASD due to common support needs related to processing, executive functioning, communication, sequencing, and organization. Next, the authors describe how to use VAS as a method of intensifying academic interventions for young students (pre-kindergarten through elementary school) with ASD. In their example, they discuss how they would implement VAS using the data-based individualization (DBI) process (Lemons, Kearns & Davidson, 2014). DBI for VAS includes five steps: (1) determining the activity; (2) developing the VAS; (3) making the data collection plan; (4) teaching the use of VAS; and (5) evaluating student progress. For each step, the authors provide a description and an example.