Visual Schedules

Using "First-Then" Cards

Visual schedules are important for children with autism because they Are based on a "first-then" strategy; that is, "first you do ___, then you do ___", rather than an "if-then" approach (i.e., "if you do ___, then you can do___"). This first-then strategy allows the "first" expectation (whether a task, activity or assignment) to be modified, as needed. The modification is in terms of task completion and amount of prompting, in order to accommodate the student's daily fluctuations in his ability to process in-coming information. Then he can move on to his next visually scheduled task/activity.

Example:

A student is having particular difficulty completing an art activity, due to anxiety, sensory processing difficulties, communication, difficulty generalizing, internal/external distracters, change, etc. The assignment can be modified so that the child only has to complete three steps of the activity first, and then he has a sensory break, as indicated on his visual schedule.

 

 

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