Spoken words disappear the moment they are said. A picture stays where the child can see it. That is the idea behind visual supports, which include visual schedules and first-then boards. They show a child what will happen and in what order, which can reduce anxiety and help with changes of activity.
What the evidence says
The National Clearinghouse on Autism Evidence and Practice, in its 2020 review, identified a set of evidence-based practices for autistic children and young people. Visual supports are one of them. The review defines a visual support as any visual display that helps a learner to engage in a desired behaviour or skill independently of prompts. Evidence for a practice does not mean it works for every child, so watch how your child responds and adjust.
Types of visual schedule
- First-then board. Two pictures: what happens first and what comes next. The simplest place to start, and good for a child who is overwhelmed by too much information.
- Object schedule. Real objects stand for activities, such as a spoon for lunch. Useful for children who do not yet understand pictures.
- Picture or icon schedule. Photographs or symbols in a row or a column, one for each activity.
- Written schedule. A list of words, for children who read.
- Whole-class schedule. A schedule for the whole room on the wall, which supports every child and does not single anyone out.
How to make one
- Choose the format that suits your child’s understanding: object, photo, symbol or words.
- Use clear, consistent images. Use the same picture every time for the same activity. Photographs of your child’s own school, classroom and belongings often work better than generic clip art.
- Start small. A first-then board for one difficult transition is easier to keep up than a full-day schedule.
- Decide where it lives. At the child’s eye level, in the same place each day. A portable version can go with the child to other rooms.
- Make it something the child can handle, for example by moving a picture, turning it over or putting it into a “finished” pocket.
How to teach a child to use it
- Draw the child’s attention to the schedule, and use very few words.
- Show the activity picture, do the activity, then help the child move the picture to “finished”.
- With a first-then board, make the “then” something the child likes. This links the board to a reward, which is a form of positive reinforcement.
- Gradually reduce your help until the child checks the schedule independently.
- Warn the child about changes by showing a “change” card. Surprises are easier when they are visible.
Common mistakes
- Making the schedule too complicated at the start.
- Using it as a threat (“no picture for you”). A schedule is a guide, not a punishment.
- Changing images or layouts often, so the child has to relearn them.
- Setting it up and forgetting to update it.
- Not matching home and school. When both use the same system, it works much better.
For the IEP
If a visual schedule helps your child, ask for it to be written into the IEP, along with who will update it. See questions to ask at an IEP meeting.
See also: Early signs of developmental delay and autism, and where to get help in India.
Sources
- National Clearinghouse on Autism Evidence and Practice, Evidence-Based Practices for Children, Youth, and Young Adults with Autism (2020 report).
- AFIRM, FPG Child Development Institute, Visual Supports module.
- Vanderbilt Kennedy Center TRIAD, Communication resources: first-then boards and visual schedules.
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.